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History of India
Which Indian neighbouring country is still ruled by king?
Related Questions
Asked in Monarchy
Can a country be both a monarchy and a democracy?
Asked in India, Corruption (Political or Economic)
Is India the most corrupt country?
Asked in History, Politics & Society, Monarchy, Elizabeth I, Elizabeth II
Which country is now ruled by king or queen?
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Asked in China and Chinese Territories, Tibet
When did Tibet become a country?
Asked in Islam, Iran, History of the Middle East, Famous People, Shiite Islam
Which middle eastern country is ruled by an ayatollah?
THE ISLAMIC REPUBLIC OF IRAN is the only country in the world, and specifically in the Middle East, that is currently (or has ever been) ruled by an Ayatollah. (Previous Shiite Theocracies, like the Safavid Empire, were still ruled by monarchs and the Ayatollahs had an advisory role, but no direct power.)
Asked in History, Politics & Society
Who is Canada ruled by?
Asked in Monarchy, Dictatorship
What is the difference between a dictatorship and a constitutional monarchy?
A constitutional monarchy was once ruled by a king or queen (Canada was once ruled by Queen Elizabeth) but the are not actually "in control" of the country but still are the king or queen of the country. Constitutional monarchy's are usually ruled by a party and have elections. A dictatorship on the other hand is ruled by a dictator (Adolf Hitler) and they have absolute power and could make you do anything they want you to do.
Asked in Greece
What country is in the middle of Greece?
Asked in Travel & Places, Indian Food
What transport do Indian people have?
Asked in History of Australia, Australia, Australia Politics and Society
Who ruled Australia in 1852?
Asked in France
Is Canada still part of France?
No. France was forced to hand over their Canadian territories to the British Empire in 1763 as part of the Treaty of Paris. Today, Canada is an independent country but part of the British Commonwealth. A British Commonwealth country is a country that has it's own independent government, but is still ruled by the British monarch. | https://www.answers.com/Q/Which_Indian_neighbouring_country_is_still_ruled_by_king |
The Stratocracy of Treithar (later the Republic of Treithar) was a military dictatorship located on Apollonia and later Keltia.
History
Treithar started out as an offline attempt to create an interesting new micronation. After several failed attempts at writing constitutions, including a medieval english feudal monarchy, it was finally decided that Treithar should be a military dictatorship. After many different attempts at designing the governmental system, it was finally decided that all aspects of government would be controlled by the military. A constitution was then created and signed in July, with a website and forum created soon after. | https://micras.org/mwiki/Treithar |
The monarchy of the United Kingdom, commonly referred to as the British monarchy, is the constitutional monarchy of the United Kingdom, its dependencies (the Bailiwick of Guernsey, the Bailiwick of Jersey and the Isle of Man) and its overseas territories.The current monarch and head of state is Queen Elizabeth II, who ascended the throne in 1952.
Monarchies – Travel guide at Wikivoyage
The monarchy of Canada is at the core of Canada's constitutional federal structure and Westminster-style parliamentary democracy. The monarchy is the foundation of the executive (Queen-in-Council), legislative (Queen-in-Parliament), and judicial (Queen-on-the-Bench) branches of both federal and provincial jurisdictions.
Types of Government 6th grade Flashcards | Quizlet
Current Canadian Constitutional Monarchy Versus Stalin We do understand your needs, as we remember how difficult it is to study when you have more assignments than you can actually cope with. Therefore, as per British Essay writers, we appropriately fulfil one of the most important requirements of academic writing service.
History Today | The world's leading serious history magazine
Monarchism is the advocacy of monarchy or monarchical rule. A monarchist is an individual who supports this form of government, independent of any specific monarch; one who espouses a particular monarch is a royalist.Conversely, the opposition to monarchical rule is sometimes referred to as republicanism.. Depending on the country, a monarchist may advocate for the rule of the person who …
Debate on the monarchy in Canada - Wikipedia
Constitutional monarchy in Canada . The most notable features of the Canadian constitutional monarchy are: Although Queen Elizabeth II is also monarch of the United Kingdom, the United Kingdom does not have any sovereignty over Canada; nor does Canada have any sovereignty over the United Kingdom.; In all matters of state, the monarch is advised exclusively by the governments in Canada.
Canada vs United States - Difference and Comparison | Diffen
Mar 14, 2009 · No, Canada is a Parliamentary democracy and a constitutional monarchy. Well, Czech Republic has a better quality of life than Canada (Czech Republic ranked 15th and …
Canadian Government: Structure, Type & Facts - Video
current canadian constitutional monarchy versus stalin dissertation abstract sample case research method. All in all, the Internet has been a god-send for the Myanmar education community, bringing numerous benefits for everyone. I was determined to apply what I had learned and got to work.
Window on Eurasia -- New Series: With His Constitutional
The current Canadian Constitution was written in 1867, and has been repeatedly amended since then. The "Charter of Rights" is a 1982 addition to the Constitution that outlines the civil rights of every Canadian citizen. The Canadian Constitution can only be …
Current Canadian Constitutional Monarchy Versus Stalin
Mar 30, 2015 · There’s no comparison. Canada’s allegiance to the British Monarchy is a minor cultural policy that has little effect on Canada’s parliamentary government. The United States’ Electoral College is a disastrous policy that undermines the credibility
Majority of Canadians say ties to monarchy should - reddit
Monarchy is a form of government where the head of state, a monarch, is de jure appointed for life, usually through heredity. In an absolute monarchy the monarch has uninhibited power. Most monarchies today are constitutional monarchies where the monarch's role is mostly ceremonial. In some contexts and languages a constitutional monarchy is a separate term - where the monarch is limited by a
Difference between USA and Canada | USA vs Canada
Aug 21, 2014 · Constitutional monarchy is a form of democratic government where in monarchs play the role of a non-party political head of state within a constitution. Australia, Japan, …
Talk:Monarchy of Canada/Archive 1 - Wikipedia
The two official languages of Canada are English and French. The country’s government is a federal parliamentary representative democracy under a constitutional monarchy. The official currency of Canada is the Canadian Dollar. The Canadian Dollar can be subdivided into 100 cents, and the currency is often referred to as the Loonie.
5 countries with constitutional monarchy governments - Answers
is dedicated to Thomas Olsen, former Chair, Department of English, with deep In writing an analysis essay, the author examines a text in order to reach an. A little girl sat in the tall grass, her eyes fixed on the snails chugging past her. current canadian constitutional monarchy versus stalin quotes
QUESTION : Do you support the Monarchy (aka Queen
Canada is fortunate to have a great person acting as our head of state. Queen Elizabeth’s annual Christmas speeches are inspirational. I always have a doubt about the system when I realize this is due to her specific excellent personality, and h
Difference Between Canada and America | Compare the
The monarchy of Canada is the core of both Canada's federalism and its Westminster-style parliamentary democracy, being the foundation of the executive, legislative, and judicial branches of the Canadian government and each provincial government. The current Canadian monarch, since 6 February 1952, is Queen Elizabeth II.
Monarchy | The Canada Guide
A constitutional monarchy, just like other forms of government, has its own set of pros and cons. Let’s take a look: List of Pros of a Constitutional Monarchy. 1. It creates continuity. Being a monarch is a lifetime position – they are born into that role. Some find this …
Monarchy of the United Kingdom - Wikipedia
3 days ago · Putin “in contrast offers nothing except his own power forever, not monarchy, not theocracy, and not even an open military dictatorship,” Gozman continues. As a result, what Russians have been offered is that they will “remain forever with the very same Putin and with the very same problems,” hardly the basis for anyone to be enthusiastic.
What Type Of Government Does Canada Have? - WorldAtlas.com
Talk:Monarchist League of Canada Jump to "I also think it best to stick to the current facts and state of Canadian monarchy, rather than relying on legally obsolete sources (big difference between Canada pre-1950s and post)." Rouleau clearly established that succession is governed by Canadian constitutional law, which happens to
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The 1980 Protect and Survive booklet opened government plans to ridicule.
Constitution | The Canada Guide
Canadian monarchy means the Monarchy of Canada, which is different to the Monarchy in Canada. Since the 1920s (an imperial conference decision which later formed the basis for both the Royal Titles Act and the Statutes of Westminster) the concept of the singular crown in the Commonwealth has been replaced by multiple crowns, singular monarch.
Pros and Cons of Constitutional Monarchy - Vision Launch
where to find help for my writing assignment current canadian constitutional monarchy versus stalin where can i order someone to write my paper These games are a viable social network because players focus on teamwork, form groups with like-minded people and have romantic relationships with other players.We have a customer service point where you get to interact with our proficient staff when
What countries might realistically restore former
The government of England, as part of the United Kingdom, is a constitutional monarchy. This type of governmental structure allows the monarchy to share power with an organized government. Three Different Parts The three different parts of a constitutional monarchy include the Crown, Parliament, and Government.
Should the US become a constitutional monarchy? - Quora
The provinces and territories of Canada are sub-national divisions within the geographical areas of Canada under the jurisdiction of the Canadian Constitution.In the 1867 Canadian Confederation, three provinces of British North America—New Brunswick, Nova Scotia, and the Province of Canada (which upon Confederation was divided into Ontario and Quebec)—were united to form a federated colony
Talk:Monarchist League of Canada - Wikipedia
Because we are one. Not everyone agrees on the definition of nation or country. Within Canada, the Quebecois and all Indigenous groups are considered nations, but they lack sovereign states. Canada is a sovereign state. Elsewhere, few would deny t
Current Canadian Constitutional Monarchy Versus Stalin
Define constitutional monarchy. constitutional monarchy synonyms, constitutional monarchy pronunciation, constitutional monarchy translation, English dictionary definition of constitutional monarchy…
Talk:Monarchy of Canada/Archive 7 - Wikipedia
The main difference between USA and Canada is in their government. USA is a federal constitutional republic, whereas Canada is a constitutional monarchy. This means that the head of state for Canada is its monarch, i.e. Queen Elizabeth II, and its head of government is the Prime Minister.
Provinces and territories of Canada - Wikipedia
business plan writer denver current canadian constitutional monarchy versus stalin essay paragraph structureAt the end of the essay, a conclusion should be used that neatly wraps up the entire topic. Experienced writers have been vetted and are on standby, so you are assured of quality work, which guarantees you high grades, and timely delivery
Gold Price Canada
Mar 29, 2019 · > What countries might realistically restore former monarchies? Answering as a monarchist, the number of countries that might restore their monarchies are few, according to some research. Below are countries that might realistically restore them
History of Canada - Wikipedia
This report by the Law Library of Congress provides information on children's rights in international law and sixteen nations including Argentina, Australia, Brazil, Canada, China, France, Germany, Greece, Iran, Israel, Japan, Lebanon, Mexico, Nicaragua, Russia, and the United Kingdom.
How many Canadians are pro-monarchy vs. pro-republic? - Quora
In May 2010, a poll by Angus Reid found that more than two-thirds of Canadians, a 69% majority, would like to see a Canadian serving as Canada's head of state, and a 52% majority of Canadians support reopening the constitutional debate to discuss replacing the monarchy with an elected head of state, while only 32% oppose doing so. | http://loccheresnie.ml/current-canadian-constitutional-monarchy-versus-stalin-721864.html |
State and Constitution building in Eritrea Minority Rights in state building
How can the oppression of ethnic minorities in post-dictatorship transitions be best addressed through constitution building and state structure? Where constitution building takes place in the aftermath of conflict or after the fall of dictatorship the relationship between different ethnic minorities and dominant ethnic groups within the state are often difficult and headache for the dominant ethnic like that of our tiny Eritrea.
The post liberation Eritrea under the unitary system and one-man rule was dominated by one ethnic group and this system was the main cause of today’s crisis in Eritrea. There are many different dimensions to this problem, and these can vary from one context to another. Often, demands by ethnic minorities for power dispersal mechanisms that ensure their participation in political, economic and social decision-making on an equal basis rejected while the interests of a dominant majority that wishes to safeguard supremacy/chauvenism and control over the minority are preserved and respected.
In Eritrea after the independence, the minorities who owned the resources rich areas like the east and west lowlands were expropriated by the dominant group yes-men of the dictatorship. At another level, what might at first appear to be a minority claim can become more complex when historical, demographic and cultural dimensions are taken in totality.
On the one hand is a majority group that conceptualizes the minority rights question in proprietary terms. This group sees itself as ‘the chosen ones’ with ownership rights over everything in the political community to the exclusion of all those who fall outside that group like that of the Agazian dreams- building Tigrai-Tigrni state.
At this time, the so called Agazian- Tigrai-Tigrni view that they are the only owners of the land called today Eritrea, the others are migrants will disintegrate Eritrea, therefore the forces democratic change must face this strongly based on the historical facts on the ground. The Eritreans for democratic change must be accommodative of all the Eritrean ethnic identities with certain claims. The demands of the Eritrean nationalities are that the nature and character of the state must preserve and guarantee their cultural and territorial land. The land must belong to its owners not the state. The state formation must be constitutionally decentralized or be cooperative federalism. Unitary state formation leads to centralism and dominance. The late studies of global institutions on democracy show that even the unitary state structures are to-day decentralized, for example Sweden which is monarchy is decentralized in power sharing, more on this I will write in the coming article on constitutional decentralization.
The Eritrean constitution of 1997 was not accommodative and has limitations in its provisions on fundamental rights it lacks in its framework on devolution of power- sharing and decision making.
Constitution building in post-conflict transitions is very much about state building. Sometimes this involves lumping together different nations to produce a new nation state, while at the same time ensuring that the different nations or ethnicities within the
state, regardless of their size, stay within the resulting constitutional framework, which provides equal protection to all. Achieving such parity is a challenge, especially in the
in reconstructing the state after the fall of the dictatorship where ethnic identity is strong in comparison to national identity. | http://www.democrasia.org/index.php/2019-04-25-08-54-48/2019-04-25-08-56-53/229-state-and-constitution-building-in-eritrea-minority-rights-in-state-building |
Unfortunately, some have taken the liberty to cloud the minds of our youth and mislead them. At a time when the youth needs to work towards progress in education, industry and economy, a significant chunk of our youth has been ‘brainwashed’ to believe that for Pakistan to go anywhere a revolution is needed. What is even more scary is that some are almost convinced that this revolution needs to be scarred with bloodshed. ‘Hum Inqilaab layen gay.’ (we will bring a revolution) seems to be the every day slogan of many political parties, and it has become part of every day rhetoric now.
Before moving on, it would be useful to talk about the most widely quoted example in this rhetoric, the French Revolution. I donít find it hard to believe that those talking about it are mostly unaware of what actually happened in that revolution.
A decade after, and perhaps following in the footsteps of the American Revolution (which not surprisingly does not exist in this rhetoric), it is indeed true that the French Revolution in 1789 was a watershed event which changed France and Europe irrevocably.
While the exact causes are hard to pin down, historians generally agree that a number of wars had taken place before the revolution and this had taken a toll on the French treasury. This had further weakened the French bank already ailing from royal extravagance. Secondly, King Louis XVI of France, like many other European kings, propagated the idea that kings ruled by divine right i.e. were handpicked by God. This then made them accountable to no one except God, and the argument went that if God was not pleased with what they were doing He would remove them Himself. Thus, the citizenry had no say in the matter. In a time of highly secularised thinking due to the philosophies of thinkers such as Burke, Condorcet, Rousseau and Voltaire, who argued for rights of people, sovereignty and the social contract (particularly Rousseau), the divine right to rule became a concept hard to digest.
The strict French class system had long placed the clergy and nobility far above the rest of French citizens, despite the fact that many of those citizens far exceeded nobles in wealth and reputation. It was not a fight of the poor against the rich, the haves and the have nots as it is played out in this rhetoric. It was a battle to achieve equality and remove oppression. It was both a success and a failure. It led to several rapid changes of regime, culminating in a military dictatorship, the Napoleonic Empire, and the restoration of the monarchy. In the long term it established a fair tax system in which by law everyone was taxed according to their wealth and property rights were guaranteed.
Another quoted or rather misquoted example is that of the ‘Arab Spring’ or ‘Arab Awakening’. Sparked by the first protests in Tunisia in 2010, a series of rebellions have risen across the Middle East and North Africa. Again, the rhetoric goes that Pakistan needs such a ‘spring’. Looking at the causes of these protests one realises that the factors that have led to the protests include issues such as dictatorship, absolute monarchy, human rights violations, lack of an independent media, government corruption and economic decline.
What needs to be understood is that these revolutions had specific goals which could not be achieved otherwise. A monarchy and dictatorship has to be overturned by mass movements because there is no other way. Similarly, property rights and equality in taxing in that particular context had to be fought for.
Pakistan is a different story. It is not a dictatorship right now; it has been, yes, but didn’t we just overturn the last one through the lawyers’ movement in 2008? Pakistan has equal property rights. In terms of taxation it is actually the government that needs a revolution to make the citizens pay tax (only 2% of Pakistanis pay tax!).
We already overthrew our colonisers and oppressors when in 1947 we became an independent state. We established democratic systems and laws, and our Constitution guarantees us all our fundamental rights. I am not saying that there are no problems in the systems we have in place, but nonetheless these are the right systems. We need to rectify the shortcomings of these systems, not destroy them altogether. Some of the propagators of this rhetoric actually want to replace the democratic system we have in place today with another dictatorship or monarchy! They propagate the idea of a reverse revolution, and that can be very damaging to the country.
Actually, sometimes shortcuts seem appealing. Whenever overnight and drastic change comes on the table everyone gets excited, but unfortunately tangible change never does come overnight. It requires hard work and patience, and in our pursuit for the quick short cut we might just end up losing what our forefathers fought so hard for. If we are unhappy with a particular regime or government we have the ability and the authority to not elect it again in the next election. We don’t need to go out and kill everyone involved with that regime.
We don’t need a revolution; we need revolutionary development. This development has to be in the education and economic sector, and both are of course linked. By developing our human resource, expanding our economic horizons and realising our responsibilities as citizens we can rid ourselves of most of the problems we face and address the grievances we have.
The exact nature of this development and these responsibilities is a subject I will address in another column, but the only message that one can hope to give through this is that rhetoric can be dangerous. It can be specially dangerous when it is being used to gather emotive and not logical responses. The youth of Pakistan must understand clearly what their role is and how they can develop this country, and resolve not to be misled by those who choose to use them for their own purposes and designs.
‘Freedom has cost too much blood and agony to be relinquished at the cheap price of rhetoric.’ – Thomas Sowell
The writer is Youth Ambassador Geo and Jang Group.
*This article appeared in The News on the 19th of September 2011. | https://alimoeennawazish.com/2016/11/15/the-revolution-rhetoric/ |
Although Portugal has been a republic since 1910, Duarte told Reuters he’d like to see a referendum on whether the constitution can be changed to bring back the monarchy and allow him to regain the family throne. …
Does the Portuguese royal family still exist?
Now, over 100 years since the violent deaths of Carlos I and Prince Luis Filipe and the short and tumultuous reign of Manuel II, those momentous events remain the last acts of the Portuguese monarchy.
Can Portugal become a monarchy?
no. Portugal doesn’t have a king. It has descendents from the last dinasty that could claim the throne if we were or would become again a Monarchy.
Who is the current king of Portugal?
Manuel II of Portugal
|Manuel II|
|Names Manuel Maria Filipe Carlos Amélio Luís Miguel Rafael Gabriel Gonzaga Xavier Francisco de Assis Eugénio de Saxe-Coburgo-Gota e Bragança|
|House||Braganza|
|Father||Carlos I of Portugal|
|Mother||Amélie of Orléans|
Where do the Portuguese royal family live?
Duarte, who lives in a mansion surrounded by the castles of former Portuguese kings in the hills of Sintra near Lisbon, is the head of the Royal House of Braganza, which ruled Portugal from 1640 to 1910.
Who killed the last king of Portugal?
Charles supported the dictatorship of João Franco and was repudiated by most of the political leaders. On Feb. 1, 1908, Charles and his elder son, Louis Philip, were assassinated by anarchists in the streets of Lisbon, and Manuel unexpectedly found himself king at the age of 18.
What if Portugal stayed a monarchy?
The Portuguese population would strike against the archaic monarchy, and would not be supported for the EU. The corruption and aristocracy in Portugal would also get worse, lefting the country as the least economically developed in western EU.
When did Portugal rule the world?
The empire began in the 15th century, and from the early 16th century it stretched across the globe, with bases in North and South America, Africa, and various regions of Asia and Oceania.
…
Portuguese Empire.
|Portuguese Empire Império Português|
|Monarchs|
|• 1415–1433 (first)||João I|
|• 1908–1910 (last)||Manuel II|
|Presidents|
Why did the Portuguese royal family fled to Brazil?
The Dutch took over parts of Brazil in the 17th century, but they were eventually driven out by Brazilians. After the French under Napoleon I invaded Portugal in 1807, the Portuguese royal family fled to Brazil. … (Pedro I returned to Portugal to fight successfully for his daughter Maria II’s right to the throne. | https://sintraportugal.net/portugal-landmarks/is-there-still-a-monarchy-in-portugal.html |
Movement calls for referendum on the monarchy.
June 3 — King Juan Carlos I of Spain was forced to announce his abdication on June 2 after mass popular revulsion, heated by six years of economic crisis and 26 percent unemployment. The big question now is whether this opening of the valve on the social pressure cooker will blow off steam without causing an explosion.
The royal family had reached a low point in popularity, all of them entangled in corruption and scandal. On top of this, the two main ruling class parties — the rightist Peoples Party and the “Socialists” (PSOE) — had just suffered a joint disaster in the European elections, getting less than 50 percent of the vote from the few who participated.
The bankers and bosses wanted stability. Juan Carlos wanted to assure his succession — and perhaps guarantee his immunity from criminal charges. So upon abdicating, he immediately announced that his son Felipe would succeed him as king.
Will the working class simply be relieved that finally they got rid of this super-rich, corrupt and degenerate king; this symbol of the continuation of the 1939-1975 Franco fascist and military dictatorship, with its oppression of the Basques, Galicians, Catalans and other peoples; this bastion of the current rule of finance capital?
Or will the abdication — a concession to popular sentiment — followed by the attempt to continue the monarchy lead to a social explosion?
The immediate reaction in Catalonia, the Basque Country, Galicia, the Canary Islands and the rest of the Spanish state was to call for protest demonstrations that same evening. At first it was just in Barcelona and Madrid, but within hours the protests spread to at least 60 cities in all regions.
“Abolish the monarchy!” “The Catalans have no king!” “Seville for the republic!” Probably the most widespread slogan was, “Referendum on the royals!” Many of the organizations raised the call for a referendum to decide the fate of the monarchy.
Already the Peoples Party government and the leadership of the PSOE have refused any referendum. Prime Minister Mariano Rajoy insisted that first there must be a change to the Constitution, which doesn’t allow a referendum. Ironically, neither does the Constitution allow abdication or succession.
Puerta del Sol in Madrid and Plaza Catalunya in Barcelona drew the largest crowds, but throughout the Spanish state there were significant protests. All the workers’ and communist parties took part, as did newer left organizations of “indignant youths” that arose from the 15M movement three years ago. This was a forerunner to the Occupy Wall Street movement in the U.S. Youths face more than 50 percent unemployment in Spain.
Though it ended 75 years ago, Spain’s 1936-1939 Civil War still resonates in today’s social struggles. Workers’ militias defended the Spanish Republic then against a military-fascist coup regime. The war was at its roots a social struggle against the capitalist and land-owning ruling classes.
Backed by Nazi Germany and fascist Italy, Francisco Franco’s generals won the war. They then smashed the workers’ organizations. They murdered, imprisoned or drove into exile hundreds of thousands of people.
General Francisco Franco’s iron rule endured until his death in 1975. In 1969 he had hand-picked Juan Carlos, a military officer, to be king so as to institutionalize and give continuity to the centralized fascist rule after his death.
In 1978, a compromise was worked out between the politicians rooted in Franco’s Falange Party and the underground anti-fascist opposition. It left most of the fascists in office but allowed the opposition to legally contest elections. This deal, called the “transition,” also left big capital in control while papering over the society with “democracy.” Regular elections since have alternated between the Peoples Party and the PSOE taking office.
In 1981 an attempted military coup tried to eliminate even this compromise. Juan Carlos I made his only popular move ever, coming out against the coup. Everything since has only damaged his reputation with the masses, and rightfully so.
He even secretly — until exposed — hunted elephants in Botswana on the government’s dime. He is probably best known in this hemisphere for telling Venezuela’s popular President Hugo Chávez to shut up at a 2007 meeting. Chávez had the last word.
The king is synonymous with the rule of corrupt big capital and with centralized federal rule over the many peoples within the Spanish state who struggle for self-determination. Before he abdicated, Juan Carlos I was about as popular in most of the Spanish state as L.A. Clippers owner Donald Sterling was among National Basketball Association players.
If the masses accept the reality that it was they who threw out the king, they can go on to throw out the monarchy.
The movement may debate whether to demand a referendum or an immediate end to the monarchy, or if the struggle should explicitly make demands for socialism and for self-determination of oppressed peoples. Given Spain’s history, any struggle for a republic reraises the historic conflict of the Civil War and will almost automatically open the door to working-class demands — jobs, benefits, control of industry and banking, and in the end, for socialism.
The movement is already discussing more demonstrations. | https://www.workers.org/2014/06/03/spanish-king-abdicates-masses-demand-end-monarchy/ |
A Government Of the Heroes, By the Heroes, For the Heroes
Throughout the first week of the US Government Quest, the Early Learners have been discussing and debating the best way to govern themselves in their studio by studying different governments around the world. Monarchy seemed to them a wonderful option at first, since they all loved the idea of being a king and a queen, as they made their crowns and castles. But as they learned more about what a Monarchy truly entailed, with only one king and one queen, and of which could only be the heir of the existing king, they realized their chances to be royalty was slim to none. Thus there was quite a mayhem that aroused amongst the ladies of the court as to who was to marry Prince Simon. So they decided that Monarchy may not be the best way to govern themselves.
Another form of government they learned about was a Dictatorship, which no one even considered once they found out what a dictator does. No one was even interested to play the role of a dictator despite the promise of absolute power over all the other heroes. They were all simply appalled at the idea that a dictator would not let people worship God and to force them to worship him instead. Many heroes boldly declared that they would try to stop a dictator from being so mean, even at the expense of losing their freedom. When they were reading a book about Dictatorship, they lingered on a page showing prisoners in jail who protested against the tyranny of a dictator. The heroes insisted that although they would not want to go to jail, they would not fear imprisonment for the freedom of the people.
Oligarchy brought even more turmoil amongst the heroes, when the six and seven year old heroes were declared the oligarchs since they are the big and powerful. And although the citizens had the chance to overpower the oligarchs through a game of tug-of-war, the four and five year olds were defeated and forced to obey the wishes of the oligarchs. But most of the citizens never gave up and continued to challenge the oligarchs for another tug-of-war match over and over again. The oligarchs were gracious enough to oblige and they promised to be good leaders despite their power over the other heroes.
Finally the heroes learned about Democracy and decided that this is the form of government they wanted, since they all wanted to have the right to vote. And since they can vote, the heroes voted that their micronation be called The United Children’s Country (UCC). Even before learning about the Declaration of Independence, the heroes chose a Democracy for the same reasons that our Founding Fathers did – the heroes wanted everyone to get a chance to be a leader, to be able to share their ideas and vote on them, and to be able to pray to Jesus and read their Bibles whenever they wanted to. Many heroes persuaded others that they can all work together for their government to function to serve the needs of everyone.
US Government quest
Week 1: October 15-19, 2018
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Launch
BIble verse of the day
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2 Thessalonians 1:2
Grace and peace to you from God the Father and the Lord Jesus Christ.
What would you pray for all the heroes to have more grace or peace? Why do we need grace or peace?
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2 Thessalonians 1:3
We always thank God for you because your faith is growing more and more, and the love you have for one another is increasing.
How have you seen others’ love for others grow?
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2 Thessalonians 1:4
…you perseverance and faith in all the persecutions and trials you are enduring.
What ways have you persevered to reach your goals?
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2 Thessalonians 1:5
You will be counted worthy of the kingdom of God.
Are you worthy of the kingdom of God because of your faith or your works?
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How will you shine your light all around the Children’s hospital?
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Core skills work reflections
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Whom did you ask questions or ask for help?
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How did you review your work for possible errors?
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How did you consider best practices for similar work?
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Which work would you proudly show to a large group?
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Which work would you like to continue to improve?
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Relaunch
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What is a nation?
What is a government?
Why do some governments rise and others fall?
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What is a Monarchy?
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What is a Dictatorship?
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What is an Oligarchy?
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What is a Democracy?
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Project time
Forms of Government
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Creating a Micronation
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Dramatic play:
Monarchy
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Dramatic play:
Dictatorship
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Dramatic play:
Oligarchy
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Dramatic play:
Democracy
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Close
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“What did you disagree with today?”
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“What did you fail at today?”
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“How did you solve a problem today?”
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“How did you figure out the answer to your question on your own with 3B4G?”
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“What did you have to do to reach your goals ?”
Town hall meeting agenda
Math work mats, materials
Silent vs collaborative
core skills
Library maintenance
Hero bucks
A special government official visited the heroes this week to share show them how our United States Government serves its citizens. The heroes were honored to meet two patrol horses, Dewey and Jessie, who helps Annabelle’s Dad, Mr. Dan, keep people safe and get to places where cars cannot. | https://journeyacademy.org/2018/11/10/a-government-of-the-heroes-by-the-heroes-for-the-heroes/ |
Michalis Stasinopoulos, 99, a legal scholar who challenged Greece's 1967-74 military dictatorship and served as president after it collapsed, died Thursday, according to the Athens News Agency, which listed no place or specific cause of death.
As head of the Council of State, Greece's highest legal panel, Stasinopoulos declared military rule illegal. The junta leaders ignored his ruling; nevertheless, the historic decision served as a rallying point for resistance leaders.
After a public referendum abolished Greece's monarchy and established a presidential system of government in 1974, Stasinopoulos was elected interim president.
He left office the following year, when parliament selected his successor.
Stasinopoulos taught law at several universities in Greece. He also served as ad hoc judge at the International Court of Justice at The Hague from 1976 to 1978. | https://www.latimes.com/archives/la-xpm-2002-nov-04-me-passings4.2-story.html |
Oceana is, of course, not alone in the world.
Indeed, there are four nations which can be observed to have played a massive role in the formation of the country, and the development of its people since the Late-Antiquity / Early-Medieval period; Neustria, Veneta, Scandia, and Teutonia.
Erebeia (Europe)
The continent of Erebeia.
OceanaMain article: Oceana
Delya
Main article: Delya
Considered the birthplace of western democracy as well as modern civilisation, Delya is a shadow of its former glory.
Land Neighbours: Zemia, Teutonia, Peri-Diaza
[Note: Based on Switzerland/Liechtenstein]
GurreluraMain article: Gurrelura
Having shed its monarchy in a fascist uprising in the 1920s, Gurrelura became a democratic republic in 1954.
During the 17th and 18th centuries Gurrelura played a key role in colonizing Callaeope.
Land neighbours: Neustria, Teutonia, Zemia, CHK
[Note: Based on Spain, Portugal and Basque nation]
NeustriaMain article: Neustria
Oceana's closest neighbour and oldest rival, Neustria is a Monarchy with a population of 58 million.
Land neighbours: Raurica, Teutonia, Gurrelura [Note: Based on France]
RauricaMain article: Raurica
Republic
Surrounded by mountains and the sea, Raurica is bordered by Veneta to the north, Teutonia to the east, and Neustria to the west. Raurica is considered the last remaining bastion of Trescan culture in Erebeia.
Land Neighbours: Teutonia, Veneta, Neustria
[Note: Based on Switzerland/Liechtenstein]
RodinaMain article: Rodina
The Glorious Empire of Rodina has existed for centuries as one of the most singularly steadfast regimes in history. Widely known for the religious fervor of its people, the absolute monarchy that reigns from Belokameny relies upon this to maintain its rule.
Empire
Teutonia, Scandia, Zemia, CHK, Chagastan, Katay, Hamarijam
[Note: Based on Russia]
ScandiaMain article: Scandia
Scandia is a Nordic nation found to the north-east of Oceana on the eastern edge of the Laurentian Ocean. It is bordered to the south by Teutonia and to the east by Rodina. Historically raiders from this area attacked Oceana and its neighbouring islands towards the end of the Dark Ages, setting up colonies, the remnants and evidence of which still remains to this day in northern Marpesia and northern Panopea.
Governed today by a grand coalition of parties, Scandia is considered to be the most liberal and democratically stable country in the world, with a population of 23 million.
Land neighbours: Zeelande, Rodina, Teutonia
[Note: Based on the Nordic countries]
TeutoniaMain article: Teutonia
Teutonia is a Gothic nation found on the mainland to the east of Oceana. It shares a border with Veneta, Scandia and Neustria. It has access to the sea in The Gulf of Veneta and the Northern Ocean. Historically Teutonian Settlers invaded Oceana after the fall of the Trescan Empire.
Teutonia is a constitutional monarchy,
Land neighbours: Raurica, Veneta, Zeelande, Neustria, Gurrelura, Zemia, Rodina
(Flag of Teutonia undergoing renewal)
[Note: Based on Germany/Holy Roman Empire]
VenetaMain article: Veneta
Oceana's neighbor to the north-east, Veneta was for a long time an adversary to Oceana during monarchical rule. Since 2010, Veneta has been Oceana's greatest Republican ally and economic partner.
Land neighbours: Raurica, Teutonia, Zeelande [Note: Based on Italy/Mediterranean]
Zeelande ConfederationMain article: Zeelande Confederation
The Fraternal Confederation of the Eight Provinces of Zeelande, Draslande, Stroomlande, Boslande, Droeglande, Vorsteilande, Walmarche and Paibasse, more commonly known as the Zeelande Confederation, is a nation in Western Erebeia, bordering Neustria and Teutonia.
Federal Republic
Land neighbours: Scandia, Teutonia, Veneta
[Note: Based on Benelux countries]
ZemiaMain article: Zemia
Republic
Over the past century Zemia has been in an uncomfortable situation, located between Teutonia and Rodina, with many territorial claims and wars taking place on its territory.
Teutonia, Rodina, CHK, Gurrelura
[Note: Based on Eastern Europe]
Laurentia (N. America)
The (North American) continent has three main countries: Iyaroak, Columbia and Altepetl.
AltepetlMain article: Altepetl
Established in 1472 as a reaction to the first Erebeian explorers reaching the shores of what is now Altepetl, the empire was comprised of the leaders of seven different tribes coming together to consolidate their power. An early form of power-sharing, the seven tribes have become one ruling family through marriage. The seven tribes still maintain distinct cultural traditions and identities, but are connected by their adherence to the eighth tribe, the ruling class.
Land neighbours: Columbia
[Note: Based on Central America/Aztecs]
ColumbiaMain article: Columbia
The recent history of Columbia, officially the United Republican Commonwealths of Columbia, is a history of Erebeian colonies and conquest over the indigenous peoples of the land, starting in the early 1500s and ending in the late 1700s with the War of Columbian Independence and the Declaration of Independence in 1799. Oceana was the first to establish a colony in northeastern Columbia, settling in what is now the country's capital city, New Portrex, in 1503. This was followed closely by other Erebeian states, chiefly Neustria, Veneta, Gurrelura and Teutonia.
Today Columbia is a federal union of 48 commonwealths, with a population of 267 million and is one of the largest economies in the world.
Federal Republic
Land neighbours: Altepetl, Iyaroak
[Note: Based on United States]
IyaroakMain article: Iyaroak
Made up of dozens of tribal nations, Iyaroak is considered a tribal republic, and is governed on a rotational basis by a council of tribes.
Iyaroak managed to resist Erebeian conquest over the centuries due to their shared attachment to the land, with the aid of Scandia.
Land neighbours: Columbia
[Note: Based on Canada and Inuit nation]
Callaeope (S. America)
The (South American) continent has three main countries: Altun Yaxa, Pindorama and Aucaria.
Altun YaxaMain article: Altun Yaxa
Republic
The name, Altun Yaxa, comes from an ancient local language, and is thought to be the earliest name given to a place in the area. It means "blue-green waters".
Land neighbours: Pindorama
[Note: Based on Venezuela, Colombia and Ecuador/Mayans]
AucariaMain article: Aucaria
Dictatorship
Land neighbours: Pindorama
[Note: Based on Argentina and Chile]
PindoramaMain article: Pindorama
The Union of Socialist Republics of Pindorama is a socialist republic located in South Callaeope. It is the largest nation on the continent by size and by population, with over 186 million people. Amongst other nations, it is bordered by Altun Yaxa to the north and Aucaria to the south.
Socialist Republic
Land neighbours: Altun Yaxa, Aucaria
[Note: Based on Brazil and Peru]
Dorissia (Africa)
The (African) continent has four main countries: Tamazgha, Kwezindar, Venda and Pemba, and Bechuana.
BechuanaMain article: Bechuana
Bechuana, a former Neustrian colony, was granted independence in 1955, but remained under de facto Neustrian rule as the minority ruling class of Neustrian roots maintained all political power in the country. A popular uprising in 1973 over land reform legislation saw the overthrowing of the government and the freeing up of elections. The first democratic elections were held in 1974, which saw President Mawala Nguwu elected as the first native President of Bechuana.
Once renowned as a champion for the anti-colonial cause, Nguwu, who remains in office as President to this day, is now seen as a repressive authoritarian responsible for human rights abuses.
Dictatorship
[Note: Based on Southern Africa]
KwezindarMain article: Kwezindar
A de facto democratic republic, Kwezindar is by no means a stable country. Plagued by a succession of quasi-dictators, elected with evident electoral fraud and replaced by coup d'etat, and occasionally under the control of the military, Kwezindar is also a nation undergoing constant civil war with parts of its country.
[Note: Based on Eastern Sub-Saharan Africa]
Sahratane
Main article: Sahratane In turmoil after the assassination of its President in June 2015, Sahratane is facing a civil war on many fronts.
[Note: Based on Eastern Sub-Saharan Africa]
TamazghaMain article: Tamazgha
A former Gurreluran colony, Tamazgha occupies the majority of the northern coast of Dorissia.
Monarchy
[Note: Based on Northern Africa]
Venda and PembaMain article: Venda and Pemba
Brought together after a genocidal war between two countries, the Unified Republic of Venda and Pemba is a power-sharing republic in central Dorissia, with two capital cities. The seat of power is moved between the two capital cities every ten years, to ensure the past is not repeated.
[Note: Based on Middle of Africa]
Thalassae (Middle East)
The (Middle Eastern) continent has two main countries: Peri-Diaza and Hyperabad.
HyperabadMain article: Hyperabad
An oil-rich sultanate, Hyperabad has been ruled by members of the same ruling family for over 400 years.
Land neighbours: Delya, Peri-Diaza
[Note: Based on the Arabian Peninsula]
Peri-DiazaMain article: Peri-Diaza
The Holy Republic of Peri-Diaza
Theocracy
Land neighbours: Hamarijam, Hyperabad, CHK
[Note: Based on Persia]
Notios (Pacific)
The Notiosan continent has one main country: Moturahi.
MoturahiMain article: Moturahi
The southern most country in the world, Moturahi only came into western knowledge in the late 1700s. Since its "discovery", Erebeian nations were quick to try to colonize the resource rich nation.
There are two main indigenous peoples on the island: The Motu to the west and the Rahi to the east. These two peoples have existed in the island long before anyone else. In 1917, after over a century of exploitation and conquest by western nations, the former enemies joined forces to rebel against the western nations and wrestled back control of their land. Today the island is governed as a semi-presidential republic. The post of President is largely a ceremonial role, and is only afforded to descendants of the two peoples, on a rotational basis every five years.
Non-Moturahi peoples, chiefly descendants of Erebeian immigrants and recent Alycian immigrants, make up around 25% of the population.
[Note: Based on Australia and New Zealand]
Alycia (Asia)
The Alycian continent has six main countries: Katay, Yamaka, Daoshima, Rungroc, Hamarijam, and Chagastan.
ChagastanMain article: Chagastan
A recent breakaway region of Rodina, Chagastan was a part of the Rodina Empire from 1884 to 1994. Since it declared its independence from Rodina in 1994, Chagastan has been ruled by one man.
Dictatorship
Land neighbours: Rodina, CHK, Katay, Zemia, [Note: Based on the "Stans"]
Daoshima
Main article: Daoshima
Located uncomfortably in the Sea of Katay between Katay and Yamaka, Daoshima is an island nation which has for almost a century been contested by both of its neighbouring countries. The current republican government was set up by exiles from Katay and Yamaka in 1943.
The name of the country reflects its relation between the two neighbours. Katay refers to the island as "Hong Dao" and Yamaka refers to it as "Reddo Shima", both meaning "Red Island".
(Name check and flag needed)
[Note: Based on Taiwan]
HamarijamMain article: Hamarijam
One of the most populous countries in the world, Hamarijam is the largest republic with a population of 849 million.
Land neighbours: Rungroc(?), Katay, Rodina, Chagastan, Peri-Diaza
[Note: Based on Indian subcontinent]
KatayMain article: Katay
The most populous country in the world, Katay has a long and illustrious history of empirical rule, stretching back over 3000 years.
Empire
Land neighbours: Rodina, Hamarijam, Rungroc, Chagastan
[Note: Based on China]
RungrocMain article: Rungroc
Long under the rule of the same ruling family, Rungroc is the only country in Alycia which has not been conquered by an outside nation. The monarch is considered to be the descendent of the Rungrocian god Hanuyana.
Monarchy
Land neighbours: Hamarijam(?), Katay
[Note: Based on South-East Asia]
Yamaka ShogunateMain article: Yamaka
Formerly one of the oldest monarchies in the world, Yamaka has been ruled as a feudal military dictatorship by the Yamaka family, which governs the state in an absolute imperial manner, having overthrown the previous emperor in 1922. | https://oceana.fandom.com/wiki/World_Powers |
Essay about Here
Common Good - All citizens should be responsible, caring individuals that can work towards the common good.
Dictatorship – A system (in which) a single ruler seizes absolute power by banning opposition
Ward - Geographical subdivisions designed for elected council
Constitutional Monarchy
Global Village - the world seen as a community in which people are connected by computers, television, etc., and all depend on one another By Laws – A law or rule passed by municipal council and applicable only to that municipality
Consensus - a system of decision making based on one common agreement to all people.
Pluralistic Society - A society in which different groups with a range of beliefs can influence …show more content…
Fascism - a governmental system led by a dictator having complete power, forcibly suppressing opposition and criticism
Governor General - The Governor General of Canada is the representative of the Queen in Canada.
Theocracy - Leadership by Religion
Political Equality - All citizens have the right to vote and run for public office
Personal Freedom - People enjoy many personal freedoms such as freedom of religion and freedom of expression.
Human Dignity - Protect and uphold the dignity of all people.
Political Freedoms - People can speak freely, form associations, run for office and vote without being intimidated.
Respect - Individuals should respect the rights of others. | https://www.cram.com/essay/Here/P3MLR63XC |
History of any government gives a deep understanding about its origin, development and background. While comparing Autocracy vs Dictatorship history, the most relevant points for comparison are its origin, famous leaders that have contributed towards the development of Autocracy and Dictatorship as well as their modern day aspects. Now you can easily get to know the gist of History of Autocracy vs History of Dictatorship with respect to all the above points!
When we are comparing Autocracy vs Dictatorship, history of these government types plays a significant role. You can differentiate Autocracy vs Dictatorship history to understand how these forms of government have evolved from their origins to their modern day theories. The factors that set apart Autocracy and Dictatorship history are its place of origin and period of origin. People who have developed theories and philosophies and have contributed towards the growth of these types of governments should also be considered. To know how these contributions have fared, you can compare Autocracy vs Dictatorship Characteristics!
The roots of any government characterize its history. A fact that one should never miss while studying governments is knowing the founders or advocates of these governments. Many Autocracy and Dictatorship famous leaders have a major share in establishing as well as improving them. The theories and practicalities may differ, but the intention of establishing or promoting a specific government has always been betterment of some entity. Autocracy famous leaders include Adolf Hitler, Hu Jintao, Nicholas I, Raul Castro, Robert Mugabe, Saddam Hussien. Some of the Dictatorship are Adolf Hitler, Antonio López de Santa Anna, Benito Mussolini, Ferdinand Marcos, Joseph Stalin, Juan manuel de Rosas, Mobutu Sese Seko.
Autocracy originated in Greece around 5th century BC. Around 19th century AD Dictatorship was originated in Europe.
After knowing about the origin, we should also get to know the modern day Autocracy vs Dictatorship theories and the way in which these governments have evolved. Given below is a summary of modern day Autocracy vs Dictatorship ideas:
Early modern period: Autocracy- 1655: First known use of autocracy. Before 1688: England was ruled by an autocratic monarch.Dictatorship- Not Present.
18th and 19th centuries:Autocracy- 1825 to 1855: Autocracy in Russia under the rule of Nicholas I.Dictatorship- 19th century: Rise of dictatorships in Latin America after collapse of Spanish colonial rule..
20th and 21st centuries:Autocracy- There are several modern day governments with elements of Autocracy.Dictatorship- Early 1900's: Rise of fascist type of dictatorships in Europe. 1933: Rise of Nazi Germany. 1945: Allied forces defeated Nazi Germany. Mid 20th Century: Rise of Dictatorship in italy and Soveit Union, Africa.
© 2015-2022. A softUsvista venture! | https://www.governmentvs.com/en/autocracy-vs-dictatorship-history/comparison-40-33-1 |
Living Maya Time
Living Maya Time—Viviendo el tiempo maya—is a fully bilingual (Spanish and English) website featuring Maya people discussing their culture and astronomy, and dispelling doomsday myths about the end of the Maya calendar on December 21, 2012. The site includes a variety of fun and educational activities, including a Maya math interactive, to engage students.
Resource Information
1: American Indian Cultures
Culture is a result of human socialization. People acquire knowledge and values by interacting with other people through common language, place, and community. In the Americas, there is vast cultural diversity among more than 2,000 tribal groups. Tribes have unique cultures and ways of life that span history from time immemorial to the present day.
2: Time, Continuity, and Change
Indigenous people of the Americas shaped life in the Western Hemisphere for millennia. After contact, American Indians and the events involving them greatly influenced the histories of the European colonies and the modern nations of North, Central, and South America. Today, this influence continues to play significant roles in many aspects of political, legal, cultural, environmental, and economic issues. To understand the history and cultures of the Americas requires understanding American Indian history from Indian perspectives.
3: People, Places, and Environments
For thousands of years, indigenous people have studied, managed, honored, and thrived in their homelands. These foundations continue to influence American Indian relationships and interactions with the land today.
8: Science, Technology, and Society
American Indian knowledge resides in languages, cultural practices, and teaching that spans many generations. This knowledge is based on long-term observation, experimentation, and experience with the living earth. Indigenous knowledge has sustained American Indian cultures for thousands of years. When applied to contemporary global challenges, Native knowledge contributes to dynamic and innovative solutions. | https://americanindian.si.edu/nk360/resources/Living-Maya-Time.cshtml |
“Our broken down agriculture systems must make a quick U-turn and be more deeply embedded and connected with nature” This was a key message drawn by Phrang Roy, Coordinator of the Indigenous Partnership for Agrobiodiversity and Food Sovereignty, from the Indigenous Peoples’ sessions at the 2nd International Agrobiodiversity Congress. The Congress, held November 15 to 18, focused on the role of agrobiodiversity—the wealth of different plants, animals and microbes—in shaping resilient, sustainable and nutritious food systems and included three sessions dedicated to Indigenous Peoples’ food systems. These sessions were co-organized by the Alliance of Bioversity International and CIAT, the Indigenous Partnership for Agrobiodiversity and Food Sovereignty, and the FAO Global Hub on Indigenous Peoples’ Food Systems.
Indigenous Peoples and global food system transformation
The Agrobiodiversity Congress followed the UN Food Systems Summit (UNFSS), a process that convened tens of thousands of people worldwide to discuss transforming food systems to achieve the Sustainable Development Goals. In his statement on the Summit, UN Secretary General António Guterres highlighted the importance of building on good practices, specifically citing those of Indigenous Peoples, to secure the power of food systems to “realize our shared vision for a better world.” The 476 million Indigenous people in 90 countries are renowned for preserving most (approximately 80 percent) of the world’s biodiversity and are custodians of a substantial proportion of the world’s food genetic resources (FAO, 2021). The sessions at the Agrobiodiversity Congress explored food system practices that contribute to sustainability, while also considering how Indigenous Peoples can be supported and enabled in their critical roles as custodians of globally important agrobiodiversity.
Listening to and learning from Indigenous Peoples at the Agrobiodiversity Congress
The Agrobiodiversity Congress sessions revealed how Indigenous Peoples’ food systems are closely paired with the land, water, flora and fauna in their territories and how agrobiodiversity is maintained and created through practices that nourish their societies:
The presentations revealed the great diversity of Indigenous Peoples’ food systems. While each is unique, a common feature is that local plants, animals, fungi, elements and places are honoured and nurtured through practices devised and refined over ages to maintain balance and continuity over the long term. Indigenous Peoples’ food systems are based on experience accumulated over thousands of years. Francisco Rosado May explained that Yucatec Mayan cultivation systems are informed by at least 10,000 years of knowledge. Compared to 70 years of Green Revolution industrial agriculture and 40 years of agroecology, he emphasized how Indigenous Peoples’ food systems draw on a much deeper wisdom. To the peril of global sustainability, this knowledge has been devalued in dominant food systems and is at risk of being lost in many parts of the world, as a result of deliberate and more passive processes. Harriet Kuhnlein, of the Centre for Indigenous Peoples' Nutrition and Environment at McGill University, described several threats, including dispossession of land and resources, overharvesting, climate change, environmental contamination, assimilative education, and urbanisation.
Leveraging agrobiodiversity in sustainable development: A commitment to action
The role of Indigenous Peoples in saving, growing and integrating agrobiodiversity in nutritious diets are invoked throughout the Rome Manifesto, which documents the commitments emerging from the Agrobiodiversity Congress to realize the full benefits agrobiodiversity can offer in realizing the 2030 Agenda for Sustainable Development. The Manifesto recognizes the importance of “protecting the Indigenous Peoples and cultures that create and sustain diversity through biocultural interactions.” The commitments include actions to diversify diets and production systems and conserve agrobiodiversity in food systems for all everywhere, including:
Ensuring all actions are taken with respect for the rights of Indigenous Peoples to self determination and with Free and Prior Informed Consent is noted throughout the Manifesto.
Human rights and anti-racism as foundations for sustainability
Realizing the rights of Indigenous Peoples enshrined in the UN Declaration on the Rights of Indigenous Peoples, is a critical action Alejando Argumedo, with Asociación ANDES, noted is needed to ensure their knowledge, practices, and strategies for “how to live in harmony with mother earth” can guide our journey toward sustainable food systems. Argumedo highlighted the need for including Indigenous people in steering the food systems agenda, going beyond collaboration at the local level, to raise them into leadership positions in research and development organisations and universities. A similar message was shared by Tania Eulalia Martinez-Cruz of the University of Greenwich and the Global Hub on Indigenous Peoples’ Food Systems, who described how “Indigenous Peoples, their food systems, knowledge and practices, have been and continue to be marginalized in science and policy while they are “game changers” for the climate crisis and food security.” She pointed to the Coalition of Indigenous Peoples’ Food Systems formed as an outcome of the UNFSS as one step toward “ensuring better understanding, respect, recognition, inclusion and protection of Indigenous Peoples’ Food Systems” going forward.
Shifting food system values and leaning into our responsibility to find sustainability
Current food systems are major contributors to deforestation, greenhouse gas emissions, pollution, soil degradation, biodiversity loss and food waste. Indigenous Peoples offer valuable lessons on how to “get more connected with nature” for a more sustainable future, especially recognizing humans as part of nature, respecting and valuing all beings, and caring for the land as it cares for us. Phrang Roy urged replacing the driving principles in current food systems of “domination, monocropping and profit” with the Indigenous values of “caring, solidarity and dignity for all” to build resilience and respect for agrobiodiversity and planetary boundaries. It is our responsibility to future generations to take these lessons to heart to find a better balance in feeding the world while enabling all beings on this earth—human and more than human—to flourish.
Gennifer Meldrum is a consultant with the Alliance of Bioversity International and CIAT and an ecologist (MSc) with nearly a decade of experience researching and advocating for the role of traditional crops and knowledge in sustainable food systems. She is Métis with mixed Indigenous and white settler ancestry and is currently based on the unceded territories of the Musqueam (xʷməθkʷəy̓əm), Squamish (Skwxwu7mesh) and Tsleil Waututh (səlilwətaɬ) First Nations, also known as Vancouver, Canada, where she is actively reflecting on how she benefits and contributes to the colonisation and ongoing occupation of these unceded lands, while striving to advance reconciliation.
For more information:
Photos: Top: A bee gathers pollen from a maize flower in a milpa in Guatemala. Inset: A meal with locally produced and harvested rice and greens prepared by a Khasi community in northeast India. Credit: G. Meldrum,Alliance of Bioversity International and CIAT
Can employer-provided on-site meals provide an avenue to improve diets and catalyze food system changes?
The authors map national food system transformations in a recently developed typology, using economic, social, dietary, and environmental outcomes to examine whether there are linear patterns as countries move from one categorization to another.
PhD candidates with A4NH's Food Systems for Healthier Diets research flagship reflect on what they learned about engaging in national food system transformation during the course of their study. | https://a4nh.cgiar.org/2021/12/13/learning-from-indigenous-peoples-about-food-system-sustainability-and-reciprocity/ |
Networking Indigenous Arctic and US Southwest Communities on Knowledge Co-Production in Data Sciences
This project has been renamed the Indigenous Foods Knowledges Network (IFKN). This award supports a Research Coordinating Network (RCN) that brings together scientists and Indigenous communities, Alaska Native communities and Tribal communities in the US Southwest, to advance understanding of the challenges rapid socioecological change pose to food security and resilience in these communities. Indigenous knowledge and perspectives will be combined with scientific knowledge across the biological, geological, geographic, anthropological, and information sciences to enable a comprehensive overview of how different investigators and scholars, from different perspectives and different environments, approach the issues of food security and resilience. One of the key strengths of the RCN is the synergy it will generate between north and south and between western science and Indigenous scholarship. In addition, the network incorporates insights from information science and data professionals to explore ways to link systems, data and perspectives from multiple domains, both Indigenous and scientific. The project team intends to increase sharing and address issues of Indigenous communities' concerns over data ownership and access by developing more effective tools for sharing data in cyberspace and on social media. Exploring how to merge ideas from diverse groups will contribute to the advancement of both convergence science and the co-production of knowledge with Indigenous communities. This award is part of NSF's effort to promote convergence. The project is convergent because it brings together a diversity of disciplines to concentrate on a question of critical social importance. Social, natural, and information scientists and Indigenous communities will focus on increasing our understanding of the impacts of rapid socioecological change in Indigenous communities from Alaska and the US Southwest on food security and resilience in these communities. The project is convergent not just in how it combines scientific disciplines to address a societal problem, but also in how NSF might fundamentally think about the social construction of the scientific enterprise in the United States.
This RCN has the potential to add a new and fresh perspective to research on food security and resilience through exploration of the rapid social and environmental changes ongoing in the Arctic, by more effectively highlighting Indigenous sources of information. To broaden the perspective and insight into these issues, the RCN will connect Arctic Indigenous communities with tribes in the U.S. Southwest, mainly in Arizona and New Mexico. The RCN has three foci: 1) preservation, visualization, and sharing of Indigenous knowledge; 2) access to scientific data; and 3) Indigenous data sovereignty. The project will be largely driven and led by Indigenous organizations but will include interdisciplinary Western scientists focused on food security and resilience from both the social and physical sciences to discuss current research agendas, data availability, and encourage the direct engagement of Indigenous partners. One Broader Impact of the RCN is the creation of relationships between Indigenous communities living in different areas but experiencing rapid social and environmental changes. The RCN will also create a plan for preserving and visualizing Indigenous Knowledge and connecting it to scientific data.
IFKN has found that meeting on the land facilitates deeper conversations and understanding of the relational foundation of food sovereignty and resilience than would occur in a conference room. Participants learn about each other's work, which can be helpful in their own work in their own communities. IFKN has hosted three in-person meetings at the in Gila River Indian Community (March 2018), Tohono O’Odham Nation (March 2019), Nay’dini’aa Na’Kayax (June 2019) and sent a delegation to the Festival of Northern Fishing in Torino, Finland (September 2018). Due to the COVID-19 pandemic, we have suspended in-person meetings until further notice, but we plan on continuing the webinars and investigating other ways to stay in touch. | https://nna-co.org/research/projects/networking-indigenous-arctic-and-us-southwest-communities-knowledge-co-production |
EnglishDue to the recognition that many areas of the world that contain high levels of biodiversity are cultural landscapes inhabited by indigenous and local communities, the significant role such communities play in preserving natural resources has been underlined in the International Convention on Biological Diversity (CBD). In particular, the agreement calls for the acknowledgement and wider application of local knowledge systems being embedded in traditional lifestyles as they can contribute to the in situ conservation of biodiversity. The purpose of this study is to analyse the role of indigenous communities and local knowledge systems in the global environmental debate. It draws on an ethnographic case study of Maya-Q"eqchi" communities living adjacent to protected areas in Alta Verapaz, Guatemala. The operative paradigm, that underlies the anthropological perspective, indicates that a comprehensive understanding of the cultural context is essential to the success of any initiative designed for the sustainable use and conservation of biodiversity. Accordingly, the applied approach assumes that indigenous environmental knowledge has to be encountered as a social product integral to the respective cultural system it has been generated in. Equally, human cognitive understandings of nature are culturally embedded, bound to locality and intertwined with the broader context. This implies a multidimensional reality in which diverse economic, social, political and historical aspects intersect. The field-based research is concerned with these contextual dimensions, whereas the particular purpose intends to document that indigenous knowledge depends not only on the relationship between humans and nature, but also on the relationship between the visible material and theinvisible spiritual worlds. Especially, it aims to explore the significance of the internal dynamics of cultural values related to local landscapes and beliefs in the intimate attachment of humans to nature, which are closely tied to subsistence activities and ritual practices that define indigenous perceptions of the environment. Although the determining role of worldviews in indigenous cultures has been highlighted for a long time, their relevance for issues related to biodiversity conservation has only recently emerged. In the quest for a global solution to the protection of biodiversity, local knowledge, customary practices, social values and religious beliefs provide a foundation upon which effective initiatives responsive to the needs of the humans involved should be based on. The relatedness of culture and nature through which the Q"eqchi" conceptualise their world might serve as a better basis for a meaningful consideration of alternative conservation measures. Thus, strategies in protected area management need to be modified to realise the implications of a multicultural definition of environment. The implementation of such a more broadly based and holistically conceived bio-cultural conservation approach demands an entirely different epistemology for cultural affirmation, which may be derived from environmental ethics and principles rooted in the indigenous cosmovision.
Keywords: Alta Verapaz; biodiversity conservation; CBD; cosmovision; cultural landscapes; environmental anthropology; ethnoecology; Guatemala; indigenous knowledge; local environmental knowledge; multi-sited ethnography; political ecology; protected area management; Q'eqchi'; social and spiritual values of biodiversity
Other Languages
Entsprechend der Erkenntnis, dass weltweit Regionen von hoher Schutzpriorität zumeist auch soziale Lebensräume indigener und lokaler Gemeinschaften sind, wird im internationalen Übereinkommen über die Biologische Vielfalt (CBD) explizit gefordert, deren Wissen, das für den Schutz und die nachhaltige Nutzung der Biodiversität von Bedeutung ist, anzuerkennen, zu bewahren und seine breitere Anwendung zu fördern. Ausgehend von dieser Inwertsetzung fokussiert die umweltethnologische Arbeit die lokale Umsetzung der Konvention durch die Ausweisung von Schutzgebieten und untersucht Möglichkeiten adaptiver Konzepte, die kulturspezifische Wissensformen als Bestandteil indigenen Ressourcenmanagements mit globalen Schutzinteressen zu integrieren versuchen. Basierend auf der Annahme, dass geschützte Landschaften auch immer kulturelle Landschaften sind, in die Spuren menschlichen Handelns und Denkens eingeschrieben sind, untersucht die Studie exemplarisch indigenes Wissen von Maya-Q'eqchi' Gemeinschaften im Umfeld von Schutzgebieten in Alta Verapaz, Guatemala. Im Mittelpunkt stehen verschiedene Dimensionen indigenen Wissens, die für den Schutz und die Bewahrung natürlicher Ressourcen von Relevanz sind. Über die materielle Ebene von sichtbaren Wissensinhalten hinaus geht es um symbolische Bedeutungsebenen von Mensch-Umwelt-Beziehungen, die - weil zumeist unsichtbar - im akademischen und umweltpolitischen Diskurs weitgehend unberücksichtigt bleiben. Beide Wissensdimensionen in einer Analyse zu integrieren und sie in einen Kontext historischer, sozio-ökonomischer und machtpolitischer Strukturen auf lokaler, nationaler und globaler Ebene zu stellen, ist das zentrale Anliegen der Arbeit. Sie zeigt, dass Umweltkenntnisse an spezifische Naturkonzeptionen und Interpretationen von Raum und Zeit, von Identität und Kausalität gebunden sind, die Menschen Orientierung in ihren wesentlichen Lebensbeziehungen geben. Wie Menschen Natur wahrnehmen und was Natur für sie bedeutet, ist an diese kulturspezifischen Wertvorstellungen gebunden. Diese sind eingewoben in ein Weltbild, verstanden als ein meist nicht bewusst reflektiertes philosophisches Konzept mit Deutungsmustern, das nicht nur welterschließend, sondern auch handlungsorientierend ist und als Sinn gebende Instanz das Mensch-Natur-Verhältnis definiert. Schutzgebiete sind nicht nur Schauplätze divergierender Nutzungsinteressen, sondern auch Orte, wo verschiedene Naturkonzeptionen und Weltbilder aufeinander treffen. Davon muss man ausgehen, wenn indigenes Wissen im Sinne der Biodiversitätskonvention bewahrt werden soll. Die interkulturelle Verständigung über verschiedene Naturkonzeptionen ist eine Voraussetzung, globale Schutzinteressen mit Nutzungsbedürfnissen der Bevölkerung auf lokaler Ebene in Einklang zu bringen. Im Gegensatz zum ›westlich‹-wissenschaftlichen Weltbild trennt die indigene Kosmovision nicht zwischen objektiver Naturerkenntnis und subjektiver Naturwahrnehmung und ist insofern wegweisend für eine neue ganzheitliche Umweltethik. | https://ediss.uni-goettingen.de/handle/11858/00-1735-0000-000D-F23A-C |
Background – Although anthropogenic climate change poses existential challenges for Indigenous communities in the Arctic, these challenges are not entirely unprecedented. Over many generations, Arctic peoples have developed a wide range of behavioral strategies to navigate environmental change and uncertainty, and these strategies provide a foundation for contemporary adaptation.
Aims – In this article, we focus on mixed cash‐subsistence economies and the social networks that underlie them in Alaska. The patterns of food production, labor exchange, and food sharing in subsistence‐oriented communities throughout Alaska are driven by the productivity of keystone households who regularly harvest and share resources within and between communities.
Materials & Methods – Building on previous research suggesting the critical importance of these networks to community resilience, we use network analysis to investigate whether patterns in resource transfers between households are associated with subsistence harvest diversity—the diversity of species harvested by a household unit. We use exponential random graph models to describe the structure of a sharing network from Aniak, Alaska, and model the links between harvest productivity, harvest diversity, and household position in this network.
Results – Our results indicate that both productivity and diversity are positively associated with network connections, and that productivity alone provides an incomplete model of network structure.
Discussion – We suggest that subsistence harvest diversity may play a unique role in supporting adaptive capacity and resilience by maintaining the productivity of keystone households despite changing environments and sustaining social network structures that circulate resources throughout the community. Harvest diversity may also serve as a broad indicator of Indigenous ecological knowledge and a tangible representation of cultural practices, values, and worldviews that underlie subsistence in Alaska.
Conclusion – Greater attention to harvest diversity is important for understanding how subsistence networks adapt to environmental change and uncertainty linked to social and ecological dynamics of anthropogenic climate change.
Read the full article in American Journal of Human Biology. | https://www.sesync.org/linking-subsistence-harvest-diversity-and-productivity-to-adaptive-capacity-in-an-alaskan-food |
This book is a how-to manual for school mental health professionals, educators, and administrators that discusses a series of steps that can be used to proactively manage and prevent many different types of behavioral problems in a positive manner. It incorporates both the high structure and high behavioral expectations that are crucial for school success, but also describes following this structure in such a way that students feel included, important, and respected. Rather than requiring the mental health providers to investigate the research themselves and come up with a behavioral problem solving model, this book includes step-by-step guides on how to implement school-wide and classroom-wide interventions in a response-to-intervention format. For those students who demonstrate more behavior problems, more intensive interventions are included to help alleviate those problems.
The first section of the book discusses Tier I interventions and assessments designed to ensure that the school is effectively implementing a high quality, research-based behavioral management system. The next section covers Tier II interventions, those used for students who do not respond adequately to those of Tier I. These interventions are research-based, rigorous, and designed to address a broad range of behavior problems. Finally, the last section discusses Tier III interventions for students in need of highly individualized and intensive interventions to manage behavior problems. | https://www.taylorfrancis.com/books/9780203859568 |
The following article was contributed by Karen Kroh, Ed.D., Associate Superintendent for Student Services in the Archdiocese of Kansas City in Kansas.
As educators we’ve all had a student who is struggling, either academically or behaviorally. We meet to discuss the student and everyone starts asking, “have you tried…?” The problem solving process is a systematic, team approach utilized to address a student’s needs in the area of academics or behavior by following six specific steps: identifying strengths and concerns, problem identification, problem analysis, intervention generation and selection, progress monitoring, and evaluation.
The first step of the problem solving process is to identify the student’s strengths and concerns, both academic and behavioral. You may end up pairing a student’s strength with an intervention later in the problem solving process. The problem solving process is designed to focus on one or two very specific academic or behavioral concerns.
The second step of the problem solving process is problem identification; the teacher is going to summarize the critical information regarding the specific academic or behavioral concern. The summary should include the following:
1. Student’s current performance compared to his/her peers
2. Lessons the teacher has learned related to instruction
3. Lessons learned related to curriculum
4. Lessons learned related to the environment
5. Lessons learned related to the student
During the problem solving phase, the teacher should think about the data already collected as part of the school routine to document the student need. Specific data allows the team members to understand the size and scope of the teacher’s concern. Once the teacher has summarized the data, the other team members can ask clarifying questions.
Problem analysis allows the team to explore critical variables which affect student learning. The team members create a hypothesis by completing the following statement. “We think the student is struggling with _________ because….” Based on the most likely hypothesis identified by the team, targeted interventions can be generated. Problem analysis allows the team to understand the reason why specific interventions have been considered for the student and helps the team to address complex student concerns in a systematic manner.
Based on the hypothesis, the team will determine interventions which directly align and have the greatest likelihood of positively impacting the student concern. The team should use research based interventions to guide their work. Once a list of interventions has been created, the person who will be the primary implementer of the interventions should consider the following questions:
1. Which of the interventions do you think have a high probability of success?
2. Which of the interventions is manageable to implement?
3. What do I need to carry out the intervention plan?
Next, the team must determine a method for measuring whether the intervention(s) has been effective for the student. Frequent data collection allows the team to make confident decisions based on student performance trends. To evaluate progress, the team must set specific, measurable, ambitious, and realistic goals.
The final step of the problem solving process is evaluation of the intervention plan. Evaluative decisions should made by the team based on progress toward the goal, not necessarily mastery. The team should discuss the following three questions:
1. Was the student’s need met with the current plan?
2. Was the plan effective but requires continued intervention or strengthening of the intervention to support the student?
3. Does the intervention need to be changed?
The evaluation process gives the team guidance regarding the next steps for the student, based on the intervention results.
As Catholic school educators, we want to make sure the gifts and talents of each our students are maximized. The problem solving process allows us to systematically address a student’s needs. | https://nceatalk.org/2017/02/problem-solving-to-support-student-success-in-catholic-schools/ |
This is an email about the Behavioral Interventions to Advance Self-Sufficiency (BIAS), BIAS-Next Generation, and Behavioral Interventions for Child Support Services (BICS) projects.
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November 2017
CONTACT US:
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Can a new approach to problem-solving lead to better outcomes?
The behavioral insights movement in government, education, and nonprofit organizations got a boost recently when Richard Thaler, one of its founders, was awarded the Nobel Prize in Economics. New studies and program improvement efforts continue to show the potential of using evidence from behavioral economics, psychology, and marketing to improve program outcomes. Readers of this newsletter know that the Administration for Children and Families has been at the forefront of this work. The results of behavioral tests get a lot of attention (for good reason!), but we focus much less on the practical lessons that can be drawn from the process of developing and implementing interventions. The recently published final report of the Behavioral Interventions to Advance Self-Sufficiency (BIAS) project,
Nudging Change in Human Services
,
fills this gap by devoting an entire chapter to lessons we learned from implementing the different interventions (Chapter 5). We summarize and expand upon two of them here, illustrating the points with examples from another project,
Behavioral Interventions for Child Support Services (BICS)
, which is currently ongoing. Each example includes a practice tip for those trying to implement program innovations informed by behavioral insights.
Insight #1:
Diagnosing “bottlenecks” through a careful exploration of program processes leads staff at every level to discover areas of tensions and new insights.
Teams that work on these projects go through a process called “behavioral diagnosis and design” in order to develop behavioral interventions. Often this is done with the support of researchers and behavioral experts who bring a fresh eye and knowledge base, but trained staff with some dedicated time can facilitate the process internally. The diagnosis stage involves scrutinizing the steps in an organizational process, the language on forms, and the timing of events. It provides a focused opportunity to look closely at an organization’s systems and routine practices. It is often the first time in a long time that managers have looked at the program at that level of detail – and from the participant’s point of view! Typically, staff will discover contradictions between what is supposed to occur and what actually happens, creating immediate opportunities for improving the process and pointing to ways to do so using behavioral science. One tool to help you make these discoveries is a process map.
TIP: Create a process map
A process map is a diagram of every step of a process from start to finish. It can be a flow chart, table, or graph. Below, we show a simplified example that illustrates the steps that lead to a modification of a child support order in Cuyahoga County, Ohio, one of the sites in BICS.
A map of steps with drop-off rates from the BICS Ohio Site
The team noticed a significant drop-off between those noncustodial parents who had expressed interest in an order modification (step 1) and those who sent back their “request packet” to initiate the process (step 2). In other words, many parents dropped out of the order modification process before the child support agency could even consider whether or not they were eligible.
By using the process map to identify this source of attrition, the BICS team came up with a targeted solution: they eliminated step 1 in the process and instructed staff to automatically conduct reviews, based on presumed eligibility, of cases that met basic criteria. Cuyahoga County hypothesizes that this will lead to more completed modification requests and reduce the processing time.
Insight #2
: The commitment to putting the client’s perspective first — rather than staff’s — typically requires doing more than what had been done before, at least in the short term.
Organizations often rely on a single communication contact to prompt participants to complete necessary actions that will benefit them. For example, parents who need to recertify their benefits may get one notice a month before the recertification deadline. In addition, that contact may not be designed with the psychological and material needs of the participant in mind. The behavioral insights approach focuses on those needs by being strongly user-centered and incorporating lessons from behavioral science to understand how participants might actually consume and interpret information, as well as act. This typically leads organizations to acknowledge that, given the human tendency to procrastinate, forget, or give up when something appears complex or the process is unclear, most participants would benefit from additional encouragement and support to move from intention to action — meaning that behavioral interventions typically involve doing something that the program had not been doing previously. Delivering reminders is one – but not the only – way to do this.
TIP: Remind, remind, remind
Reminders help participants follow through on actions by providing frequent, timely prompts. They should not be an excessive burden on program staff since reminders can be delivered via text message, postcard, or phone or added to meetings participants are already attending. The key is that they should be timely, specific, and personalized. In the BICS Colorado study, the team created a short meeting for staff and noncustodial parents to create a plan to make payments manually until child support payments started coming out of their paychecks (or indefinitely, if no they did not have a regular employer). The parent chose a payment method and schedule of payments based on his or her unique circumstances. For example, parents with bank accounts might choose to pay by setting up an automatic deduction, and many parents want to pay child support on the day they get paid. Parents walk away from the meeting with a wallet card that contains all the key information they need to implement this plan. Even with a good plan, though, anyone can fall victim to
prospective memory failure
– when we plan to do something in the future and then forget to do it when the time comes. That’s why the team included personalized text message reminders that were sent the days the parent said they intended to make their payments.
Your child support payment is due TODAY. Include your FSR #12345678 when you pay by Autopay. Call 3036213203 with questions. Thanks! Reply STOP to Cancel
Text message reminder language from BICS Colorado Site
Colorado hypothesizes this will increase on-time payments in the first few months after child support orders are set. Results from BICS tests will be released starting at the end of this year.
Stay up to date on our behavioral research!
Read the full BIAS report,
Nudging Change in Human Services
(PDF). More on the original BIAS project is available
here
. The successor to that project, BIAS-Next Generation, is in the design phase with five active TANF and child welfare sites. Bookmark this
page
for updates.
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A plan to ensure that evidence-based psychosocial interventions are routinely used in clinical practice and made a part of clinical training for mental health professionals was released today by the National Academy of Medicine (NAM). Co-authored by Dr. Myrna Weissman, professor of epidemiology in psychiatry at Columbia University’s Mailman School of Public Health, the report points to a strong need to strengthen evidence on the effectiveness of psychosocial interventions, and to develop guidelines and quality measures for implementing these interventions in professional practice. Though medications undergo a systematic review of their efficacy, no similar process has existed for psychosocial treatments. The report, titled “Psychosocial Interventions for Mental and Substance Use Disorders,” sets forth a detailed program that identifies the steps needed to close this problematic quality gap.
Mental health and substance use disorders affect approximately 20 percent of the U.S. population, and frequently occur together. The rate of comorbidity of these disorders with physical disorders is also high. Psychosocial interventions for mental and substance use disorders include psychotherapies, community-based treatments, vocational rehabilitation, peer support services, and integrated care interventions. These are delivered in individual, group and even virtual settings, and may be administered as stand-alone treatments or combined with other interventions such as medications.
The NAM report proposes an iterative process that engages consumers at every step of a cyclical framework to: strengthen the evidence base for interventions; identify elements of effective intervention; conduct independent systematic reviews to inform clinical guidelines; develop quality measures; and implement interventions and improve outcomes.
Addressing the quality standards for psychosocial treatment is particularly critical given the recent passage of two significant pieces of legislation: the Mental Health Parity and Addiction Act, and the Affordable Care Act (ACA). The ACA expands access to health insurance and aims to reform how care is delivered, with an emphasis on accountability and performance measurement. The Parity Act redresses limits on access to behavioral health care services. Defining standards for psychosocial interventions and implementing strategies to monitor the quality of those interventions will assist in making these two acts effective. | https://www.aspph.org/columbia-co-authors-national-academy-of-medicine-report-on-evidence-based-standards-for-psychosocial-treatments/ |
Today we published Arizona’s first ever comprehensive State Health Assessment. The objective of the State Health Assessment is to give Arizona’s public health and health care systems a clear tool to help drive future decision-making and resource allocation as we collectively design and implement evidence-based interventions to improve health and wellness outcomes across Arizona.
The Assessment uses Arizona-specific data to assess the state of the public’s health in Arizona and has been a collaborative effort among all of the health departments in each AZ county as well as the ADHS. The 15 priority health issues in the Report are obesity, tobacco use, substance abuse, healthcare associated infections, suicides, teen pregnancy, creating healthy communities, behavioral health services, diabetes, heart disease, other chronic diseases (cancer, respiratory disease, asthma), accidents and injuries, oral health, access to well care, and access to health insurance.
Each public health indicator is summarized for its significance and scope, trending, and comparative analysis against national data. The report also provides in-depth analysis for a number of indicators in each of Arizona’s 126 Community Health Analysis Areas.
Please take time to look at the State Health Assessment and the county level community health assessments. After you’re done, we’d appreciate hearing from you through the survey monkey as we take the next giant step to create Arizona’s first State Health Improvement Plan. | https://directorsblog.health.azdhs.gov/arizonas-first-ever-state-health-assessment/ |
What are the 3 nursing interventions?
What are the 3 nursing interventions?
There are different types of interventions: independent, dependent and interdependent. After a nurse uses education and experience to select an intervention, an evaluation must be performed to determine whether or not the intervention was a success.
How can nurses help patients with depression?
Many things Nurses do can help a depressed patient not feel so worthless, and sometimes even lift their spirits. Talking to patients about their feelings is a good first step in dealing with their depression. Being sympathetic helps them know that you understand their feelings rather than judge them for how they feel.
What are basic nursing interventions?
Nursing interventions are actions a nurse takes to implement their patient care plan, including any treatments, procedures, or teaching moments intended to improve the patient’s comfort and health.
What is nursing diagnosis for stress?
Nursing Diagnosis Anxiety related to unconscious conflict about essential goals and values of life, threat to self-concept, positive or negative self-talk, or physiological factors (e.g. hyperthyroidism, pulmonary embolism, dysrhythmias).
What are the highest priority interventions?
What are the highest-priority interventions? Problem-oriented. Nursing assistant providing bathing and dressing assistance to a patient. Which is an example of a collaborative nursing intervention?
What is collaborative care for depression?
Collaborative Care (CoCM) is a specific type of integrated care developed at the University of Washington that treats common mental health conditions such as depression and anxiety that require systematic follow-up due to their persistent nature.
What is depression management?
Education, lifestyle changes, social support and psychological therapy are important treatments for depression. People may also require antidepressant medication. Medications may take up to six weeks to be effective, so be patient.
What are the 5 priorities of nursing care?
The five priorities focus on: recognising that someone is dying; communicating sensitively with them and their family; involving them in decisions; supporting them and their family; and creating an individual plan of care that includes adequate nutrition and hydration.
Is stress a diagnosis?
Stress is a process, not a diagnosis. We experience stress when there is an imbalance between the demands being made on us and our resources to cope with those demands. The level and extent of stress a person may feel depends a lot on their attitude to a particular situation.
Which statement correctly describes nursing initiated intervention?
Which statement correctly describes a nurse-initiated intervention? Nurse-initiated interventions are derived from the nursing diagnosis. A treatment based on a nurse’s clinical judgment and knowledge to enhance client outcomes is a nursing: intervention.
Is depression a nursing diagnosis?
Depression is a state of mind where through proper consultation and medication all the negative and restless thoughts can be silenced and controlled. In proper nursing diagnosis for depression; patient has to be cured and treated with patience and empathy.
What is a Depression Intervention?
Behavioral activation (BA) is a therapeutic intervention that is often used to treat depression. Behavioral activation stems from a behavioral model of depression that conceptualizes depression as a consequence of a lack of positive reinforcement. BA is highly customizable and is a very personal treatment plan.
What is a nursing care plan for anxiety?
Anxiety Care Plan Goals and Outcomes. A care plan should help a nurse to enable the patient to achieve the following: Describe own anxiety and possible coping patterns. Demonstrate ability to cope. Monitor signs and intensity so as to seek early intervention. Increase external focus. | https://newsbasis.com/what-are-the-3-nursing-interventions/ |
In 2012, Lava Ridge School District had a simple goal: for all students—even those who struggle with behavioral issues—to learn at high levels. That’s why we formed our PBIS “Touch Gold” program in 2013, and little did we know how important this framework would become for student interventions.
To implement a schoolwide PBIS system, Lava Ridge gathered together a diverse group of teachers and administrators, including specialists in various content areas, special education, counseling, administration, and more. We researched schools with successful PBIS systems to learn the key components and establish our own behavioral expectations, reinforcement system, and a behavior matrix that classifies minor and major offenses and the consequences.
Next, we instituted a data tracking system to record and evaluate the success of our interventions. This tracking system, which we call our “Will/Skill website,” is modeled after PBIS World and allows us to handle behavioral interventions more systematically and hold each other accountable so that no students slip through the cracks.
This tool contains a menu of misbehaviors frequently observed in school such as tardiness, defiance, lack of motivation, impulsiveness, etc. Teachers utilize the Will/Skill website to identify struggling students; research and identify root behavioral causes; select intervention strategies; and record and track how those interventions are working.
Our Interdisciplinary Teams (I-Teams) meet every other week to discuss the behavioral concerns of the students they share. When they identify a student who repeatedly struggles with a behavior issue and for whom Tier 1 interventions are not enough, the team selects an intervention from the Will/Skill website and commits to using this intervention with the student in a unified, consistent manner for two weeks until the next I-Team meeting.
We hold ourselves accountable by asking the following questions: Is it working? Is the intervention truly being utilized evenly among all team members? Is it having the desired effect? If it is not, then what is our next intervention effort going to be?
If our I-Teams have tried and documented three different interventions and the student has not responded, the I-Team will refer that student and all of the documented interventions and results to our PBIS-Tier 3 team. Using our combined expertise, our PBIS team finds interventions that will address the root causes of a student’s behavioral concern.
Our Tier 3 team, for example, reviewed an I-Team’s interventions for a student and decided to utilize an individualized token economy intervention called Check-In/Check-Out. Every morning, a mentor met with the student to build a rapport and help him identify a behavioral and academic goal for each day. Their daily meetings allowed the student to review how he performed and helped him learn how to monitor and track his own progress. As a result, the student passed all of his classes and was no longer referred to the office for misbehaviors for the remainder of the school year.
Lava Ridge’s PBIS “Touch Gold” program has succeeded beyond our expectations. We have decreased office referrals by 30 percent and reduced the number of unexcused absences by 20 percent in the second half of our school year. When we focus on reinforcing good student behaviors, many of the negative student behaviors disappear. With the belief that every student at Lava Ridge Intermediate will succeed at high levels both behaviorally and academically, we have been able to transform our school culture and touch gold.
Why should schools develop schoolwide reinforcement systems? What does your school do to guarantee that all students with behavioral struggles learn at high levels?
Greg Bozarth is the assistant principal of Lava Ridge Intermediate School in Santa Clara, UT, which serves 867 students in grades 6–7. He is the 2016 Utah Assistant Principal of the Year.
Congratulations on such a successful PBIS program! Do your iTeams meet during the school day during their common planning time or before or after school?
Michael – They meet after school on Mondays during contract time. They meet every other week as Interdisciplinary teams. Our I-teams are made up of LA, Science and Math teachers sharing common students.
Thanks for the information, Greg! Appreciate it! It’s always a struggle to figure out how to fit everything in to contract time.
Congratulations on your PBIS program’s success and for being honored as Assistant Principal of the Year! Do you have any information that could be emailed in regard to your PBIS plan and how it is utilized throughout your building? Any samples, guides or information relative to implementation would be greatly appreciated.
Is the will / skill website available to the public? We are beginning a new PBIS program here at our school and although the PBISworld site is nice, I would like to see yours if possible.
With PBIS, teachers look for minor issues and prevent them from becoming bigger behavior problems. Before a spitball is thrown, a teacher might notice the student who is craving attention. They might address that need positively before it grows into a need to throw a spitball. | http://blog.nassp.org/2016/07/26/touching-gold-with-pbis-supporting-struggling-students-through-systematic-interventions/ |
Purpose: The Principal Investigator (PI) will conduct a program of research designed to improve intervention and outcomes for students with or at risk for emotional and behavioral disorders (EBD) as well as participate in career development activities to expand knowledge and skills related to research methods, project management, and behavioral interventions. Challenging behavior significantly limits student access to ongoing instruction in general education, leading to negative long-term outcomes. Behavioral interventions designed to improve task engagement can mitigate negative long-term outcomes associated with challenging behavior. However, additional guidance is needed to select feasible and effective interventions that can be adapted to meet individual student needs. Therefore, the goal of the project is to develop and test decision-making models designed to guide teacher selection, implementation, and adaptation of three commonly used behavioral interventions to improve engagement for students with and at-risk for EBD in K-2 general education classrooms.
Research Plan: The PI will develop and test the decision-making models across four phases. In Phase 1, the PI will conduct a nationwide survey of 400 elementary teachers to identify commonly used behavioral interventions and understand how teachers select feasible behavioral interventions. Decision-making models will be created for the three most frequently selected interventions from the survey. In Phase 2, observations of elementary classrooms will be conducted to identify how, when, and for whom teachers adapt behavioral interventions. The observed adaptations will be added to the decision-making models for each intervention. In Phase 3, the PI will evaluate and compare the effects of the decision-making models and associated interventions on students' engagement and challenging behavior using alternating treatments designs with 10 students with or at risk for EBD. Teacher feedback on the feasibility and social validity of the models will also be collected. In Phase 4, the PI will conduct additional alternating treatments designs to test intervention adaptations (and revised decision-making models) on engagement and challenging behavior for students who are non-responsive to the interventions in Phase 3. In addition, the PI will determine the costs associated with using the decision-making models. The final products will be three fully developed decision-making models for commonly used behavioral interventions to be used by teachers to plan, implement, and adapt effective behavioral interventions to improve engagement for students with or at risk for EBD.
Career Plan: Through a career development plan, the PI intends to (1) develop a research program focused on identifying interventions to improve academic engagement for students with or at risk for EBD; (2) enhance and expand expertise in survey design, observational measurement, and effect sizes for single case research; and (3) cultivate skills to manage large-scale evaluations of behavioral interventions. To accomplish these goals, the PI will meet with mentors and expert advisors and participate in workshops, courses, and summer institutes on research methods, statistical analyses, and early career faculty research development and project management. | https://ies.ed.gov/funding/grantsearch/details.asp?ID=4586 |
Positive Behavioral Interventions and Supports
Positive Behavioral Interventions and Supports (PBIS) is a nationally-recognized approach to support positive academic and behavioral outcomes for all students. In Virginia schools, PBIS is the behavioral component of the Virginia Tiered Systems of Supports.
PBIS helps teachers and administrators learn about and implement new techniques that reduce disruptive student behavior, which typically leads to office referrals, in-school suspensions, and out-of-school suspensions that decrease the instructional time for students. Based on extensive research, PBIS utilizes a positive approach to discipline. This approach ultimately impacts the very culture of the school to shift attention to positive behavior and successful learning systems for children, teachers, and administrators
PBIS is not a specific intervention or curriculum. Through focused attention on data collection and analyses, it provides a framework of proactive, evidence-based prevention and intervention behavioral strategies that aid schools in defining, teaching, and supporting appropriate student behaviors in a positive school culture.
PBIS implementation resources are located in the Implementers section of the website. | https://vtss-ric.vcu.edu/all-educators/positive-behavioral-interventions-and-supports/ |
2009 - Theory to Practice
As we move into a new era in public education, a number of things are becoming clear. Colleges of education will be called upon to produce the knowledge that will guide our schools and determine leadership, curricular, and support models within a system that is clearly ready to implement the reforms that are necessary in an age of accountability.
Philadelphia High School Leadership Project
The City of Brotherly Love turns to the next generation of urban educational leaders.
Preschool Behavioral Interventions for ADHD
A package of preschool interventions gives youngsters a new perspective on life.
Lighting the Torch of Social Justice
Understanding the essence of social justice can be elusive, but I still carry its torch. By Nicholas Ladany.
Publisher: Gary Sasso
Editor: Tom Yencho
Design Director: Kurt Hansen
Contributing Writers: Michael Bradley, Thomas W. Durso, Linda Harbrecht, Genevieve Marshal, Rebecca Straw
Theory to Practice is published annually by Lehigh University’s College of Education and the Office of University Communications and Public Affairs. | https://ed.lehigh.edu/theory-to-practice/2009 |
With the purpose of providing a forum to discuss students who demonstrate academic, behavioral, or social difficulties within the educational setting and how these difficulties are adversely affecting the student’s performance in the classroom, Young Scholars Charter School has a student support team referral process based on a Response to Intervention and Instruction (RTII) model.
The Student Support Team (SST) is comprised of a group of leaders, support staff, and teachers working together to ensure that each student receives the services and support necessary to meet individual needs and to increase academic success.
This tier represents the general classroom. It is expected that about 80% of all students will progress without additional support. Grade Teams, comprised of teachers from that grade and a leadership team member, are a part of Tier 1. They meet every two weeks to discuss student progress and identify any students who have academic, behavioral, health, or attendance needs. As a team, they will collaborate and share ideas on how to help each student. They implement interventions within their classes. After about six weeks, a grade team member will refer a student to Tier 2 if the student is still not making progress.
This tier provides remediation in basic skills of reading, writing, math or behavior to approximately 15% of all students in addition to the general classroom setting. Students demonstrate needs for Tier 2 interventions by their academic, behavioral, or social performance and are automatically diverted into 11 interventions that are targeted to meet their needs. The SST reviews all students recommended for Tier 2.
This tier supports students who are considered treatment non-responders and who need more intense specialized instruction and assessment than provided in Tier 2. This tier is approximately 5% of students. In this tier, students receive more intensive interventions tailored to their individual needs. The SST regularly reviews progress of these students.
Universal Screening: The school uses universal screening to pre-identify students who need additional academic support with basic reading and math skills. Students scoring below the 25th percentile on NWEA MAP Reading and/or Math will be assigned to a Tier II intervention of Flex Reading and/or Aleks Math and progress monitored through these programs at least every 6 weeks. Aimsweb is also used as a progress monitoring tool for some students.
Parent Communication: Parents are notified of the need for Tier 2 and 3 interventions, associated programming, duration, frequency, service providers, and goals for services.
Student Progress Review: Services for students are reevaluated every 6-8 weeks to determine next steps. Students may move back to Tier 1 Universal Services, remain in Tier 2 or Tier 3 for services or be referred to the Director, Special Education for possible evaluation to determine if a disability exists and if special education and related services are needed. | https://www.phillyscholars.org/apps/pages/index.jsp?uREC_ID=1099917&type=d&pREC_ID=1383483 |
Lesson Presentation (5 downloads)
Our Webinar will look in detail at behavioral interventions to incorporate in the classroom with the goal of helping you decrease a child’s inappropriate classroom behavior and increase time in the inclusive environment. While providing real-life examples of success and difficulties we will focus on strategies you can implement today as we study specific behavioral interventions from assessment to successful behavior change procedure implementation.
Upon completion of Strategies to Increase Beginner Classroom Participation Skills: Decreasing Problem Behavior with a FBA: Part 2 – The Intervention and Behavior Support Plan participants will:
1. Identify appropriate reinforcement strategies for behavior reduction,
2. Identify functionally equivalent preventative strategies and socially appropriate replacement behaviors for behavior reduction,
3. Identify the need for an aversive behavioral intervention and ethical considerations.
Downloadable Tools: | https://ababusinessgrowth.com/courses/the-intervention-and-behavior-support-plan-decreasing-problem-behavior-with-a-fba-part-2/ |
Population health has become a real buzz phrase since the Institute for Healthcare Improvement first defined the Triple Aim as a strategy for healthcare transformation in the US (and beyond). However, the definition of population health and the tactics for successful population health interventions, remain key topics of discussion.
In response to a number of inquiries, below are a set of general guidelines that we believe are key to delivering high value care (better quality at lower costs) that improves the health of a given population. Our aim here, is to provide some guideposts for organizations to design their own/ tailored population health improvement strategies, as it is becoming increasingly clear that what works for asthma or diabetes patients in New York City for example, will likely fail to produce the same results in the suburban sprawl that characterizes Phoenix, AZ.
Since there is some confusion about what constitutes population health, let’s start with a few definitions. Kindig and Stoddart define population health as, “the health outcomes of a group of individuals, including the distribution of such outcomes within the group.” Population health efforts are also often muddled with public health interventions, in part due to the lack of clarity around what constitutes prevention/ preventive care. So, we (and others) define 4 levels of prevention as follows:
- Primary prevention aims to prevent disease from occurring by addressing its causes. Smoking cessation programs to reduce the incidence of lung cancer are examples of primary prevention.
- Secondary prevention involves the detection and treatment of asymptomatic disease to prevent it from progressing into a chronic condition (or worse). Routine Pap smears and colposcopies are examples of secondary prevention.
- Tertiary prevention is used to prevent individuals with chronic conditions from gaining additional impairments and disabilities. ACE inhibitor therapy to prevent renal failure in diabetic patients is an example of tertiary prevention.
- Quaternary prevention ensures that the care a patient receives in the acute care setting is the right care, at the right time, and is performed safely to avoid complications.
While there is a degree of overlap between public health and healthcare delivery in the realms of primary and secondary prevention, tertiary and quaternary prevention are largely the purview of clinical care providers. Given that most of our healthcare dollars are currently spent on acute and chronic care interventions, focused tertiary and quaternary prevention efforts carry the advantage of simultaneously improving population health outcomes and reducing costs (thus also freeing up resources and setting the stage for effective primary and secondary prevention efforts).
Now that the definitions are out of the way, what could an effective population health improvement strategy look like, particularly at the tertiary and quaternary levels of prevention?
Step 1: Define and characterize the population
The population of interest could be defined geographically (e.g., Maricopa county), clinically (e.g., patients with asthma), demographically (e.g., <18 years of age), at enterprise level (e.g., employees of a business or patients covered by a specific health plan) or a prioritized combination of these factors (e.g., 2-17 years old kids with asthma, residing in Maricopa county, and covered by Medicaid insurance).
Step 2: Characterize the population
Specifically, who are the people, what is their full medical status, where are they currently getting their medical care, what are their socio-economic (SE) and behavioral characteristics. Understanding the latter is vital to designing successful population health interventions, since SE and behavioral factors have a much bigger impact on the health of a population than healthcare delivery alone.
Step 3: Identify and prioritize issues to address
Here the adage, “Think big, start small, learn fast, scale quickly,” seems pertinent.
Step 4: Define a clear and specific set of value measures to track progress
Relevant measures should focus on patient outcomes, safety, service, and cost over time. To succeed, the organization may need to invest in IT redesign to ensure that it is a) able to collect timely, accurate and reliable data, and b) that these data can be reviewed and acted upon on an ongoing basis to support population health improvement activities.
Step 5: Design the clinical intervention(s)
Since population health is determined by much more than clinical care, devising successful strategies and tactics for population health improvement will require a multi-prong approach. Specifically, organizations will need to
- Implement a tailored approach to patient treatment, focused on the needs and best interests of the individual. Designing individual and specific plans for each member of a given population is often necessary to improve the health of said population. As alluded to above, this will frequently require addressing relevant socio-economic and behavioral factors and engaging the patient as a partner in care decisions.
- Integrate and coordinate services around the needs of the patient, with provider teams (including generalists, specialists, nurses, pharmacists, public health and community workers) and payers working together seamlessly.
- Focus efforts, at least initially, on tertiary and quaternary prevention. | https://denisacortese.com/population-health-what-is-it-and-what-does-it-take/ |
DEBATE: Do interventions based on behavioral theory work in the real world?
Hagger, M., & Weed, M. (2019). DEBATE: Do interventions based on behavioral theory work in the real world?. International Journal of Behavioral Nutrition and Physical Activity, 16, 36. doi:10.1186/s12966-019-0795-4
Authors
Date2019
DisciplineLiikuntapsykologia
Copyright
© The Author(s). 2019
Background: Behavioral scientists suggest that for behavior change interventions to work effectively, and deliver population-level health outcomes, they must be underpinned by behavioral theory. However, despite implementation of such interventions, population levels of both health outcomes and linked behaviors have remained relatively static. We debate the extent to which interventions based on behavioral theory work in the real world to address population health outcomes. Discussion: Hagger argues there is substantive evidence supporting the efficacy and effectiveness of interventions based on behavioral theory in promoting population-level health behavior change in the ‘real world’. However, large-scale effectiveness trials within existing networks are relatively scarce, and more are needed leveraging insights from implementation science. Importantly, sustained investment in effective behavioral interventions is needed, and behavioral scientists should engage in greater advocacy to persuade gatekeepers to invest in behavioral interventions. Weed argues there is no evidence to demonstrate behavioral theory interventions are genuinely effective in real world settings in populations that are offered them: they are merely efficacious for those that receive them. Despite behavioral volatility that is a normal part of maintaining steady-state population behavior levels creating the illusion of effectiveness, interventions fail in shifting the curve of population behaviors because they focus on individuals rather than populations. Hagger responds that behavioral interventions work in the ‘real world’ in spite of, not because of, flux in health behaviors, and that the contention that behavioral theory focuses solely on individual behavior change is inaccurate. Weed responds that the focus on extending the controls of efficacy trials into implementation is impractical, uneconomic and futile, and this has squandered opportunities to conduct genuine effectiveness trials in naturalistic settings. Summary: Hagger contends that interventions based on behavioral theory are effective in changing population-level behavior in ‘real world’ contexts, but more evidence on how best to implement them and how to engage policymakers and practitioners to provide sustained funding is needed. Weed argues for a paradigm shift, away from aggregative attempts to effect individual behavior change towards a focus on disrupting social practices, underpinned by understanding social and economic causation of the distribution and acceptance of behaviors in a population. ...
PublisherBioMed Central
ISSN Search the Publication Forum1479-5868
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MetadataShow full item record
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Penn Proposal Advances to Top 100 in MacArthur Foundation’s $100 Million Grant Competition
A proposal spearheaded by the University of Pennsylvania has been named in the Top 100 in the MacArthur Foundation 100&Change competition, which offers a single $100 million grant to help solve one of the world’s most critical social challenges. Penn Nursing’s Alison Buttenheim, PhD, MBA, and Penn Medicine’s Harsha Thirumurthy, PhD, are co-leads on the global project. Both are associate directors at the University of Pennsylvania’s Center for Health Incentives & Behavioral Economics (CHIBE).
The collaboration between CHIBE, the Ezintsha unit of the University of the Witwatersrand in South Africa, and Discovery Vitality (part of South Africa’s largest private insurance company) seeks to implement interventions that will help to end South Africa’s HIV epidemic. Specifically, their Top 100 proposal will implement proven behavioral interventions that will increase individuals’ utilization of highly effective, widely available HIV services and shut down HIV transmission.
Please click here to read the original announcement that was first published on CHIBE’s blog. | https://www.nursing.upenn.edu/live/news/1584-penn-proposal-advances-to-top-100-in-macarthur |
Heritage University, in partnership with Behavior & Law, is pleased to offer this innovative behavioral economics training program. In this 13-week course you will develop interdisciplinary expertise in the field of Behavioral Economics Science, enabling you to go a meaningful step further to become a Behavioral Economic Officer.
This Behavioral Economics Certificate program is led by international experts and leaders on the subject. Our teaching staff is composed of professional experts in applying Behavioral Economics and PhDs in Economy and Psychology, developing interdisciplinary expertise in the field of Behavioral Economics in prestigious Universities and in multinational companies across the world (USA, EUROPE, LATAM, INDIA).
- You will learn from experienced best professors and practitioners in Behavioral Science.
- You will learn the foundations of Behavioral Economic Science and acquire practical skills to conduct your own Behavioral Economics interventions in your professional role.
- You will acquire understanding of and implementation of Behavioral Design principles.
- You will have a command over Behavioral Economics methodologies and tools extensively used in the discipline, combined with practical research experience.
Next Session Begins:
March 7, 2022
About the Trainer:
Diana Welch brings her popular supervisory training program back to the Yakima Valley for this two-day workshop. Through this course, participants will learn how to improve performance and communication skills, as well as how to increase productivity and morale. This highly-interactive workshop teaches specific skills to help your employees become more effective.
For more information, contact: | https://www.heritage.edu/our-community/workforce/behavioraleconomics-2/ |
Prerna Arora, Patrick Pössel, Allison D. Barnard, Mark Terjesen, Betty S. Lai, Caroline J. Ehrlich et al.
Mitchell L. Schare, Kristin P. Wyatt, Rebecca B. Skolnick, Mark Terjesen, Jill Haak Bohnenkamp, Betty S. Lai et al.
This book offers a new framework for providing psychological services in schools at the individual, group, and systemic levels. It examines a variety of disorders common to school children, including anxiety, depression, ADHD, and conduct disorder, and outlines treatment options from evidence-based cognitive and cognitive-behavioral methods. The accessible real-world guidelines enable readers to design, implement, and evaluate interventions relevant to diverse student needs. Ethical, competency, and training concerns facing school practitioners in the new therapeutic environment are reviewed as well.
Behavioral assessment in school settings.
PTSD and secondary trauma in children and adolescents.
Transdiagnostic behavioral therapy for anxiety and depression in school.
CBT for children with autism spectrum and other developmental disorders.
Implementation, technological, and professional issues.
The Practitioner's Toolkit: evidence-based cognitive and behavioral interventions.
Cognitive and Behavioral Interventions in the Schools is an essential resource for professionals and scientist-practitioners in child and school psychology, social work, behavioral therapy, psychotherapy and counseling, and educational psychology. | https://rd.springer.com/book/10.1007%2F978-1-4939-1972-7 |
Hello Silva Valley Families!
We're approaching the end of the year and would love to get your feedback on our Positive Behavioral Interventions and Support (PBIS) program. Please take a couple of minutes to fill out this survey so that we can use the information to better develop our PBIS program for the upcoming school year. The survey will close on Wednesday, March 30 at 12:00pm (noon), so please complete this at your earliest convenience!
Thank you!
As a staff we have developed a Positive Behavior Interventions and Supports (PBIS) model. PBIS is a systems approach to preventing and responding to classroom and school discipline problems. PBIS develops school-wide systems that support staff to teach and promote appropriate behavior in all students. By reducing behavioral problems, PBIS creates and maintains safe learning environments where teachers at Silva Valley can teach and students can learn.
Purpose of PBIS
- Increase consistent use of positive teaching and reinforcement strategies among all school staff at school-wide, classroom, and individual student levels.
- Reduce use of reactive discipline measures (office discipline, referrals, etc.) in schools for all students.
- Increase data-based decision-making about behavior and academic instruction and reinforcement across all school settings.
- Implement effective comprehensive supports/services/interventions for students with the most intensive behavioral/emotional needs. | https://www.buckeyeusd.org/domain/4932 |
Askelson NM, Brady P, Ryan G, Meier C, Ortiz C, Scheidel C, Delger P. Actively Involving Middle School Students in the Implementation of a Pilot of a Behavioral Economics-Based Lunchroom Intervention in Rural Schools. Health Promotion Practice. 2018 Oct 16; 1524839918807717.
Abstract: School-based interventions can play an important role in improving childhood and adolescent nutrition and preventing obesity. Schools offer a unique opportunity to implement policy, systems, and environmental interventions targeting healthy eating behaviors. An intervention was piloted in six middle schools featuring behavioral economics-based changes to the lunchroom, communication training, and communicate cues for food service staff. The pilot study employed a multicomponent evaluation with students and food service directors and staff including a lunchroom assessment, online surveys, production records, and interviews. Five schools increased their scores on the lunchroom assessment tool, and four schools increased the number of servings produced of healthy food items. Interviews with food service directors indicated the interventions was feasible and well received. School-based policy, systems, and environmental interventions targeting healthy eating behaviors may play a role in preventing obesity in children and adolescents. | https://www.hsrd.research.va.gov/research/citations/abstract.cfm?Identifier=124660 |
It is difficult to stand out in the loud, crowded social media sphere, but forward-thinking CIOs are doing just that, turning to external and internal social media channels to help their organizations break through the clamor and improve their knowledge base.
In this video interview, filmed at the Fusion 2012 CEO-CIO Symposium in Madison, Wis., SearchCIO-Midmarket.com Site Editor Wendy Schuchart sits down with William Caraher, CIO at von Briesen & Roper, s.c., in Milwaukee, to discuss the new buzz in social media.
Caraher explains the differences between external and internal social media and how to use both to improve business strategy. He suggests that using a range of social media platforms, including Twitter and Yammer, can reinvent business as usual and help companies stand out.
Read a partial transcript from this interview, below, and watch the video to learn more about the benefits of external and internal social media.
What advice or tips would you give to CIOs who are thinking about Twitteror haven't really embraced it?
William Caraher: Social is definitely a new frontier for a lot of people, especially professionals, and in the technology realm, it's amazing how much information is out there. People are willing to share just about anything on every topic, and sure, there is a lot of noise, but if you follow good, quality people and people who are tweeting about topics you are interested in, it's a wealth of information. I learn something new every day. Many times, it is information that I would not have discovered otherwise, had I not been on Twitter.
How do Twitter, LinkedIn and Google+ differ?
Google+ is the new kid on the block, and people are still trying to figure it out. I would say LinkedIn is a great networking resource to connect with people, have relationships or meet someone. But Twitter is more about information sharing in real time. So, as it happens, as data is released, as studies are developed, people are broadcasting that out, and you can connect to those channels and get that information very quickly. Also, I have found that internal social [media] is kind of becoming the new buzzword. Companies are looking to their internal resources, all their employees and everybody in the company, and they're saying, "We have a great knowledge base here. If we kept this within the four walls of our company, instead of broadcasting it out on Twitter, we [would] have this internal communication stream." It's just an untapped resource that a lot of companies are really finding value in.
What kind of platforms are you seeing people embrace to make that happen, since they can't broadcast on Twitter or Google+?
There are a couple open source technologies for that. There are also some paid resources -- Yammer is one instance of that. It's combining the idea of instant messaging and group chat, but having it as a social stream that is within your four walls. And there are other platforms out there that are in the emerging or startup state, but I think we'll see a lot more of that.
Let us know what you think about the story; email Wendy Schuchart, Site Editor. Formidmarket IT news and updates throughout the week, follow us on Twitter @ciomidmarket. | https://searchcio.techtarget.com/video/External-and-internal-social-media-are-changing-business |
Information posted on social media platforms such as Sina Weibo and conversations on instant messaging tools like WeChat will be accepted as digital evidence by Chinese courts hearing civil lawsuits.
A guideline released by the Supreme People's Court on Thursday identifies text messages, emails and content published on websites, blogs, microblogs or instant messaging platforms as digital evidence.
The guideline, to take effect on May 1, stipulates that information relating to internet users' registration of online accounts, identities, online transactions or online communication records - as well as online documents, including archives, pictures, audio and video recordings, and computing programs - can also be considered digital evidence admissible in court.
"This is the first time the Supreme People's Court has clarified the scope of digital evidence, especially on social media platforms and instant messaging services," said Li Ya, a lawyer at Zhongwen Law Firm in Beijing.
Li said the new rule makes it clear what kind of digital evidence will be admissible.
The Civil Procedure Law introduced the concept of "digital evidence" in 2012, but did not define its scope and categories. Jiang Bixin, vice-president of the top court, said on Thursday that the previous unclear definition of "digital evidence" had presented difficulties for judges in practice.
Jiang said the new guideline will help courts at all levels identify evidence when handling civil lawsuits, and suggested judges conduct more research on the application of digital evidence to improve the quality of case hearings.
But some legal professionals are worried it could be difficult to verify the authenticity of digital evidence.
"Some netizens have registered through real identity systems, but others have not," Li said. "How to make sure a microblog is posted by the microblogger, especially when he or she is not identified via a real name system, remains a challenge."
Zheng Xuelin, head of the top court's No. 1 Civil Division, said courts will approve digital evidence after its authenticity is reviewed and verified by notary institutions.
To keep pace with the rapid growth of the internet and other technologies, China has opened three internet courts since 2017. As of Oct 31, more than 80,000 cases had been decided in those courts, mainly covering disputes about online loans, intellectual property rights and online purchases. | https://peoplesdaily.pdnews.cn/china/chats-and-microblogs-to-count-as-evidence-in-civil-lawsuits-113128.html |
I think time management is harder these days because people have so many different sources of input. It used to be that everything came to us via the mail or by phone, but now we have content coming from multiple social media platforms, voice mail, messaging, texts, email, shared sites like Slack, etc. It is hard to keep track of it all.
I know there are apps out there like Evernote that serve as a collection point for the barrage, but there is still not a way to synthesize electronic and paper. I need a system for quickly finding what I read in a magazine that relates to something I saw on LinkedIn and ties in with a photo I took. I find myself with imperfect methods to do so, and, as a result, spend more time that I would like to retrieve all the inputs I am trying to integrate.
As a time management technique, it is hard to beat the trusty manila file folder that can instantly group together disparate sources of input and the invaluable spiral notebook that can serve as a repository for all the ideas swirling in my brain, but even these are lacking in their ability to be searched or easily shared. So we all move forward with methods that work for us, compensating for the deficiencies by what we gain in familiarity and the efficiencies that come from repeated use.
I think the lesson to be learned is to minimize the clutter of inputs in the first place. If you routinely don’t apply or share information from a magazine, perhaps you should consider canceling the subscription. If your social media feeds are filled with posts from people with whom you have no other contact, maybe a culling of your groups is in order. If you receive regular email feeds that you routinely delete, it may be worth the time to unsubscribe.
Even with all the productivity apps that are available and the advances in communication and technology, we still need to rely on our brain to connect the dots and make meaning of what comes in. Be wise about what (and how much) input that is. | https://leadershipdots.com/2018/06/21/leadership-dot-2197-barrage/ |
In addition to email, phone, and text, we live in a world where you can also easily and directly connect with people on LinkedIn, Facebook, Instagram, Twitter, Tumblr, Snapchat, Swarm, WhatsApp, Slack, as well as on many other platforms.
As much as I love tech, I personally find this exhausting and far too distracting. So early last year I turned off all social media and messaging notifications – on both mobile and desktop – other than on the two platforms that I most commonly use. (Facebook and LinkedIn are not on this shortlist.)
The result is that I am now missing (and consequently ignoring) a ton of direct messages. But as the saying goes, there’s no such thing as too much information, just poor filters. If you really want to reach me, I am not hard to find. You’re reading my public and daily journal right now.
Zooming out from social media DMs, I am reminded of one of my all-time favorite Seth Godin posts where he talks about the value in saying no – which is, of course, just another kind of filter:
No I can’t meet with you, no I can’t sell it to you at this price, no I can’t do this job justice, no I can’t come to your party, no I can’t help you. I’m sorry, but no, I can’t. Not if I want to do the very things that people value my work for.
No is the foundation that we can build our yes on.
And nobody should feel bad for saying no. A friend of mine likes to remind me that no is the second best answer. Yes is obviously the best, but a firm no is far better than an indecisive maybe that leaves everyone wondering what to do next.
I should probably say no more often than I do. But I am working on it. Every now and then I remind myself that there’s huge value in saying no. Today’s post is that reminder and maybe it will be yours too. | https://brandondonnelly.com/2018/02/01/no-is-the-second-best-answer/ |
Social media and online messaging apps returned to normal on Saturday afternoon, after the government limited access to such platforms on Wednesday in response to the Jakarta post-election riots.
“[…] video and photo features within social media and instant messaging [apps] might work again, with the normalization process starting between 2 p.m. and 3 p.m.,” Communications and Information Minister Rudiantara said in a statement.
He urged all users of social media, instant messaging and video and file sharing platforms to maintain positivity in cyberspace.
“Let us fight against the hoaxes, slander and provocation that was spread during the riots,” Rudiantara said.
Read also: Jakarta riot: Government temporarily limits access to social media, messaging apps
The Communications and Information Ministry also made the announcement on its Twitter account, where it reminded users to use the internet responsibly. | https://www.thejakartapost.com/life/2019/05/25/social-media-platforms-messaging-apps-back-to-normal-ministry.html |
With the pandemic going on and everyone working or studying from home, things can get really cumbersome. Here are 9 Tips for Working and Studying from Home.
Keep track and follow these tips to stay fresh, happy, healthy, and productive.
#1 Get Dressed
You need to get dressed as if you are going to work on any normal day. Similarly, dress up even when you work from home. The psychology of starting the day as a workday is what this tip for working from home is all about.
Start the day as close to a daily normal routine. Get up and get out of bed, exercise, shower, have breakfast. Staying in pajamas all day will make you very lazy.
#2 Create Your Comfort Space
Make sure the space you use is comfortable and has everything you need. Keep the place well lit and well ventilated.
Space should be such that it allows you to concentrate and at the same time must not put you to sleep. Check out and read articles that suggest how you can look good in a video call.
#3 Organize Your Time
Plan, coordinate, and set your day up so you can use your time effectively.
Check and schedule meetings in such a way that you have time to do the household chores and spend some quality time with yourself or your family.
Motivation and productivity is the key takeaway of the tip of working or studying from home. Make a to-do list, put the tasks you prioritize on top, and keep checking off the list as you complete each task. This can be a great motivator.
#4 Goal Setting
To be motivated and productive it is best that the goals you set in your to-do list are realistic and achievable. Make sure that you organize the work according to the time you have. If you set unrealistic goals and fail to achieve them, then you are prone to be demotivated.
#5 Minimize distractions
It is obviously impossible to have zero distractions while working online and from home. Try to MINIMIZE those distractions as eliminating them would be impossible.
Multitasking can also not be productive for many people and can lead to frustration and both the tasks being incomplete. Try to focus on one work at a time. Switch off your notifications and plan some time during the day when you can address them. Also, talk to your family and let them know the times when you are busy and should not be disturbed.
#6 Take Breaks
Regular breaks are proven to improve productivity. Even when working from home, take breaks. Make sure that you are aware of the break time.
Keep the breaks the same as a normal time during a workday.
Physical activities and regular movement are also good for maintaining your mental health and overall wellbeing.
#7 Go Digital
Take full advantage of the various technologies available that help you connect with fellow workers. Use videos and DMs to communicate. Make sure you are fully present when working.
#8 Stay Connected
Try to stay connected and get together with your colleagues once in a while. It is very important to remind yourself that we are all working together for a common goal.
You can connect and talk to each other about the problems you are facing and how things are going outside of work.
#9 The Finale, Look After Yourself
Never forget to look after yourself. Make sure you get at least eight hours of sleep. Create a clear separation between work life from home and home-life. Also, be careful of the type of news you are consuming. This can help you stay healthy mentally.
3 Tips To Make Your Virtual Events a Success
3 Tips To Make Your Virtual Events a Success
With the pandemic still gripping the world in its hands, there is a high demand among companies to convert offline meetings online. We give you 3 Tips To Make Your Virtual Events a Success.
With easy access to technology and the internet, along with access to new and innovative platforms, hosting events virtually is very straightforward.
If you are looking to host easy and cool online meetings or are keen to find out how to host events digitally, we give you the tools and tips to make your virtual event a success.
#1 Choosing a platform
Choosing a platform suited to the type of event you are hosting along with the budget is very important. If you have the right platform, then you are well on your way to having a very successful event. This is why it is the first and important tip to make your virtual event a success.
Beginner
For a quick solution to a last-minute event, it is best to leverage a social media platform. Try using Facebook, youtube, or Instagram live.
Facebook live helps broadcast the event or meeting in the company’s profile or any group. With billions of users active every day, Facebook is still one of the largest social media platforms. Facebook already probably has the target audience you are looking for. IF the event is recorded, it stays on the feed, helping someone who missed out on the event to watch later.
Instagram Live is a very interactive tool that helps you go live with your followers in real-time. It is quite a popular choice among celebrities and influencers.
Youtube live is also a great way to connect with users. Youtube bridges social media and search engines. On youtube, the video stays findable and evergreen.
Advantages of beginners platforms are that they are ready to go option. They are simple and easy to use. They are free and give you direct access to the target audience.
These platforms also have a few disadvantages. You cant stream on multiple devices. On Instagram or Facebook the live comments, queries, and likes are lost.
Intermediate
Zoom and Google meet are intermediate platforms you can use to create conference rooms, team meetings, and webinars.
Zoom is a web-based collaborative video easy-to-use tool, It offers OnA, polling, and a virtual hand-raising feature. It has free and premium options.
Goggle meet is a part of Google’s G Suite. It is a very professional tool having features similar to zoom.
The advantage of intermediate platforms is that they add more value to the event with more opportunities for networking and user engagement. Both the platforms aim for user participation and you can also encourage attendees t become panelists.
When used professionally, both the platforms have a running cost aking it a disadvantage. Zoom is also said ot have security issues.
Advanced
If you are looking for greater user interaction to mimic an offline event, we have two platform suggestions.
Whova is a platform that aims to put intelligence into event management. It has a lot of interactive features like live polling, surveys, name badges, and quizzes.
Slido is an enhancing option that can be added to Zoom. It boasts of in-depth analysis and a smooth interface.
GoTo Webinar is a popular online webinar tool used widely for a great user experience in an online event.
The advantage of using advanced platforms is an innovative and immersive experience. It also enhanced brand identity and user satisfaction.
The disadvantage is that these platforms require significant time and resources. They also have quite a high price point.
#2 Promotion
Develop an event marketing strategy to enhance participation and make your event known among your target audience.
Email is a great way to promote events if you have an existing contact list. All you need to do is spend time drafting the mail.
Sending event emails, reminders, and follow-ups can be really personal and bring in a lot of views.
Social Media
Facebook, Instagram, or Twitter is a fun and interactive way to connect with people. It is also a great place to spread the word about your event among the target audience.
Instead of just using all the platforms, it is best to think and draft good marketing and promoting strategy for those social media platforms that have the major target audience group.
A great idea is using an event-specific hashtag, that can be used before, during, and after the event. It can be very effective in engaging viewers.
#3 Repurpose your video content
You can add value to the event even after it is over by editing and stitching it into other formats.
You can convert the event video into a podcast. Or if there are snippets in the event like an interview or small talk, make it into a podcast episode. You can use free tools like Audition or premium ones like Adobe Audition for editing the audio out of the video.
Another interesting way to repurpose your video is converting it into a blog using Artificial Intelligence tools like Otter and Searchie.
A short infographic, an insightful quote, or a video tutorial can be put on social media platforms and used to draw people to learn more about the event. They help drive awareness about the product or the event and help promote similar future events.
10 Trends in Digital Marketing in 2020
10 Trends in Digital Marketing in 2020
Digital Marketing trends are something you just can’t ignore if you want your business to do well. Once upon a time, all an online company needed was a website and a Facebook page. The same is unimaginable now. We give you 10 Trends in Digital Marketing in 2020.
The digital marketing landscape is evolving so quickly, companies can hardly keep up. If you don’t give yourself the time to learn and adapt, there is a high chance of being left behind.
Facebook is peaking
Facebook is definitely not in its A game in the social media world. Most of the users are over 65 years of age. It may not be a struggling platform, but is losing its credibility among the younger generation. The younger generation is more on the lookout for more visual and engaging platforms like Instagram and TikTok.
It is best if future digital marketers are clear about their target audience. Just because Facebook is not famous among the younger people, doesn’t mean it is not being used. It still stands to be a massive platform which is checked by millions of users on a daily basis. If you know who you are going to connect with, make sure the target group is actively engaging on Facebook. Otherwise, you could be wasting time on the wrong audience.
Instagram is a Hit
Instagram is surely one of the rapidly growing social media platforms and has passed one billion users. Most of the users on Instagram are younger demographic. The most noticed age group is below the age of 30 years. So if your company is looking for a young or fresh audience, Instagram is the place to be.
Chatbots will dominate Customer Service
Chatbots are virtual “concierge” assisting and helping customers achieve their goals. Over time, the system is collecting more and more data which is studied by the AI, helping it learn more about the customer mindset. So the service is going to be continuously improving.
Chatbots played an important role in Facebook during 2018 and 2019 by providing a lot of information and help to users. Bots help personalize the user-experience and enhance focused interactions.
80% of the business started using chatbots to enhance user experience this year as it is a 24 hour service that needs no pay. They also provide an instant response to customer queries.
Videos not an option anymore
If you are not using video marketing in your business already, it is best to start now. The power of videos to sell services or products over powers the content strategy. In the mobile world, people are watching more videos than you think. 70% of the customers share the brand video, 52% claim watching a brand video makes them more confident and 72% of businesses believe it improved their conversion rate.
Video marketing, especially the live ones, are highly engaging. Combining videos with influencers, artists or celebrities to sell your products and endorse your brand can be a huge draw for the audience. Many social media platforms have millions of users who log in every day, and a major portion of them watch live streams of influencers.
Good content with the right context matters
Great content has been an integral part of content marketing in digital marketing and SEO. There is now an increasing emphasis on the nuance in content. As the quality of content always matters, now people notice the context along with the targeting. Google is always updating itself and trying to think more human. So the content you put out is going to matter a lot in the upcoming years.
They recently had the BERT update that helps Google get a better understanding of the natural language of the user. Companies have to keep in mind that they need to create great content in the many years to come, to stay successful.
Personalization of Emails
Emails are an important channel of communication used for personal as well as commercial, industrial and scientific reasons. This places a lot of importance on Email marketing.
Just like other domains of digital marketing, email marketing is also evolving. What makes email marketing a special Trend in Digital Marketing in 2020 is automations and the personalization. If the email is designed to a specific user browsing a particular product, it can be very prompting for them to purchase the product. Email can be the final trigger that motivates an action.
Mainstream Interactive Content
Any type of content that people can click on, swipe or interact with online is termed interactive content. Interactive content is said to be very effective in educating the buyer. Varies ways of trying out interactive content are quizzes and polls, 360 videos and augmented reality advertisements. Their type of content offers users a very engaging and immersive experience and is a huge part of the future and trends yet to come up.
Voice Interaction
There is a rise in Verbal Interaction with devices. This has been steadily improving and rising due to the use of Artificial Intelligence tools like SIri, Google and Alexa.
This is because people like to talk and confide. Machines are now catching up to the way people talk, purchase and shop new things.
The new challenges voice interactive experience present is that it is very different from typing out a query. A text based search presents a tens of options and answers however a voice based search might only give you a few options to choose from. Keywords play an important role in voice searching as well.
Marketing through Messaging Apps
Businesses and companies have taken an interest in social media apps like Messenger and Whatsapp for marketing their services. People seem to be far more active on instant messaging apps compared to social media platforms. In the next few years messenger marketing is predicted to be the top marketing feature. The live chat option feature is way more interactive and draws more people to know more about the company. The messaging way can also include videos and content to draw an audience.
Omnichannel Marketing
Marketing across multiple platforms like social media, blogs, emails, and apps is vital. It can make your business connect to customers through various places and offer a better user experience.
Get Inside Google’s Mind-Future Proof Your SEO
Get Inside Google’s Mind-Future Proof Your SEO
In 2014, Google put down techniques like link building, thin content, and other blackhat SEO procedures that many websites had been using to up its game in search engine rankings. This blog is going to tell you how to Get Inside Google’s Mind-Future Proof Your SEO.
SEO managers and services saw their client’s rankings plummet down. Business owners were in a state of panic. Those who knew what was going on were a few smug SEO individuals who were keeping up with Google’s rules.
The mentioned ways will help you get inside Google’s mind and future-proof your business website’s SEO, to stay on top.
Google’s Mission
Google’s mission is to organize the world’s information and make it universally accessible and useful. To get inside Google’s mind it is crucial for you to understand its mission. To implement an SEO strategy that will not fall even with the changes in Google, you must focus on the end-user.
Ways to focus on end user:
- Creating quality content
- Having relevant links and videos for better understanding and more information
- Have a conversational tone that personalizes the experience
- Compatibility is key. Design your website in such a way that it is compatible with all devices
- Perform local SEO
- Build relationships with customers and actively help them out wherever necessary
Live by Google’s Rules
You need to get a grip of Google’s rules and live by them if you want to get into its mind. Google Webmasters Guidelines will give you everything you need to know on the best technical and content practices. The guideline and outlines clearly state what is to be done to stay out of Google’s penalty.
Here are some of the guideline:
- Apply a canonical URL for duplicate content, indicating the page to be indexed by search engines.
- Google views low-quality guest posting as spam
- Use nofollow links for untrusted links and ones you don’t want to be crawled
- Fix broken lines and HTML
- Use text rather than images to display important names or links.
Loopholes set you back
A large number of rules and the time-consuming nature of the work can prompt you to take shortcuts. But be aware that shortcuts will set you back. Any new Google update can put down your rankings super fast if there are shortcuts.
The best way to stay in the game is to stop using practices that mislead users.
Loopholes and shortcuts look like this:
- Spam content
- Small text and hidden links
- Keyword stuffing
- Link schemes
- Doorway pages
- Cloaking
Think Human
Google basically wants you to think like a human and not a search engine. To get inside google’s mind -future proof your SEO think human not computer. The basic intention behind a new update is to be more human-like. Search engines are so smart they can figure out the intention and the context of human queries. The ultimate intention of Google is to think like a Human.
Queries to keep in mind to think like a human
- Is it easy to navigate through my website?
- Do the keyword phrases help users find what they are looking for?
- Is the content genuinely helpful?
- Does the meta description correctly portray what my text is about?
All Google wants to create is a reliable and valuable experience for the user. Getting into its mind is very simple, just get into your customer’s head. | https://hawkdigital.agency/blog/page/5/ |
By: CreatorScripts | January 31, 2018
The problem: Every customer wants personalised engagement, while every business wants a cost-effective means of engagement. How do you find the middle ground?
Category: Zoho Sales IQ
By: CreatorScripts | January 18, 2018
The future of bots is already here. As discussed in the previous two posts in this series, bots for productive collaboration and CRM teams are changing the way we communicate and work. In this final post, we’ll focus on the key areas of task automation and improved workplace collaboration, in the context of chatbots and slash commands.
The Dark Social
Dark social channels include messaging apps, email, and private browsing. If Facebook’s acquisition of WhatsApp is any indication, instant messaging platforms are quickly replacing social media apps and present manifold implications for the chatbot ecosystem. Conversational chatbotsthat can automate and integrate t... | https://www.creatorscripts.com/blogs/tag/chatbots/ |
After a BSC in computer science and business computing, Tshiamo Motsoane decided to do her honour’s degree in Information Systems as she enjoys the role information technology plays in business as a whole.
Her undergraduate degree, with three years in archaeology, as well as biology, physics and maths, paved the way for a multi-disciplinary approach to IT. Her choice of honour’s research project reflects this wider view of how technology works. Her project dealt with privacy concerns relating to instant messaging notification features and how this affects the way people use the technology, incorporating psychological and behavioural issues.
“In social media, studies show that even people who have privacy concerns about sharing information, still tend to share that information. So I have been looking at that in terms of instant messaging…. You can easily keep track of a person’s activities.”
As well as the statistical data collected, Tshiamo interviewed people about their use of these instant messaging apps and she discovered several ‘tricks’ people use to bypass the technology’s invasion of their privacy. Some people read messages on their smart watches as this doesn’t immediately show that they have been read, while others will read from their notification panel, and yet others will switch off their data and wi-fi to avoid the notifications being sent.
“Most of the honour’s research topics aren’t just straightforward IT,” says Tshiamo.
Another interesting part of the honour’s programme is the community service component. Tshiamo helped teach Grade 9 to 11 learners to code. This taught her flexibility as some of the groups needed help with basic computing skills, while others needed facilitation to study more independently.
“You come there prepared to teach a coding lesson, and you teach something entirely different.”
Next year she returns to Johannesburg, where she already has a position with Standard Bank. After interning with them during the June holidays, she applied for the Group IT Graduate Programme. During her internship, which doubled as an in-depth interview, Tshiamo worked with the African regions department. She had wanted to go into corporate investment banking but found that projects with other African countries were much more appealing. “Lots of different personalities and a mixture of cultures, so I changed my application to Africa regions.”
After learning how to program in high school, Tshiamo never considered studying anything else.
“While I was at UCT, I realised that IT is not just computer science… I enjoy having a diverse IT background.”
School of Information Technology
Isikolo se-IT
Skool vir Inligtingstegnologie
Contact us:
Email: [email protected]
Tel: +27 (0)21 6502261
Emergencies: | http://www.sit.uct.ac.za/sit/student/tshiamo_motsoane |
BAGHDAD: The Iraqi Counter-Terrorism Service (CTS) said that its commando forces killed a total of 206 Islamic State (IS) militants and captured 292 others across the country so far this year. Backed by Iraqi and international coalition aircraft, the CTS's special operations tactical units carried out 253 operations against the extremist group during the past period of the year, Xinhua news agency quoted the Service as saying in a statement on Saturday.
The CTS's cyber-security teams also managed to "track down 26,280 accounts of terrorist gangs on social media platforms and instant messaging sites", the statement said.
"The CTS's operations aim to create a safe and stable environment for the life of the Iraqi people by continuing operations to track down and attack terrorist cells and their electronic platforms that spread hatred and extremism among people," it added. | https://www.sentinelassam.com/international/anti-terrorism-forces-kill-206-is-militants-in-iraq-517201 |
This post originally appeared on Social Media Week.
How are your company’s internal communications? I’m not just talking about the monthly hoo-rah emails from your CEO or the ability of HR to ensure everyone understands your vacation policies. Think about all the back-and-forth that goes on between departments, managers and employees, and co-workers and friends. Setting up successful internal communications is always difficult as organizations grow.
In a startup, comms can be simple. All five of you sit in the same room and spend exorbitant amounts of time with each other. You may email non-important things, but mostly you talk face to face and text each other on your personal numbers for the five hours a day that you’re not in the same room. As your company evolves, you still spend copious amounts of time together, but you may group text, use longer email lists, and talk on instant messaging systems like Slack or Gchat. You may bring on a remote teammate halfway across the world, but with a handful of people, conventional conversation methods work.
The real challenges with internal communications begin when you scale and can’t really be considered a startup anymore.
When you start creating individual teams with managers and direct reports, and expand to multiple states and countries, you need to take a serious look at how information travels within your company. You use old processes until they break and you’re forced to find new solutions.
The issue with multiple platforms
Since many of us already feel overwhelmed by email, an unfortunate side effect of growth occurs when teams find their own solutions, which results in disjointed companies that collaborate inefficiently.
You recall a conversation from the previous week, but can’t find the record. Is it in your email? The instant messaging app? Or is it in the project management platform? It might actually be in your text messages? You try to keep certain conversations within certain platforms, but it’s rarely a smooth process.
I used to work for a company that had a project management platform that supported related conversations. We used the Google Suite, so we had Hangouts and Gmail, as well as comments hanging within Google Docs and Sheets. The executives instituted the company-wide use of Google+ for official and non-official communications at the corporate level and for cross-departmental chat. Then, as a department, we started using Yammer for conversations within individual teams.
I was maxed out. I didn’t have the time and energy to visit every platform to get involved in discussions. I checked in the bare minimum amount to make sure I wasn’t missing information about the company party or changes in the corporate handbook and that was it. Sometimes I forgot to check in and missed details, simply because it was too much to remember what was posted where and why.
So what’s the solution? I’m not going to give you a list of the best messaging and company communications platforms–plenty of others have compiled those lists before me. I’m going to help you figure out what it is you even need to address about your company communications.
1. Do what’s best for your company
The top choice on “The Top 10 Best Communications Platforms for 2017″ isn’t necessarily ideal for your company.
If you don’t use Gmail or a similar email platform with an instant messaging system, you may prioritize that functionality to keep employees off other networks like Facebook.
If all of your employees communicate on your project management platform, you may simply want to stick with that. I worked for a company that only had virtual teams and remote contractors, so we used Basecamp for everything and never touched email.
2. Give the platform an honest chance
If employees don’t adopt a new platform right away, give it time.
I was skeptical of Google+ as a communications platform and I’ve criticized it over the years. But as I learned the ins and outs, and management continued to support it, I warmed up to it for internal communications.
Remember, people won’t take to switching platforms frequently. Jumping around from tool to tool will just give employees more reason to do their own thing.
3. Less is more
Try to find a platform that will cater to as many functions as possible: project management, department updates, company-wide updates, water-cooler conversations, etc. You don’t need bells and whistles, and you don’t need separate platforms for every type of communication. The simpler the process, the more engaging and effective it will be.
4. Don’t force casual conversation
On a related note, don’t force “casual” conversation right away. As people warm up to the new internal communications tool, they’ll settle into a natural routine with the platform and with each other. The result will be much better than if you try to force personal discussions.
5. Get buy-in from management
If you’re the CEO, make sure the VPs on down use the platform. If you’re in HR, make sure the C suite is on board. Upper management needs to push the idea of the platform as a method of ground-level communication; otherwise the ground level probably won’t adopt it. With management buy-in, the platform is much more likely to take off.
6. Don’t repeat yourself
If you use the new platform to push your next company event and then email everyone to remind them to check the new update (or worse–repeat the same information in an email “just to make sure everyone sees it”), you may as well have just emailed everyone and saved yourself the time of posting it elsewhere.
While you can and should send reminder emails during the adoption phase, don’t continually rely on email or you’ll undermine your efforts of any new comms platform.
7. Set boundaries for email
Just because you have an internal communications platform doesn’t mean employees have to stop using email entirely. For example, you may want to use Slack for 95 percent of updates and conversations but keep email as the preferred channel for CEO updates or weekly reports from managers. Just set a precedent and stick to it.
Get better at your job right now.
Read our weekly newsletter to master content marketing. It’s made for marketers, creators, and everyone in between. | https://contently.com/2017/03/28/7-internal-communications-tips/ |
- PTP Chicago
Should You Call? Text? Video Conference? How to Choose Communication Methods During the Pandemic.
Updated: Sep 29, 2020
Author: Bobbie Burgess
There is no doubt that COVID-19 has changed the way many work environments operate. For jobs that lend themselves well to working from home, all communication has suddenly become digital and virtual.
More emails, phone calls, and texts are being sent than ever before. More video conferences are being scheduled than we were prepared for.
As a result, some of us may now experience some level of anxiety around the thought of choosing a mode of communication appropriate for the task at hand. Others may just cling to what we're most comfortable with, such as email.
However, each form of digital communication has a time and a place when it's best utilized. Knowing when to execute a certain type of digital communication will make you, and your team, more productive, professional and effective.
When deciding whether to call, text, email or video conference, here are two questions you should consider:
1. How sensitive is the material, both in terms of time and content?
Not all messenger apps are created equal... especially in terms of privacy or security. While most popular platforms are built around some of level of security and, as a consumer, you have some control over your privacy settings, nothing is one hundred percent error-proof.
Therefore, if what you are sending or saying is something of high sensitivity, it probably would be better to consider an encrypted email message or messaging app. If you want to know more about your company’s security settings, speak with your IT department about truly encrypted messenger apps (e.g. Signal, Wire, Wickr or the decentralized, blockchain-based Session) or email services (ProtonMail, Tutanota, etc.).
Otherwise, if your content is of average sensitivity, a phone call would be best unless having a written record is important.
If 'written' proof is required then I would suggest an email or text depending on how detailed the material is for your project.
If you need a quick resolution to a problem, knowing how and when to reach the desired individual will be key. If you need to speak with your manager about an urgent manner, but you know they only check their email three times a day, don't send an email.
If your manager responds to telephone outreach frequently, you should consider placing a call to them.
Now, if the person you need to speak with is frequently unavailable, a plan B would be to think about leaving a message over a messaging app or an email. But again, if the matter is urgent and you want them to respond soon after they are available, pick the communication method they would check most often.
2. How complex is what I'm trying to convey?
If I was in the office, would I do this over email, would I call, or would I visit the person at their desk?
This question is critical.
There's nothing worse than spending 10 minutes texting a conversation that could have been handled in 2 minutes over the phone. There is a lot that can be lost in translation through texting or email, so consider the entire thought you need to present before you share.
This will reduce the confusion and frustration amongst the identifiable parties.
Email and texting
Email is ideal for low to mid-level information that will be important for others to easily reference later since email messages can be easily organized. But just because there is no character limit on email messages...
Does not mean everything should be handled over email.
When introducing new concepts or initiatives with many moving parts, a meeting via a video conference would be best so that you can present a slideshow along with your presentation. Think about it, would you rather receive and have to read a long, detailed email or would you rather hear it first with a visual aid and then receive a summary email afterward?
Some may opt for the long email but, in reality, it is not the most effective tool for the task. It opens up the possibility of multiple reply-all emails full of questions and answers that overlap and negatively affect the organizational structure and workflow.
For conversational matters that will have a good amount of back and forth, a chat room within a messaging app or group texting is the perfect method. Remember, chat rooms are not for complex matters. But for a quick question or to speak with people over the course of the day that have conflicting schedules, these methods work great.
Video conferences and phone calls
Do you ever think to yourself, “Dang! I wish I could have this person at my desk so they can see what I can see?”
A feature of many video conference platforms is the ability to screen share. It can be used with or without audio and video. Many enterprise communication platforms now offer that screen share functionality as a part of their service.
Using screen share in conjunction with, or separately from, video is an effective way of virtually inviting someone over to your desk. If video is not necessary, but the content is lengthy in nature, a cell phone call over a messaging app or standalone is a choice to consider.
Hopefully, these tips provide some choices that will help release any anxiety you have surrounding choosing which digital communication tools is best for your specific task.
Written by: Bobbie Burgess
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About the Company:
Peterson Technology Partners (PTP) has been Chicago's premier Information Technology (IT) staffing, consulting, and recruiting firm for over 22+ years. Named after Chicago's historic Peterson Avenue, PTP has built its reputation by developing lasting relationships, leading digital transformation, and inspiring technical innovation throughout Chicagoland.
Based in Park Ridge, IL, PTP's 250+ employees have a narrow focus on a single market (Chicago) and expertise in 4 innovative technical areas;
Artificial Intelligence/Machine Learning/Data Science
Robotics/Robotic Process Automation (RPA)
Cyber/Data/Information Security
DevOps/DevSecOps
PTP exists to ensure that all of our partners (clients and candidates alike) make the best hiring and career decisions.
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Peterson Technology Partners is an equal opportunity employer. | https://www.ptechpartners.com/post/communication-methods |
National Bullying Prevention Month: Preventing & Responding to Cyberbullying
Bullying continues to be a concern across many sectors of life in the United States. Cyberbullying has become the most widespread form of bullying for all age groups, and the physical, mental, and emotional effects experienced by victims of cyberbullying can be exacerbated due to the reach of digital platforms and the prevalent use of these platforms in everyday life.
In honor of National Bullying Prevention Month, the Great Lakes ATTC, MHTTC, and PTTC are sharing information and resources from the Substance Abuse and Mental Health Services Administration (SAMHSA) and StopBullying.gov on how to identify, prevent, and appropriately respond to cyberbullying.
The following lists are from StopBullying.gov.
What is Cyberbullying?
According to StopBullying.gov, the act of cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else using digital or online forms of communication. This includes sharing another person's private information, identifying information (sometimes known as 'doxing'), and/or other private content, such as images or videos, without consent to do so and for the purpose of causing embarrassment or humiliation. The spreading of rumors or false information about another person can be especially harmful when done via online platforms. In fact, some cyberbullying crosses the line into unlawful or criminal behavior.
The most common places where cyberbullying occurs are:
- Social Media, such as Facebook, Instagram, Snapchat, and Tik Tok
- Text messaging and messaging apps on mobile or tablet devices
- Instant messaging, direct messaging, and online chatting over the internet
- Online forums, chat rooms, and message boards, suctsh as Reddit
- Online meeting or communications platforms, such as Zoom, Microsoft Teams, and Skype
- Online gaming communities
- Internet streaming platforms, such as YouTube and Twitch
Warning Signs of Cyberbullying
Many of the warning signs that cyberbullying is occurring happen around a child’s (or other individual's) use of their device. Some of the warning signs are:
- Noticeable increases or decreases in device use, including texting.
- A child exhibits emotional responses (laughter, anger, upset) to what is happening on their device.
- A child hides their screen or device when others are near, and avoids discussion about what they are doing on their device.
- Social media accounts are shut down or new ones appear.
- A child starts to avoid social situations, even those that were enjoyed in the past.
- A child becomes withdrawn or depressed or loses interest in people and activities.
Responding to Cyberbullying
- Notice – Recognize if there has been a change in mood or behavior and explore what the cause might be. Try to determine if these changes happen around a child’s use of their digital devices.
- Talk – Ask questions to learn what is happening, how it started, and who is involved.
- Document – Keep a record of what is happening and where. Take screenshots of harmful posts or content if possible. Most laws and policies note that bullying is a repeated behavior, so records help to document it.
- Report – Most social media platforms and schools have clear policies and reporting processes. If a classmate is cyberbullying, report it the school. You can also contact app or social media platforms to report offensive content and have it removed. If a child has received physical threats, or if a potential crime or illegal behavior is occurring, report it to the police.
- Support – Peers, mentors, and trusted adults can sometimes intervene publicly to positively influence a situation where negative or hurtful content posts about a child. Public Intervention can include posting positive comments about the person targeted with bullying to try to shift the conversation in a positive direction. It can also help to reach out to the child who is bullying and the target of the bullying to express your concern. If possible, try to determine if more professional support is needed for those involved, such as speaking with a guidance counselor or mental health professional.
Preventing Cyberbullying
You can access detailed information on evidence-based prevention methods to address cyberbullying by downloading StopBullying.gov's How To Prevent Cyberbullying: A Guide for Parents, Caregivers, and Youth. | https://pttcnetwork.org/centers/great-lakes-pttc/news/national-bullying-prevention-month-preventing-responding |
Law enforcement agencies have made a massive seizure of counterfeit goods – including 27m facemasks – across 21 European countries.
Operation Aphrodite was an eight-month sting led by police in Italy and Ireland, carried out between December 2019 and July 2020, and focused on online sales of goods via websites and social media accounts.
The operation culminated in checks in warehouses, shops and marketplaces in Belgium, Cyprus, Greece, Ireland, Italy, Portugal, Romania and Spain, resulting in the seizure of 28m counterfeit products.
Along with the facemasks, the haul included 800,000 counterfeit items of clothing, sportswear, footwear, personal accessories, IPTV set-top boxes and toys, and around €700,000 in cash. The operation was rejigged midway though to focus on goods associated with the COVID-19 pandemic.
Aphrodite also led to 123 social media accounts and 36 websites selling counterfeit products to be taken down, with 10 people arrested in Greece and 37 others reported to the judicial authorities in Greece, Italy and Portugal.
“Digital platforms, such as websites, social media and instant messaging services are abused by criminal groups to sell often harmful counterfeit products,” said Europol, which assisted in the operation.
“Illegal vendors advertise counterfeit goods with pictures and prices of fake products on social media. They also use hidden links in posts on social media to redirect users to marketplaces located outside of the EU,” it added.
According to Europol, criminals invite unsuspecting buyers to pay with prepaid cards, by wire transfer or other forms of electronic payment and web-based services as the goods are delivered through legal couriers. | https://www.securingindustry.com/cosmetics-and-personal-care/facemasks-prominent-in-europe-wide-fake-goods-crackdown/s106/a12334/ |
When mumblings first began of coronavirus, aka COVID-19, earlier this year, none of us could have ever imagined the impact it would have on the world.
In the span of just a few weeks it has become an all-consuming global public health crisis. And in the wake of this crisis businesses have closed down, grocery stores have bare shelves, and thousands of people have been ordered to stay home.
A pandemic coupled with an 'infodemic'
It seems like there is a never-ending barrage of information about the virus everywhere you look; the news, radio stations, social media and more. The problem is even with all of this information being thrown at us, there is still a lot of uncertainty. A large part of this uncertainty is from employees wondering what the proper steps to take are now that many organizations have implemented mandatory work from home policies, or closed completely.
It’s up to organizations to ensure their employees and internal teams are well informed on what to expect during this public health crisis. So here is how your organization can improve employee communications during this pandemic:
1) Be transparent & communicate clearly, early on
Communication and transparency are more important now than ever before. Provide your employees with daily updates letting them know you are monitoring the situation and what steps you’ve taken so far to ensure safety.
In the event employees have to work from home for an extended period of time, create an internal communication process for reaching them. This can be through email, instant messaging, video meeting platforms or whatever other methods you use. Once you’ve identified an internal communication channel, stick to just one for consistency so employees know that is the channel for all things work-related.
Tips:
2) Ensure work from home environments are comfortable & feasible
If you didn’t already have a work from home policy in place, you may have had to implement one on the fly. And for many employees, this could be their first time ever working from home.
As an organization, make sure your employees have an adequate work-from-home environment. If they don’t, ask them what you can do to help them work efficiently and effectively from home. In many cases, you’ll need to allow them to take their office equipment home, such as chairs, additional monitors, headsets, etc.
Tips:
3) Check-in with employees regularly to ensure mental wellbeing
Many cities, such as Vancouver, have introduced city-wide ‘social distancing’ to get ahead of potential country-wide shutdowns (re: Italy). We’re encouraged to stay home unless absolutely necessary.
As mentioned previously, this could be a first for many workers. It’s important to check-in and virtually socialize with employees/colleagues as part of your internal communications strategy. For people living alone, social distancing and self-quarantine could mean no human interaction whatsoever.
Staying connected even through instant messaging will help ease the ‘stir crazy’ feeling and boost your employee’s mental wellbeing.
Tips:
The Ultimate Guide to LinkedIn Lead Generation
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Download the Ultimate Guide to LinkedIn Lead Generation – and we'll show you how! | https://copilotai.com/blog/effective-employee-communications-during-a-pandemic/ |
The preceding chapter highlighted how knowledge management as a practice evolved in a business context in tandem with technological development. This chapter takes a reverse strand and attempts to show how contemporary technology, apart from being a potential knowledge-exchange medium, has significantly contributed to making knowledge management a social process in its current form. We have reserved the term social technology to refer to this contemporary digital technology. While we will provide formal definitions to justify the terminology usage, social technology in this context is an umbrella term used to capture a wide variety of terminologies depicting internet-enabled communications, platforms and tools — for example, web 2.0, mobile 2.0, social media, social software, etc. — which have the potential to establish collaborative connectivity among billions of individuals over the globe.
The inclusive spirit of social technology, in facilitating effective networking between and across social groups, has given new dimensions to the practice of knowledge management. Contemporary social technology not only supports organizations to create and exchange their explicit knowledge resources, but its potential to foster informal communication enables organizations to use social technology to encourage exchange of the tacit knowledge resource of organizational knowledge workers. In addition to this, social technology has the potential to optimally capture and apply crowd knowledge in the process of boosting competitive advantage of organizations. Its credentials allow social technology not only to qualify to be a potential medium in fostering knowledge management practice, but, rather, the transition of knowledge management practice to a social process in its current form has largely been made possible with the aid of these contemporary digital technologies.
The ability of social technology to facilitate effective collaboration has made sharing the premise of contemporary social and economic transactions. The emergence of a sharing economy in the 21st century, guided by the principal of using social technology to foster effective collaboration, has significantly altered extant and traditional economic practices. This emergent economy identifies every human entity as a potential producer/consumer of knowledge, therefore an able contributor to the collaborative economic framework. It is the connecting spirit of contemporary social technologies that has paved the path for optimal capturing and application of crowd knowledge to generate socio-economic benefits. This chapter explicitly articulates how the enlisted credentials of social technologies can be harnessed to create an inclusive knowledge management framework.
The chapter is divided into two main sections: the first, after providing definitions of social technology and its associated components, attempts to characterize the same to arrive at the prospects it has to offer in both the economic and social domain. The latter section discusses practical instances of organizations utilizing social technology as a medium to facilitate knowledge management practices. The practical evidence placed amidst theoretical characterization of social technologies will enable the reader to analyse the role contemporary digital technologies play in transforming knowledge management practice into a social process.
Social technology: A conceptual perspective
We have entered into a new networked world. Technology has enabled us to interact, innovate and share knowledge in ways previously unthinkable. We call this the Networked Society (Castells, 2004), facilitated by internet-enabled communications, platforms and tools that include regular personal computers, embedded computers and mobile personal devices (cell phones, PDAs, tablets), connected together using computer networking technologies. We call them social technology, an umbrella term used to capture a wide variety of terminologies depicting internet-enabled communications, platforms and tools — for example, web 2.0, mobile 2.0, social media, social software, etc. — which have the potential to establish collaborative connectivity among billions of individuals across the globe. This digital revolution is giving rise to a new economy — a “digital network economy” (Brousseau & Nicolas, 2007). When two persons connect, their lives change. With everything connected, our world changes.
This concept of a connected world using social technology has the potential to transform the way we innovate, produce, govern and sustain ourselves (Fitzgerald et al., 2013; Greenstein et ah, 2013). This internet-enabled digital economy has already started transforming the organization of firms, industries, markets and commerce (OECD, 2008). Some of these impacts can be exemplified as follows:
Social networking has become a significant base for the marketing and advertising sectors seeking to engage customers. Increasing use of social media platforms - including social networking sites, blogs, video sharing sites, etc. — now allows consumers to seamlessly share their consumption behaviours online. Such socially shared consumption (Kunst & Ravi, 2014) can range from electronic word-of-mouth to formal online reviews, as well as automated product mentions facilitated by social media applications. The rapid development of social technology has enabled the development of what we call the new platform economy (Parker et al., 2016; Parker et ah, 2017), an emerging economic arrangement which brings together strangers in one forum and fosters effective exchange of goods and services among them (for example, Airbnb, Lyft, LendingClub, etc.). In this digitally driven platform economy, consumers and service providers form a collaborative network using the platform. Platform is the foundation of the entire ecosystem, providing a space for the exchange of information, trading, logistics and other facilities to consumers and service providers. They perform various economic activities on the platform, including information exchange, demand matching, payment and receipt and delivery of goods. The participants of the platform economy interact and cooperate with each other, which enables creation of greater value.
The notion of platform economy, being a digital facilitator in economic and social transaction, is premised on the ideological and operative dynamics of sharing/collaborative economy (Sundararajan, 2016). This nascent form of economic arrangement encourages shared creation, production, distribution, trade and consumption of goods, services and ideas by crowd (for example, YouTube, Airbnb, Etsy, BlaBlaCar, etc.), and hence is termed crowd-based capitalism (Sundararajan, 2016). This attempt to build an integrated economy through effective sharing of goods (both informational goods and physical goods) and services is premised on the motivational and philosophical foundation of “sharism”. The collaborative culture cultivated by a sharing economy has enabled billions of people across the globe to get connected and actively participate in the process of achieving social development and developing collectively capacities to solve social atrocities (Tapscott & Williams, 2006).
The notion of crowd collaboration in a business context is an extension of what is known as outsourcing: operationalizing some of the internal business functions using external business entities. However, instead of an organized business body with a centralized governing apparatus, crowd collaboration has a decentralized premise and relies on free individual agents (the crowd) to collaborate to perform a given operation or to find solutions for a given problem using social technologies (Tapscott & Williams, 2006). This kind of outsourcing is also referred to as crowd-sourcing (Horton &c Chilton, 2010), to reflect this difference. These crowd-based operations may be incentivized by monetary or equivalent reward, though it is not always mandatory.
• Benkler (2006) uses the term “networked information economy” and “commons-based peer production” to describe a “system of production, distribution, and consumption of information goods characterized by decentralized individual action carried out through widely distributed, non- market means that do not depend on market strategies”. The examples of such collaborative efforts are creation of free and open source software and Wikipedia.
Today, an increasing proliferation of social technologies - which include broadband connectivity, web technologies, mobile devices, social media and cloud services — enables us to share the infrastructure and resources available anywhere in the world. We are seeing manifestations of this phenomenon in the creation of flourishing business models (Airbnb, Uber, Kickstarter, etc.) that rely heavily on the principles of collaborative consumption and sharing economy (Sundararajan, 2016). People are now living in a “digitally-connected global society” where each individual in a crowd of people has the potential and opportunity to collaborate for a social mission and share their expertise and knowledge to help others in the community. As depicted by Tapscott (2014), “For over a century humanity has been taking steps to realize (Nathaniel) Hawthorne’s vision of a world where human intelligence could be networked. That age has arrived____ The Age of Networked Intelligence is an age of promise. It is not simply about the networking of technology but about the networking of humans through technology. It is not an age of smart machines but of humans who, through networks, can combine their intelligence, knowledge, and creativity for breakthroughs in the creation of wealth and social development. It is an age of vast new promise and unimaginable opportunity.”
Defining social technology
Historically, “social technology” has two meanings (Li & Bernoff, 2012): a term related to “social engineering”, a concept developed in the 19th century (Pelikan, 2003; Nelson, 2002; Nelson Sc Sampat, 2001; North Sc Wallis, 1994; Sugden, 1989; Schotter, 1981); and a term to depict “internet-enabled social software”, a concept that evolved in the early 21st century (Duarte, 2011; Andersen, 2011; Derksen et al., 2012; Chui et al., 2012).
As the conceptualization of social technologies varies from “social engineering” to “social software”, for our purpose we will be focusing on the second depiction of social technology and try to derive the meaning of social technologies in terms of “digital technologies used by people to interact socially and together to create, enhance, and exchange content” (Duarte, 2011; Andersen, 2011; Derksen et al., 2012; Chui et al., 2012). Social technologies are defined as any digital technology used for social purposes or on a social basis, and include social hardware (traditional communication tools such as PCs or smart mobile devices), social software (operating platforms such as web 2.0 or mobile 2.0) and socially enabled applications (tools and services such as social media) (Alberghini et al., 2010).
Social technologies are instantly comprehensible via some kind of media. Koo et al. (2011) describe several new-generation media types: “telephone is a traditional medium; video conferencing, email and instant messenger representing computer media; and blog and social networks representing new social media.” Communication technologies such as telephone, voicemail, email, video conferencing and instant messaging all help virtual team or group members stay in touch and share information with each other.
Chui et al. (2012) define social technologies as digital technologies that people use to interact with each other socially to create, enhance and exchange content. The following three characteristics distinguish social technologies from other technologies:
- • Social technology is a derivative of information technology.
- • Social technology provides rights to communicate with anyone and create and/or modify content in a distributed fashion.
- • Social technology provides distributed access to communication tools and digital content.
- Billions of people now use social media for learning, marketing, shoppingand decision-making. Internet-based social media sites enable us to createand consume multi-modal user-generated content; and facilitate us to stayconnected with friends, family, colleagues, customers and clients. Socialnetworking can have a social purpose, a business purpose, or both, throughsites such as Facebook, Twitter, Linkedln and Instagram, among others. | https://ebrary.net/211309/management/social_technology_knowledge_management_practices |
Millennials, commonly defined as the generation born between 1981 and 1997, are often mischaracterized and highly misunderstood by their predecessors. You have probably heard the stereotypes: “Lazy,” “unreliable,” “egotistical,” “unmotivated.” On the whole, these judgments are often overblown and have proven untrue time and again in the modern workplace. An entire generation, one that currently consists of over 75 million people, cannot be generalized by such terms, and it is not uncommon for older generations to be wary of the paths later generations take.
Whether you like “them” or not, however, the Millennial generation is here to stay, especially in the workforce. Their rise into leadership positions will come with many benefits and changes in management style, particularly when it comes to communication. This guide presents an overview of where and how you can expect to see evolution in the workplace as the Millennial generation ages.
1. They prefer digital communication.
This characterization should not be surprising, considering Millennials are well-known as being “digital natives” in fairly constant contact with social media, instant messaging, and e-mail. As more Millennials assume leadership positions, the importance of digital communication in business organizations is certain to grow (more than it already has). Millennial leaders will be more comfortable trying out and adopting new communication technologies, such as instant messaging apps that are geared towards business teams. On the other hand, Millennials also highly value face-to-face communication, so no one should be concerned that personal interaction is going away anytime soon.
2. They understand the importance of personal relationships with customers.
This means Millennial leaders are more likely to make face-to-face interaction and instant messaging core components of their customer service programs. The growing importance of social media to businesses means more customer interaction will take place through social media instant messaging (and on organizational webpages). This is highly beneficial to businesses, because more customers want to feel like they have a personal and easily accessible connection with their favorite companies. Millennial leaders are set to devote more resources to growing their social media presence and creating opportunities for instant channels of conversation with customers and clients.
3. They value diversity and inclusion.
More than any generation before them, Millennials highly value diversity. They are more likely to speak up if they witness injustice happening in the workplace and want to connect with people of different cultures, races, and genders. This means that Millennial leaders are more likely to have diverse teams, and let upper management know if they feel a company’s policy is unfair to any demographic, especially those in traditionally vulnerable, underrepresented populations. This is beneficial to business because it will bring new ideas from multiple intersections of people to the forefront and foster room for unique innovation. With an increasingly globalized society, Millennial leaders will reach out internationally to obtain talent and its resulting broad diversity of ideas. Beyond diversity, Millennial leaders emphasize inclusion initiatives. To Millennials, an inclusive workplace is one in which a group of colleagues comes together to collaborate without attention to job titles or years of experience; everyone is encouraged to comfortably and safely contribute their voice and ideas without restraint or fear of judgment.
4. They prioritize a work-life balance.
Millennials don’t believe in the need to stay chained to the same desk day-in and day-out. They place intrinsic value on living a fulfilling life and want to spend more of it out of the office while remaining productive. Technology is fueling this revolution, especially the development of cloud technology, which allows employees to access their files and data from anywhere. Digital communication as a whole lends itself well to allowing employees to work remotely and remain in contact with the rest of their team from anywhere. Millennials also understand the overhead cost savings that can be had if they allow their employees to work from home some of the time.
5. They use multiple channels of communication.
Millennials understand that when it comes to communication, one size often doesn’t fit all. Because of this, they are much more likely to utilize many different communication methods to interact with their employees, colleagues, and customers. As long as results are up to standard and goals are met, Millennial leaders will be open to different communication styles and work arrangements. This will generally make the workplace more flexible and inviting to people who prefer communicating in different ways than what has been the more traditional, restrictive norm.
6. They are brief, to-the-point.
Millennials don’t like to mince words. They don’t see much point in holding a long, boring, and unproductive meeting, because they don’t like to waste time in efforts that won’t lead to results. This can make them very effective leaders, because they are not inclined to waste their own or anyone else’s time. This is another reason why they are fond of multiple communication methods. Millennial leaders will use whatever method is fastest and most effective for the occasion, whether face-to-face, instant messaging, or e-mail, to get the job done.
7. They prefer collaborative efforts.
The importance of collaboration for Millennials cannot be overstated. Their appreciation for it is evident in popular, new collaborative industries such as crowdfunding, ridesharing, and crowdsourcing. To them, the whole is greater than the sum of its parts. This means they are more likely to take everyone’s viewpoints into account and seek out viewpoints from a diverse group of people. These viewpoints are more conducive to growing innovative ideas from a variety of perspectives, which prepares organizations to be trailblazers for future developments, and Millennials stand ready to harness this energy.
The Millennial generation is on track to change the workforce forever. This is especially true in communication, where Millennial leaders are already starting to utilize more technology, inclusion, and flexibility than ever promoted in the traditional workplace. These changes and value shifts have already permeated most aspects of everyday society. | https://www.commpro.biz/understanding-the-evolution-of-organizational-communication-as-millennials/ |
...CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES This study aims to know on how Social Networking Media “FACEBOOK” effects the study habit of the college students nowadays. According to the article “The Effects of excessive use of facebook to the Study Habits of BC25 students of Suniversity”, it say’s that students can easily communicate with one another.Communicating to other people can be easy by using facebook eventhough a person is miles a way from you, and through this they gain new friends.But still facebook had its bad effect on the part of the students, Facebook has become the biggest distraction for students when trying to get homework done. Students using facebook most of the time would end up getting lower grades. Paul Kirschner, author and professor at the Center for Learning Sciences and Technologies at the Open University of The Netherlands, say’s that "The problem is that most people have Facebook or other social networking sites, their e-mails and maybe instant messaging constantly running in the background while they are carrying out other tasks, the students who used Facebook had grade point averages of 3.06, which doesn't seem too bad when the scale goes from 0.0 to 4.0.However, those who turned off the social media network when it came time to hit the books had a typical GPA of 3.82. In addition, non-users also said they studied more often...
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...MT. MORIAH CHRISTIAN ACADEMY The Effects of Social Networking to the study habit of the High School Students in MMCA school year 2011-2012 Aira Joy R. Jabay Chapter 1 The Problem and Its Background Introduction Internet is very influential to the students. The young generation as well as adult are becoming keen in internet. They use it everyday in communicating with their friends and relatives, researching for their assignments, projects, and report, playing games, and downloading music. It is a way to enjoy everyone who is looking for stress free recreational activities. Social networking sites is one the factors that influences the high school students academic performance. Website is a collection of related web page which contains images and videos. Like some Social Networking namely; facebook, twitter, tumblr, myspace, et.al. Facebook is the most popular Social networking sites which is active 24 hours. There are more than 800 million facebook active users. Philippines is in the 6th place in the usage of the site which is more than ½ of our population is active using facebook. Facebook is very entertaining social networking site because of games, chatbox (like yahoo messenger), and many more. Some students are addicted facebook users because it is influencial to the mind and user friendly. There are some advantage and disadvantages in using social networking sites. If you will sign up to log in a certain site they have a requirement that you be 18-above....
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...The Effects of Social Networking Sites to the Study Habits of the Students A Term Paper Presented to Prof. Ma. Lorena T. Ramos of the English Department San Beda College Mendiola, Manila In Partial Fulfilment of the Requirements for Business Communication & Research Philip John S. Sotto Angel Jean B. Evite Christian Allen C. Marte Shaira Nicole M. Espolong Kyle Xaviery Alcos March 10, 2015 Topic: The Effects of Social Networking Sites to the Study Habits of the Students of 1AMC SY 2014-2015 in San Beda College Title: The Effects of Social Networking Sites to the Study Habits of the Students Statement of the Problem: The Researchers aimed to describe the behaviour & attitude of the students in contrast of social networking sites to their study habits. Specifically, it sought answers to the following questions: 1. What are the effects of social networking sites to the study habits of the students? Statement of the Purpose: The researchers worked on this study in order to: 1. Determine the effects, specifically, the pros & cons of social networking site to the study habits of the students. Introduction Back in the 1800s, Prior to the telegraph and telephone the primary source of communication between people other than direct conversation was through letters. Then came the 'beeper' in the 21st century. From the beeper came the personal cell phone, then came the internet, then email, then something called Instant Messaging via...
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...memory At last, the time has come for Old Deuteronomy to make the Jellicle Choice and decide which one cat will be reborn into a new Jellicle life. At that moment, Grizabella reappears. Again she recalls her "Memory" of how things used to be. She pleads to her brothers and sisters, yearning to come back to them. This time, through a greater appreciation of tolerance, the cats accept her back into the tribe. [ Lyrics from: http://www.lyricsmode.com/ly GRIZABELLA: Daylight, see the dew on the sunflower And a rose that is fading Roses wither away Like the sunflower I yearn to turn my face to the dawn I am waiting for the day SOLO: Now Old Deuteronomy, just before dawn Through a silence you feel you could cut with a knife Announces the cat who can now be reborn And come back to a different jellicle life GRIZABELLA: Memory, turn your face to the moonlight Let your memory lead you Open up, enter in If you find there the meaning of what happiness is Then a new life will begin Memory, all alone in the moonlight I can smile at the old days I was beautiful then I remember the time I knew what happiness was Let the memory live again Burnt out ends of smokey days The stale cold smell of morning The streetlamp dies, another night is over Another day is dawning Daylight, I must wait for the sunrise I must think of a new life grizabella the glamour cat Remark the Cat who hesitates towards you In the light of...
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...The Philippine peso appreciated to its highest value in three years. The appreciation of currency yields some positive and negative effects to the economy of the country. Some economists have asserted the fact that a strong peso is clear evidence that the confidence of the business investors have returned to the Philippines. The influx of foreign portfolio investment was the direct cause of the remarkable performance of the country’s currency according to the Central bank of the Philippines. According to BSP Deputy Governor Diwa Guinigundo, the reason of the increased foreign investment was due to the preference of most investors to invest their business in emerging Asian economies like the Philippines. This preference for an Asian market is due to the recent global recession and the high debts that the United States and European nations are undergoing. "Advanced economies appear to be moving backward.. Any logical direction of investment inflows is toward the more robust and promising emerging markets," Guinigundo stated this during the launching of the latest World Investment Report by the United Nations Conference on Trade and Development (UNCTAD) on Tuesday.As of June 17, the net inflow of foreign portfolio investment is US$ 136.68 million which is comparatively high than the net inflow of only US$2.40 million during the same period in 2010.During Tuesday the trading closed at 42.225 Philippine pesos against 1 U.S. dollar, up by 16.5 centavos from Monday's finish of......
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...Introduction The users of social networking sites (SNS’s) build online profile and share information, including personal information, photographs and connect with other users, whether it is to communicate with old friends or find new friends. Nowadays, social networking sites such as Facebook, Twitter, Tumblr, MySpace and others are attracting millions of people around the world, specially the students. Social networking sites had been the source of happiness for many students. Some play with the games or applications available in SNS’s for entertainment purposes. Some use SNS’s to connect with their old friends. Some also use SNS’s to meet new friends with the same interests. Once a person is granted access to a social networking website, the person can begin to socialize. Socialization may include reading the profile pages of other members and possibly even contacting them. But, others use these sites just for fun. Social networking sites are not bad for students, as long as they are not using SNS’s, excessively. SNS’s can also help the students in their studies. Students use social networking sites as a connection or communication to their other classmates. SNS’s can help them relieve stress. SNS’s are helpful in many ways. But, nowadays, students are addicted to these kinds of sites which led to low scores on test and quizzes, sleeping in class because of lack in sleep, and eventually, low grades. Now, ask every student and they will definitely tell you......
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...THE EFFECTS OF SOCIAL NETWORKING TO THE STUDY HABIT OF 3RD YEAR HIM STUDENTS Introduction Background of the study The users of social networking sites build online profile and share information, including personal information, photographs and connect with other users, whether it is to communicate with old friends. Now a day’s social networking sites such as facebook, twitter, tumbler, MySpace, and others are attracting millions of people around the world, specially the students. Social networking sites had been the source of happiness for many students. Some play with the games or application available in social networking sites for the entertainment purposes. Some use social networking sites to connect with their old friends. Some also use it to meet new friends with the same interests. Once a person can be granted access to social networking websites, the person can begin to socialize. Socialization may include reading the profile pages of other members and possibly even containing them .But, others use this site just for fun. Social networking sites are not bad for students as long as they are not using it, excessively-social networking site can also help the students in their studies .Students use social networking site as a connection or communication to their other classmates .SNS’s can help them relieve stress .SNS’s are helpful in many ways .But ,nowadays students are addicted to this kinds of sites which led to low scores on test......
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...read up on the subject of your essay. It is best to gather all your sources and review them before attempting to begin your paper so that you can have things clearly planned out when you actually start writing. You can find information on your topic of choice through a number of different types of resources. Some examples are discussed below. * Specialty books; these can be found at your local public or school library. A book published on your topic is a great resource and will likely be one of your most reliable options for finding quality information. They also contain lists of references where you can look for more information. * Academic journals; these are periodicals devoted to scholarly research on a specific field of study. Articles in academic journals are written by experts in that field and scrutinized by other professionals to ensure their accuracy. These are great options if you need to find detailed, sophisticated information on your topic; avoid these if you are only writing a general overview. * Online encyclopedias; the most...
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...CHAPTER II Review of Related Literature and Study Related Literature Foreign Literature Marketing scholars Schau and Gilly (2003) write that, “we may indeed be what we haveself-presented, but we are also a great deal more” (p. 387). The research of this study exploresthe reasons why Facebook users are prone to emphasize particular aspects of their identity and“remove tags” from areas inconsistent with their constructed being. Engaging in online identity construction allows users to define themselves by more thanjust their actual identity schemas, labels we place on ourselves (e.g. student, mother or husband).Instead, Facebook provides users the opportunity to share interests, ideas (blog), appealingimages, and their identity amongst a public network. Users manage forums such as Facebook toproduce their desired image by communicating through symbolic, digital stimuli. In what Schau and Gilly (2003) refer to as “authenticating acts or self-referential behaviors, users feel free toreveal their true self, and frequently multiple selves” online (386). In this manner, users select the best representations of themselves to strengthen the link between their actual and their ideal(desired) identity. Creating an online representation of oneself with linguistic content, imagery and brand associations, users consider their self-concept, “our mental conception of whom we are” (Hoyer and MacInnis, 2007, p.54). With their self-concept schema; users are prone to activate the......
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...EFFECTS OF FACEBOOK USAGE TO STUDY HABITS AMONG NCM 105 NURSING STUDENTS OF OUR LADY OF FATIMA UNIVERSITY A Research Proposal Presented to: FACULTY OF THE COLLEGE OF NURSING OUR LADY OF FATIMA UNIVERSITY QUEZON CITY CAMPUS By: Carlo A. Silvestre Lyka Vain T. Jacinto Dyan Elenita C. Rafael Christian G. Casuncad Vina C. Custorio Sarah S. Cali (January 2011) CHAPTER 1 THE PROBLEM: ITS RATIONALE AND BACKGROUND Introduction Social networking websites are currently being used regularly by millions of people. The use of social networking sites has been widespread that they have not only caught the attention of academic and industry researchers worldwide but also us, in particular. Social networking sites are now being investigated by numerous social science researchers and an increasing number of academic commentators are becoming more and more interested in studying facebook, twitter, and other social networking services because of their probable impact on the society. While the social networking sites have the same key aspects, the cultures and responses around them that become apparent are varied. Most sites help strangers connect with others based on shares personal interest, political and economic views, or simple recreational activities. Some sites accommodate distinct viewers, while others attract people based on similarities, such as common languages or shared race, sexual, religious or nationality-based identities. Nonetheless, social networking......
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...Does social networking displace study habits and media use of college students? by DEVCOMPAGE on APRIL 29, 2011 · 11 COMMENTS by Erlan D. Pasana BS Development Communication 2011 Thesis Visayas State University Students and social media. Photo credit: Febelle Dareen Rojas (VSU) As one of the media of communication, social networking plays an important role in people’s lives. Its usage may vary from one person to another depending on the benefits that this medium can provide for them. For students specifically, social networking serves as their channel to express their thoughts and feelings about a certain issue. It helps them in building up stronger relationships with their loved ones especially those who are living far away from them. It makes them more vigilant about the happenings in different places by getting news from their friends on the Internet. Most importantly, while it entertains them, it also helps them in doing research (Hargittai, 2007). Yet some university administrations perceive students’ social networking activities as detrimental to students’ academics and have blocked sites such as Facebook during office hours. But does social networking take away the time that students ought to spend on their study time and media use? This study aimed to find out Visayas State University (VSU) college students’ uses and motivations for social networking use and their effect on study habits and media use. Using a survey, time diary and a focus group discussion,......
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...Chapter 1 Title: The Influence of Social Networking to College student and its effect to their study habits. Introduction Social networking is a conversation. The important thing in social media is the real people who use it. It's all about the C's. Creative, Competition, Community, Communication. It is a online conversation, which is organic and complex. Social media influences people. But those influences may cause either good or bad especially to the most popular group of people who are influenced by it, the college students. Background Social Networking is relatively young, but its history is incredibly long. From AOL Instant Messenger to Friendster to Google+, social networks has probably changed more in ten years than most people’s living room furniture changes in a lifetime. We define social network sites as web-based services that allow individuals to construct a public or semi-public profile within a bounded system, articulate a list of other users with whom they share a connection, and view and traverse their list of connections and those made by others within the system. The nature and nomenclature of these connections may vary from site to site. What makes social network sites unique is not that they allow individuals to meet strangers, but rather that they enable users to articulate and make visible their social networks. This can result in connections between individuals that would not otherwise be made, but that is often not the goal, and these meetings......
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...Effect of Social Networking to Students' Study Habit Introduction With the rapid phase of the changing generation, the youth is now more demanding in acquiring technologies that will suit to their needs, especially in when it is applied to their studies. Certainly, the access in Internet or in the World Wide Web is easy and there are many benefits can be gained. The use of this accessibility is applied mostly on the professionals such as medical practitioners, business tycoons, and even government officials. The purpose of their usage the Internet is different in terms of their needs and various marketers also applied their expertise on it. Apparently, the growing numbers of users are members of different social networking sites and most of them are students. Social Networking Social networking such as Cyworld in Korea, Facebook one of the largest social networking sites in the U.S., Myspace, and many others has been plagued the websites of the Internet accessibility. Many individuals, mostly students and their friends are engaged in social networking. Social networks are made to entertain and to interact with the other people even if they are miles away. There are many various styles used by the social networks to accommodate their visitors like enabling the host to create his or her mini-homepages and considered as a way to express their own ideas. Part of creating their own world through the web is decorating them with......
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...The Influence of Social Media on the Study Habits of La Salle University-Integrated School Grade 8 Students CHAPTER 1 The Problem and a Review of Related Literature Nowadays, the advent of technology is quickly emerging before our eyes and undeniably, it takes a vital part to people’s lives of today. One evidence on this is the development of social media. Social media can be defined as the relationships that exist between network of people. Over the last few years, the online population grows exponentially with the easy access to the internet. With the evolution of social media, it changes the way one communicates and how one finds and shares personal information, exchanges ideas, feelings, photos and videos at a very overwhelming rate. Social media sites that allow social interaction include Facebook, Twitter, Youtube, MySpace, and many other various blog formats. Through these sites, youth of today can share things about themselves for the whole world to view. These social media sites offer the youth a new way to access communication and entertainment. The use of social media is one of the most common activities of today’s children and youth. Undeniably, students are increasingly utilizing social media for friends’ news feeds, personal updates, events and activities, notes and messages. They use these sites for posting status of their experiences in school hoping to have more people hit ‘Like’ or give their ‘Comments’. The voluntary messaging function,......
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...Background of the study From the beginning of time people always find their ways to communicate from pens, papers, pagers, telephones, mobile phones and up to the recent boom of technology. In the past ten years the use of phones paved the way for the most recent addition to communication, the social media. With the invention of social media the online world changes rapidly. One of the most famous social media nowadays is the Facebook Application. Facebook is a social networking site wherein you can easily connect and share anything with your family, friends and acquaintances. The social media Facebook was launched on February 4, 2004 by Mark Zuckerberg according to Philips (2007), it started out only for Harvard university students and because of its popularity it was extended to Boston University and eventually to all US universities. In August 2005, it was purchased and became Facebook.com so the US high schools could sign up and was spread worldwide reaching UK Universities in September 2005. In September 2006, the social networking website has been extended beyond educational institutions with anyone who has valid email address. Facebook can be used as a tool for information and communication, Facebook has different purposes (e.g. chatting with friends, posting status updates, uploading pictures and videos, playing games, sending files, and sharing information). The widespread of Facebook becomes the student’s reliable way of communicating and...... | https://www.termpaperwarehouse.com/essay-on/Effects-of-Social-Networking-to-the-Study-Habits-of-Students/373207 |
internet and justifies the reference to the world as a global village.
The internet gave rise to the birth of social networking sites, which, according to
Okenwa (2008, p. 15) are web-based services that allow individuals to (1) construct a public or
semi-public profile within a bounded system, (2) articulate a list of other users with whom they
share a connection, and (3) view and traverse their list of connections and those made by others
within the system. What makes social network sites unique is not that they allow individuals to
meet strangers, but rather that they enable users to articulate and make visible their social
networks. This can result in connections between individuals that would not otherwise be made,
but that is often not the goal, and these meetings are frequently between “existing ties” who share
2
some offline connection (Hawthorn, 2005). On many of the large social networking sites,
participants are not necessarily “networking” or looking to meet new people; instead, they are
primarily communicating with people who are already a part of their extended social network.
Social networking began in 1978 with the Bulletin Board System (or BBS.) The BBS was
hosted on personal computers, requiring that users dial in through the modem of the host
computer, exchanging information over phone lines with other users. This was the first system
that allowed users to sign in and interact with each other; it was quite slow since only one user
could be logged in at a time. Later in the year, the very first copies of web browsers were
distributed using the bulletin board, Usenet. Usenet was created by Jim Ellis and Tom Truscott,
and it allowed users to post news articles or posts, which were referred to as ―news‖. The
difference between Usenet and other BBS and forums was that it didn‘t have a dedicated
administrator or central server. There are modern forums that use the same idea as Usenet today,
including Yahoo Groups and Google Groups.
The first version of instant messaging came about in 1988 with Internet Relay Chat
(IRC). IRC was Unix-based, limiting access for most people. It was used for link and file
sharing, and generally keeping in touch with one another. Geocities was among the first social
networking sites on the internet, launching its website in 1994. Its intent was to allow users to
create their own websites, dividing them into groups based on the website‘s content. In 1995,
TheGlobe.com was launched, offering users the ability to interact with people who held the same
interests and publish their own content. Two years later, in 1997, AOL Instant Messenger and
SixDegrees.com were launched. This was the year instant messaging became popular and it was
the first time internet users were able to create a profile and be-friend each other.
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Friendster, created in 2002 was the pioneer of social networking. In its first three months,
the social networking website acquired 3 million users, amounting to 1 in 126 internet users
being members at the time. Friendster served as the launching point for the widely popular
MySpace, which cloned Friendster and launched after just 10 days of coding. In the following
years, other social networking websites like Classmates.com, LinkedIn and Tribe.net started to
come up, including what was to be the most popular social networking website in internet
history, Facebook.com was launched in 2004 with the intent to connect U.S. college students,
starting with Harvard College. In its first month, over half of the 19,500 students signed up. After
gaining popularity, Facebook opened its registration to non-college students, and in 2008,
Facebook surpassed MySpace as the leading social networking website. Social networking has
come a long way since 1978, and we will all witness its evolution for years to come, forever
changing the way people connect with one another.
While social network sites have implemented a wide variety of technical features, their
backbone consists of visible profiles that display an articulated list of Friends who are also users
of the system. Profiles are unique pages where one can “type oneself into being” Sunder (2003,
p. 3). After joining a social network site, an individual is asked to fill out forms containing a
series of questions. The profile is generated using the answers to these questions, which typically
include descriptors such as age, location, interests, and an “about me” section. Most sites also
encourage users to upload a profile photo. Some sites allow users to enhance their profiles by
adding multimedia content or modifying their profile’s look and feel. Others, such as Facebook,
allow users to add modules (“Applications”) that enhance their profile.
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After joining a social network site, users are asked to identify others in the system with
which they have a relationship. Most social network sites require bi-directional confirmation for
Friendship, but some do not. These one-directional ties are sometimes labelled as “Fans” or
“Followers,” but many sites call these Friends as well. The term “Friends” can be misleading,
because the connection does not necessarily mean friendship in the everyday vernacular sense,
and the reasons people connect are varied (Boyd, 2006).
These sites also provide a mechanism for users to leave messages on their Friends’
profiles. This feature typically involves leaving “comments,” although sites employ various
labels for this feature. In addition, social networks often have a private messaging feature similar
to webmail. While both private messages and comments are popular on most of the major
networking sites, they are not universally available.
Beyond profiles, Friends, comments, and private messaging, network sites vary greatly in
their features and user base. Some have photo-sharing or video-sharing capabilities; others have
built-in blogging and instant messaging technology. There are mobile-specific social network
sites (e.g., Dodgeball), but some web-based sites also support limited mobile interactions (e.g.,
Facebook, MySpace, and Cyworld). Many networking sites target people from specific
geographical regions or linguistic groups, although this does not always determine the site’s
consistency. Orkut, for example, was launched in the United States with an English-only
interface, but Portuguese-speaking Brazilians quickly became the dominant user group
(Kopytoff, 2004). Some sites are designed with specific ethnic, religious, sexual orientation,
political, or other identity-driven categories in mind. There are even sites for dogs (Dogster) and
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cats (Catster), although their owners must manage their profiles. This then brings to mind the
fact that everyone needs to interact both humans and animals alike.
1.2 Statement of the Problem
The introduction of information technology in Nigeria is a welcome development.
The use of internet for educational purposes is also of immense benefit especially in the
area of being globally relevant and current. However, when it becomes a substitute for
good means of social interactions and academic study among young people, it should
give cause for concern.
Students nowadays spend the better part of their time in school on information
technology devices such as palmtops, iPods and blackberry. On close enquiry, one
usually finds out that they are social networking with friends and rarely getting
information on their various school courses. Often times, information sought is subject to
the use of technological media especially for pleasure, to while away time and to
interrelate with friends and pals on Facebook, twitter e.t.c. The question this research seeks
to answer is; how has social networking influenced students with regards to their academic
performance?
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1.3 Objectives of the Study
1. To determine the influence of social networking on the academic performance of
Caritas University Students.
2. To ascertain the amount of time students spend on social networking sites.
3. To determine the impact of social networking on the grade points of students of
Caritas University.
1.4 Research Questions.
1. How has social networking influenced the academic performance of Caritas University students?
2. How much time do students of Caritas University spend on social networking sites?
3. How has social networking impacted on the grade points of Caritas University students?
1.5 Scope of the Study
A particular focus is given to the academic behaviour of emerging university
students. An overview was provided of the recent transformation of institutions into
providers of information Centres. This also seems to have taken a negative impact on
reading habits and social interaction as they would rather listen to people talk on YouTube
and chat with friends on Facebook, Twitter e.t.c. so they do not feel the need to read any
longer. The study is centred on the students of Caritas University. This research seeks to show
how social networking influences the academic performance of Caritas University students.
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1.6 Significance of the Study
This study will help students to discover how much social networking influences their
academic performance; it will also enlighten academic personnel on both the good and bad
aspects of social networking to ensure academic growth for their students. The study will benefit
students in their usage of these networking sites and also institutions to create a more conducive
environment for learning.
1.7 Operational Definition of Terms
Internet – is a collection of computers and computer networks located all over the world, all
of which share information by agreed upon protocols.
Social Networking Service – this is an online site that focuses on facilitating the
building of social networks or social relations among people who share activities,
interests, background thus allowing them share ideas, events among themselves.
Academic Performance – refers to how students deal with their studies and how they cope with
or accomplish different tasks given to them by their teachers.
Student – a person who studies at a school, college or university.
DISCLAIMER:
All project works, files and documents posted on this website, projects.ng are the property/copyright of their respective owners. They are for research reference/guidance purposes only and the works are crowd-sourced. Please don’t submit someone’s work as your own to avoid plagiarism and its consequences. Use it as a guidance purpose only and not copy the work word for word (verbatim). Projects.ng is a repository of research works just like academia.edu, researchgate.net, scribd.com, docsity.com, coursehero and many other platforms where users upload works. The paid subscription on projects.ng is a means by which the website is maintained to support Open Education. If you see your work posted here, and you want it to be removed/credited, please call us on +2348159154070 or send us a mail together with the web address link to the work, to [email protected] We will reply to and honor every request. Please notice it may take up to 24 - 48 hours to process your request. | https://projects.ng/project/influence_of_social_networking_on_the_academic_performance_of_caritas_university-students/ |
Social Networking: Think Twice Before Posting: Remember that all electronic communications can be saved and viewed forever. And even the most private messages can be accidentally or maliciously shared with others. It is important to think twice before sharing anything via an electronic message, which includes the details on your social networking profiles, your tweets and status updates, entries on your personal blog, and even private emails or text messages. You may restrict access to your message with privacy settings – but someone you trust may still share your message beyond that limited group. Even if you are caught in the moment, stop and think about what you are posting. Consider how you would feel if it were seen by an employer, teacher, relative, or friend. Also consider the privacy of others, especially when posting a photo, video, or comment about a friend or relative. Remember, too, that messages can remain visible to web servers and search engines even after they have been deleted.
Social Networking: Evaluate Your Privacy Settings: Review the privacy settings and privacy policies of any and all social networks, blogs, and other venues on which you have a profile or post information. If you can't find the privacy settings, contact the website publisher and ask for this information. Read through your privacy options, think carefully about them, and adjust your privacy settings to a level of sharing with which you feel comfortable. Consider whether your profile information, status updates, photos, and other information should be visible only to friends, and whether it is possible to restrict certain information only to specific individuals. As noted above, however, keep in mind that anything you post, no matter how private, can be accidentally or maliciously shared with outsiders or made fully public on the internet. After adjusting your privacy settings, you should re-check them on an ongoing basis. Some social networking websites have changed their privacy settings and policies over the years. Some have been accused of deceiving their users by stating their information would be kept private, then allowing it to be made public. If you suspect your privacy settings have been violated, or changed against your will, contact the New Jersey Division of Consumer Affairs.
Social Networking: Defend Against Phishing and Malware Attacks: Some social networking messages, ads, or friend requests may actually be phishing attacks – messages intended to fool you into giving away your personal information, or asking you to click on a link or an attachment that turns out to be malware. These, in turn, may expose you to identity theft. Always independently verify the authenticity of any message or invitation before you click on it. You should also be wary of third-party applications, such as games and quizzes on some social networking sites. These may expose your computer to malware, or collect and transmit information about you.
Regularly Delete Cookies: In addition to setting your web browser to block third-party cookies, it is a good idea to regularly delete cookies and other cached or temporary files that may accumulate in your web browser. This will help prevent against unwanted tracking, and help prevent against malware. | https://www.nj.gov/lps/ca2/cybersafe/privacy.htm |
On Tuesday, I shared tips on how students can use social media to their academic advantage, one of which was setting your Facebook profile to private. Maureen recently received an email from a program her daughter is involved in informing her of how to talk with her daughter about the responsibility that comes with having a social media presence, the effect a bad presence can have on her future and instructions on how to set her settings to different degrees of privacy.
Since Facebook is the most popular social network used by students — and it is usually wrongly assumed that students born into the digital age are tech savvy — I think it is important to show parents, teachers, and students how to change privacy settings on the social networking site and the consequences of sharing private information in public areas. The following tips are adapted from Richard Rossi’s newsletter, “Is Your Child Sharing Too Much Online?”
The Three Privacy Groups on Facebook
In the upper, right-hand corner, click on Account and then Privacy Settings. Your child has a choice of their information being accessible to Everyone, Friends and Networks, Friends of Friends, or Friends Only.
#1 – Connecting on Facebook
These settings control how other people will be able to find your child’s Facebook profile.
- Search for you on Facebook: This allows people to find a user by typing their name in the Facebook search bar. (Recommended setting: everyone)
- Send you friend requests: After a user finds someone by using the search, they send a friend request to join each other’s network. (Recommended setting: everyone)
- Send you messages: People can find you and send a message. This setting choice will probably vary depending on if you and your child decide they should be receiving messages from users who aren’t their “friend”.
- See your friend list: Your child might be using their privacy settings on Facebook, but are their friends? Just in case someone is interested in learning something about your child by looking at the crowd they run with, consider using a privacy setting on this feature. (Recommended setting: friends only)
- See your education and work; current city and hometown; likes, activities, and other connections. (Recommended setting: friends only)
#2 – Sharing on Facebook
This is where your child controls who is allowed to see their activity on their or their friends’ wall. This area should be customized from the default settings to display only the information they and you feel comfortable being public. For instance, it might be decided that sharing your child’s birthday and interests are appropriate whereas sharing their cellphone number and IM screen name is not. This information most likely has the least amount of consequences attached to it. However, to play it safe, you’re child might decide to only let “friends” have access.
#3 – Apps, Games, and Websites
You and your child need to discuss third party applications having access to their personal information. All the information that they have on their profile will be accessible when they click the “agree” button to play their favorite game or quiz. The following are some settings that you probably want to discuss customizing with your child:
- Apps you use
- Info accessible through your friends
- Public search – If your child doesn’t uncheck the option “Enable public search” their information will show up in search results on sites like Google, Yahoo, and Bing.
Social networking should be fun and kept between friends. Offer your child some scenarios, like their friend tags them in a picture that puts them in an unflattering light and a prospective employer sees it. Would they change their privacy settings? If your child has a hard time understanding why you want them to adjust their privacy settings, ask them to help you understand why it’s important to them to have their profile information public and see if there are compromises to be made. Have you had a Facebook or social networking discussion with your child or students? Please share your story in the comment box below. | http://www.caroljcarter.com/facebook-privacy-settings-understanding-the-three-privacy-groups-and-how-to-adjust-them/ |
This policy will explain areas of this website that may affect your privacy and personal details, how we process, collect, manage and store those details and how your rights under the GDPR (General Data Protection Regulation) are adhered to.
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While we may have official profiles on social media platforms, users are advised to verify authenticity of such profiles before engaging with, or sharing information with such profiles. We will never ask for user passwords or personal details on social media platforms. Users are advised to conduct themselves appropriately when engaging with us on social media.
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We use targeted advertisements, Advertising Reporting feature of Analytics. We also use Remarketing feature of Google Analytics tool as well as Adwords to optimize and display relevant advertising content based on the user’s activities on our website, other websites and search queries on internet. The advertisements are displayed on third-party websites as well as visible to you while browsing.
Hunter Enterprise Solutions makes use of either Google's Interest-based advertising(Personalized Advertising), 3rd-party audience data.
Hunter Enterprise Solutions connects tracking activity performed by Google Analytics and its Cookies with the AdWords advertising network.
If you would like to stop seeing such advertisements, you can opt-out using the Ads Preferences Manager.
You can also download the Google Analytics opt-out browser Add-on here.
Please note that you will continue seeing the generic ads.
Third Party Services
Hunter Enterprise Solutions uses third party support which include HubSpot and iContact. Your personal information may be collected, maintained and used by these third parties as mentioned in their privacy policies.
The EU and the US Privacy Shield Framework
We comply with the EU and the US privacy shield principles and take full responsibility for the processing of personal data that we receive from our users, subjected to Privacy Shield Framework. The user has full right to access, delete or update his or her information shared with us and can simply do so, by writing an email for the same to our support team. In an unavoidable situation, we may be compelled to disclose personal data to comply lawful requests by public authorities.
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If you don’t want to receive promotional materials from us, you can opt out at any time by sending an email to [email protected].
Transfers
We may buy or sell a company or a property. In case we sell a business, we may transfer some or all of your information as a part of the sale so that you continue to receive the service being provided to you or for any other business purposes.
We may change this policy from time to time by updating this page. You should check this page from time to time to ensure that you are happy with any changes.
Contact | http://hescayman.ky/privacy-policy/ |
Airmoods ("us", "we" or "our") is committed to respecting your privacy and to complying with applicable data protection and privacy laws.
We wish to help you make informed decisions, so please take a few moments to read the sections below and learn how we may use your personal information.
Personal Information Collection
We do not collect any information. If you choose to provide us with personal information it will be used in support of the intended purposes stated at the time at which it was collected, and subject to any preferences indicated by you.
Non-personal Identifying Information
We may also collect non-personally identifying information about your visit to our websites based on your browsing activities. This information may include the pages you browse. This helps us to better manage and develop our sites, to provide you with a more enjoyable, customised service and experience in the future, and to help us develop and deliver better services tailored to your individual interests and needs.
Social media, blogs, reviews
Any social media posts or comments you send to us (on the Airmoods Facebook page, for instance) will be shared under the terms of the relevant social media platform (e.g. Facebook / Twitter) on which they are written and could be made public.
Other people, not us, control these platforms. We are not responsible for this kind of sharing. We recommend you should review the terms and conditions and privacy policies of the social media platforms you use. That way, you will understand how they will use your information, what information relating to you they will place in the public domain, and how you can stop them from doing so if you are unhappy about it.
Any blog, review or other posts or comments you make about us, our services on any of our blogs, reviews or user community services will be shared with all other members of that service and the public at large. Any comments you make on these services and on social media in general must be not offensive, insulting or defamatory. You are responsible for ensuring that any comments you make comply with any relevant policy on acceptable use of those services.
How long do we keep your information for?
To make sure we meet our legal data protection and privacy obligations, we only hold on to your information for as long as we actually need it for the purposes we acquired it for in the first place.
In most cases, this means we will keep your information for as long as you continue to communicate with us, and for a reasonable period of time afterwards if you stop doing so.
We shall keep data on our system for not longer than 3 years from receipt subject to an individual’s right to unsubscribe or be forgotten at any time.
Access to your Information
You can email us at any time to obtain details of the personal information we may hold about you.
Please quote your name and email address. We will take all reasonable steps to confirm your identity before providing you with details of any personal information we may hold about you.
Information Security
Airmoods recognises that its customers are increasingly concerned about how companies protect personal information from misuse and abuse and about privacy in general. We are constantly reviewing and enhancing its technical, physical and managerial procedures and rules to protect your personal data from unauthorised access, accidental loss and/or destruction. We use industry standard TLS certificates to provide encryption of data in transit, for example, all access to Airmoods website is covered by HTTPS.
Please be aware that communications over the Internet, such as emails/webmails, are not secure unless they have been encrypted. Your communications may route through a number of countries before being delivered - this is the nature of the World Wide Web/Internet. Airmoods cannot accept responsibility for any unauthorised access or loss of personal information that is beyond our control.
Privacy Support | https://www.airmoods.co.uk/privacy-policy/ |
Don't worry. Your info is safe.
Information you provide. We may collect and store personal information you register for our Service or provide to us in some other manner. For example, when you register with the Service, we collect your name, email address, password, contact information and employment information. If you are an employer, we also collect information about your business, payment information and any information you provide about your employees, including your employees’ contact information and pay-scale. We may also collect any communications between you and When I Work, any information you provide if you take part in any interactive features of the Service, and any other information you provide to us.
Information we receive from social networking sites. When you interact with our site through various social media, such as when you login through Facebook or Google, or share When I Work content on Facebook, Twitter, or other sites, we may receive information from the social network including your profile information, profile picture, gender, user name, user ID associated with your social media account, age range, language, country, friends list, and any other information you permit the social network to share with third parties. The data we receive is dependent upon your privacy settings with the social network, and we will not post information about you on third party social media sites without your consent. You should always review, and if necessary, adjust your privacy settings on third-party websites and services before linking or connecting them to our website or Service.
Address book, calendar and contact information. With your permission, When I Work may access your contact list available on your mobile device, in your email accounts or other information system you connect with the Service in order to locate your friends, contacts and employees on the Service and to invite them to register with our Service. With your permission, we may integrate our Service with your calendar system (such as Google Calendar, Outlook, etc.) in order to provide updates of your schedule on the Service to your calendar, and to integrate your calendar entries with your When I Work schedule.
When an employer invites an employee to register with the Service, we will send that employee a message using the contact information provided by the employer. The employer must certify that it has the employee’s consent for When I Work to contact the employee on the employer’s behalf using that method of communication.
We will retain your information for as long as your account is active or as needed to for our internal purposes. When you deactivate your account, including if you are removed from an employer’s company account, we will remove your information from view by others on the Service but we may retain your account information internally so that you can access your account history through an individual account and so that you may re-register an account with another employer more quickly in the future. You may request to delete your account information by contacting us at [email protected]. However, please be aware that we will not be able to delete any content you have shared with others on the Service. For example, your employer will have a record of your schedule when you were employed, and will retain the data the employer provided to us about you.
If you are under 18 years of age, you may request to delete or anonymize user content that you posted to the Service such that your personal information will not be identifiable publicly on our Service by contacting us at [email protected]. While we will use all commercially reasonable efforts to delete or anonymize your user content upon request, please be aware that due to the nature of our Service, you may not be able to completely remove all of your personally identifiable user content if, for example, that content has been stored, republished, or reposted by another user or a third party. We may also maintain your information in identifiable form for our internal use, even if your personal data is no longer visible to the public on our Service.
We may share, or we may permit third party online advertising networks, social media companies and other third party services, to collect, information about your use of our website, and from our emails/communications, over time so that they may play or display ads that may be relevant to your interests on our Service as well as on other websites or apps , or on other devices you may use. Typically, though not always, the information we share is provided through cookies or similar tracking technologies, which recognize the device you are using and collect information, including hashed data , click stream information, browser type, time and date you visited the site, and other information. This information is used to display targeted ads on or through our Service or on other websites or apps, including on Facebook. We or the online advertising networks use this information to make the advertisements you see online more relevant to your interests. As noted above, depending on your browser or mobile device, you may be able set your browser to delete or notify you of cookies and other tracking technology by actively managing the settings on your browser or mobile device. You may also be able to limit interest-based advertising through the settings on your mobile device by selecting “limit ad tracking” (iOS) or “opt-out of interest based ads” (Android). To learn more about interest-based advertising and how you may be able to opt-out of some of this advertising, you may wish to visit the Network Advertising Initiative’s online resources, at networkadvertising.org/choices, and/or the DAA’s resources at aboutads.info/choices, and you may also adjust your ad preferences through your Facebook settings. Some of these opt-outs may not be effective unless your browser is set to accept cookies. Furthermore, if you use a different device, change browsers or delete the opt-out cookie, you may need to perform the opt-out task again. You may also be able to opt-out of some – but not all – interest-based ads served by mobile ad networks by visiting youradchoices.com/appchoices and downloading the mobile AppChoices app. If you have any questions about opting out of the collection of cookies and other tracking/recording tools, you can contact us directly at [email protected].
When I Work cares about the security of your information and employs physical, administrative, and technological safeguards designed to to preserve the integrity and security of all information we collect and that we share with our service providers. However, no security system is impenetrable and we cannot guarantee the security of our systems 100%. In the event that any information under our control is compromised as a result of a breach of security, we will take reasonable steps to investigate the situation and where appropriate, notify those individuals whose information may have been compromised and take other steps, in accordance with any applicable laws and regulations. If you are an employee whose information is associated with a Company account on our Service, we will notify the employer or company user of a breach of security which requires legal notification, and your employer shall be responsible for informing you of the incident.
The Service and its content are not directed at children under the age of 13. In the event that we learn that we have collected personal information from a child under age 13 without parental consent, we will delete that information as quickly as possible. If you believe that we might have any information collected from a child under 13, please contact us at [email protected].
This Policy was last revised on, and effective as of, April 25, 2017. | https://wheniwork.com/privacy |
These guidelines are intended to support Bucknell University faculty and staff who create and/or manage social media presences as University representatives, either as individual professionals or on behalf of their academic or administrative departments. Please note: Social media are constantly changing and evolving. As a result, these guidelines may be updated frequently.
Social media include a variety of online tools and services that allow users to publish content and interact with their audiences. Currently, the most widely used social networks or websites within this rapidly changing media space include Facebook, Instagram, Twitter, LinkedIn, YouTube, Snapchat, Periscope, Vine, Flickr and blogs.
Individuals who manage social media on behalf of Bucknell University departments, groups, organizations or centers are responsible for following all normal expectations for professional behavior. Social media postings, including comments and responses, can be stored by and shared with millions of people around the world.
The Division of Communications can provide support to Bucknell faculty and staff who are considering establishing or are already managing a social media presence affiliated with the University. That support may include, but is not limited to:
- Establishing your social media goals
- Building a social media plan
- Identifying your audience(s)
- Selecting the appropriate platform(s) to execute your plan
- Learning the "do's and don'ts" of various social media platforms
- Promoting your social media presence
If you maintaining a personal blog or presence on other social media sites unaffiliated with Bucknell University, either through text or visual elements, please keep in mind that you are expressing your own views which do not necessarily represent those of Bucknell University. If you choose to discuss professional issues on your personal social media channel(s), we suggest you include a sentence in your profile or "about me" page similar to: "The views expressed here are mine alone and do not necessarily reflect the views of Bucknell University."
In addition to the guidelines below, please refer to the University's Appropriate Use Policy for information on internet and computer usage at Bucknell. Please review in particular section IV below, "Key Appropriate Use Guidelines." It is important to note as well that applications (apps) developed for any mobile devices (i.e., iPhones or other smartphones and tablets) and that use the University's name, wordmark or other institutionally identifiable information should be approved by the Division of Communications, and meet the standards set forth in the University's Appropriate Use Policy.
Before creating your professional social media presence, discuss your intention to do so with your department chair or manager, and develop a social media plan and content calendar.
Questions your plan should address include:
- What social media, if any, has already been established by colleagues or the University for this purpose? Answering this question will help you avoid duplicating efforts or mixing messages.
- What do you hope to accomplish with this social media presence?
- Who is your social media audience?
- How will social media help you achieve departmental goals?
- How will you ensure this social media presence reinforces the University's overall goals and reputation?
- How will you measure success?
- What will this social media presence give your audience that they can't get anywhere else?
- Where will your content come from and who will be responsible for creating it?
- Will the presence be sustainable - will there be enough resources to maintain the account over the long-term?
Study various social media sites to answer the question: Which of the social media platforms available to you will best help you fulfill your goals for reaching your key audiences in an efficient way?
- Each social media platform has its own set of strengths and weaknesses in areas such as ease of use, type of content included, popularity with various audiences, privacy controls and community user expectations.
- Understanding what you're trying to communicate will help guide your decision in selecting a platform or platforms. For example, if you're interested mostly in sharing "headlines," Twitter may be your best platform. If you're more interested in developing a community dialogue, Facebook may be the better choice.
- Learn what the individual platforms offer and how their communities work when developing a social media plan.
- Focus on one or two platforms, especially in the beginning.
If the social media presence will be for departmental rather than individual professional purposes, identify the faculty or staff member(s) who will manage the site.
- Each social media tool should have two administrators from your department, and possibly one from the Division of Communications as a backup.
- Assign at least one of the administrators from your department to be primarily responsible for monitoring and updating your site. This person should be able to check the site at least once daily and, in general, depending on which social media presence you have chosen, update it with new content several times a week.
- Set clear expectations for this person's understanding of the site's tools, the privacy settings you want to follow, and the frequency of posting and reviewing site content.
- Assign and train a backup administrator who is familiar with the social media goals you have set.
Select an appropriate name for your site.
- The site name should make it clear to visitors that it represents a specific profession, department or office associated with Bucknell University.
- To avoid confusion, try to stay away from using "BU" as a replacement for "Bucknell."
Start small and build your site before officially launching.
- Create your social media presence and begin populating it with content for several weeks before announcing it broadly.
- Share the link with a small group of people who can join or become followers and provide feedback. Doing so will allow you to become comfortable with maintaining the site, work out any bugs and develop a small audience before launching more widely.
Announce your launch, focusing on the audience you’re seeking.
- Briefly describe the focus of your site and the kinds of information you plan to share and encourage people to join.
- Follow and tag official Bucknell University social media.
- Other opportunities for promotion include your departmental website and your email signature.
Monitor, measure and be prepared to change.
- Manage your site regularly and track which content is most popular and best communicates your goals.
- Depending on your analysis of this information, you may decide to emphasize certain types of content or turn your focus to another social media platform that might better communicate your messages to your intended audience.
- When using Facebook as a University representative, create a page or group rather than a personal account. If you don't have a personal Facebook account, create a private account or reassign the administrator role to someone in your department or group who will manage the page or group from their personal account.
- Always be professional and respectful. Anything you post on a social media site in your role as a Bucknell faculty or staff member reflects on you and the University. As such, be professional and deliberate with your comments and avoid engaging in emotionally charged arguments or debates with critics.
- Use discretion. Consider that your content may be consumed by users without context. Be sensitive and anticipate worst-case scenarios.
- Be obvious, honest and transparent. Use your own "voice" but make sure it is clear that you are posting as a faculty or staff member at Bucknell. Do not misrepresent who you are or post as another individual.
- Nothing is truly private in social media. Think about your comments, photos or other content before posting. Remember that anything you share in social media, even within closed networks, becomes publicly available information. Your content can be stored and shared around the world instantly. If it's not something you would share with mainstream media, don't post it on your site.
- Be active, timely and responsive. Social media requires diligent attention to remain engaging. Schedule time to check your social media channels at least once a day during the work week and plan to post fresh content several times each week.
- Interact with your community. Do more than just share news. Offer insights and information that are of interest to the network's community that may not be available elsewhere. Comment on interesting posts and encourage related dialogues.
- Accept but monitor comments and postings by others. Social media thrives because of the community's ability to participate in the "conversation." To support and encourage this interactivity, you should be prepared to accept and respond - judiciously - to comments, not all of which will be positive. If necessary, to correct misunderstandings or factual errors, respond to comments in a professional manner and by providing any information that may be helpful in clarifying the issue. Remove comments that are profane, that attack any individual or group by name or other clearly identifying characteristics and that are obviously advertising or spam. Otherwise, take a light hand.
- Be a valued member of your own community. Share or re-post information from other, trusted sources that will increase the value of your site and present you as a genuine member of the community.
- Separate personal from professional. Content that you might share on a personal media site may not be appropriate for sharing on a University-affiliated site.
IV. Related “Appropriate Use Guidelines” (see www.bucknell.edu/AUP for full document):
- Do not use University resources (including, for example, email, web pages, or newsgroups) to defame, harass, intimidate or threaten any other person(s), or to promote bigotry or discrimination.
- Do not promote businesses. While some business-oriented content may acceptable, @ mentions in captions are strongly discouraged.
- Become familiar with appropriate hashtag use.
- Do not send unnecessarily repetitive messages (for example, chain mail).
- Do not publish, post, transmit or otherwise make available content that is copyrighted, obscene or legally objectionable. The University cannot protect individuals against the existence or receipt of material that may be offensive to them. As such, those who make use of electronic communications are warned that they may come across or be recipients of material they find offensive or objectionable.
- Do not forge, maliciously disguise or misrepresent your personal identity. This policy does not prohibit users from engaging in anonymous communications, providing that such communications do not otherwise violate the Appropriate Use Policy.
- Do not violate copyright laws. This includes using Bucknell computing facilities and resources to receive, retransmit, duplicate, destroy or tamper with software or data, whether stored or transmitted, unless authorized by copyright, license, University policy and all other applicable laws. Examples of protected materials include written material, sound files, pictures, photos, animations and software not originally created by you
- Do not use Bucknell email for commercial or political purposes.
- Do not use Bucknell email for fundraising activities not endorsed by the University. | https://www.bucknell.edu/about-bucknell/communications/guidelines-and-policies/social-media-guidelines.html |
Personal Information is information that can be used to identify, locate, or contact an individual user. It also includes other information that may be associated with Personal Information. You may provide us with Personal Information when you register for an account, use the Service, post User Content, interact with other users of the Service through communication or messaging features, or send us customer service related requests. Note that our servers may also recognize certain information when you use the service.
We collect the following types of Personal Information:
We may ask you for Personal Information when you register, subscribe, create an account, link your instamart account to a retail loyalty card or loyalty program, or otherwise interact with the Services or contact instamart.
If you use a social media platform, a mobile device or other third-party method of communication to interact with instamart or the Services, those platforms may have a specific privacy statement that govern the use of Personal Information related to those platforms. If you have questions about the security and privacy settings of your mobile device, please refer to instructions from your mobile service provider or the manufacturer of your device to learn how to adjust your settings.
If you use the Services on a mobile device and your mobile device’s settings allow it, we may collect Personal Information from your mobile device. Please see the options section under the heading “mobile” for more information on the types of Personal Information that instamart may collect from the Services operating on a mobile device.
From time to time, we may obtain additional Personal Information from third parties. For example, we may collect Personal Information from third parties to help us better understand you, and to otherwise enhance the Services.
instamart uses Personal Information to:
We may share your Personal Information and other collected information as described below:
We encourage instamart’s business partners to adopt and post their privacy policies. However, the use of your Personal Information by such parties is governed by the privacy policies of such parties and is not subject to our control. Please be sure to review their privacy policies before interacting with any of our business partners.
instamart may also disclose information about you that is not personally identifiable. For example, we may provide our business partners or other third parties with reports that contain aggregated data, statistical data, and/or anonymized data.
When you use our Services, we may collect certain information by automated or electronic means, using technologies such as cookies, Flash cookies, Oauth tokens, pixel tags and web beacons, browser analysis tools, and web server logs. As you use our Services, your browser and devices communicate with servers operated by us, our business partners, and our service providers to coordinate and record the interactivity and meet your requests for services and information.
The information from cookies and related technology is stored in web server logs and also in web cookies kept on your computers or mobile devices, which are then transmitted back to our Services by your computers or mobile devices. These servers are operated and the cookies managed by us, our business partners or our service providers.
We also use third party services, such as Google Analytics, to help us understand how visitors interact with our website and to help improve our user experience.
For example, when you access our Services, instamart and our service providers may place cookies on your computers or mobile devices. These cookies may include means for tracking your Shopping profile with our business partners and may include tracking technology from third-party affiliate-network operators. Cookies allow us to recognize you when you return, and track and target your product interests in order to provide a customized experience. A “cookie” is a small amount of information that a web server sends to your browser that stores information about your account, your preferences, and your use of the Services. Some cookies contain serial numbers that allow us to connect your activity with the Services with other information we store about you in your profile or as related to your other interactions with the Services.
Some cookies are temporary, whereas others may be configured to last longer. “Session” cookies are temporary cookies used for various reasons, such as to manage page views. Your browser usually erases Session cookies once you exit your browser. “Persistent” cookies are more permanent cookies that are stored on your computers or mobile devices even beyond when you exit your browser. We use Persistent cookies for a number of purposes, such as retrieving certain information you have previously provided (such as your user id if you asked to be remembered), and storing your preferences.
Pixel tags and web beacons are tiny graphic images placed on website pages or in our emails that allow us to determine whether you have performed specific actions. When you access these pages or open email messages, the pixel tags and web beacons generate a notice of that action to us, or our service providers. These tools allow us to measure response to our communications and improve our web pages and promotions.
We collect many different types of information from cookies and other technologies. For example, we may collect information from the devices you use to access our Services, your operating system type or mobile device model, browser type, domain, and other system settings, as well as the language your system uses and the country and time zone of your device. Browsers routinely send these types of information to web servers. Our server logs also record the Internet Protocol (“IP”) addresses of the devices you use to interact with the Services. An IP address is a unique identifier that devices use to identify and communicate with each other on the Internet. We may also collect information about the website you were visiting before you came to our Services and the website you visit after you leave our Services, if this information is supplied to us by your browser.
We believe there are great benefits from a more personalized experience when we know more about you and the kinds of products and promotions you like. However, you can limit the information you provide to instamart, and you can limit the communications that we send to you.
You can manage your email preferences by clicking “unsubscribe” on any email communication we send you. You may choose to subscribe to some types of messages, and may choose to unsubscribe from others.
You may manage how your browser handles cookies and related technologies by adjusting its privacy and security settings. Browsers are different, so refer to instructions related to your browser to learn about cookie-related and other privacy and security settings that may be available. Please note that if you disable cookies, you may be unable to access some customized features of our Services. You can opt-out of being targeted by certain third party advertising companies online at http://www.networkadvertising.org/choices/
Some of the features of the Service may enable instamart to access and collect information about your current or past location in order to personalize the Service for you and provide other features of the Services (“Location-based Features”). In order to use Location-based Features, you must give instamart permission to use your geo-location through your device. instamart may access your geo-location using a variety of means, including GPS, IP address, or cell tower location. If you choose not to allow instamart to use your location information or disable the Location-based Features as indicated through your phone operating system, you will not be able to utilize certain features of the Service.
Alternatively, you may adjust the settings on your mobile device to prevent the sharing of Location Information. You may also manage how your mobile device or mobile browser handles cookies and related technologies by adjusting your mobile device privacy and security settings. Please refer to instructions provided by your mobile service provider or the manufacturer of your device to learn how to adjust your mobile device and mobile browser settings. Please note that if you disable the sharing of Location Information, you may be unable to access some features of our Services that are designed for mobile devices.
You may update or correct your profile information and preferences at any time by accessing your User Preferences settings through the Service. Please note that while your changes are reflected promptly in active user databases, we may retain all information you submit for a variety of purposes, including backups and archiving and analytics.
If you want to close your account or request that we no longer use your information to provide you services, or have other questions or requests, please contact us at [email protected]. In response, we will cancel or remove your information but may retain and use copies of your information as necessary to comply with our legal obligations, resolve disputes, and enforce our agreements.
We use certain physical, managerial, and technical safeguards that are designed to improve the integrity and security of your personally identifiable information. We cannot, however, ensure or warrant the security of any information you transmit to us or store on the Service and you do so at your own risk. We also cannot guarantee that such information may not be accessed, disclosed, altered, or destroyed by breach of any of our physical, technical, or managerial safeguards.
If we learn of a security systems breach, then we may attempt to notify you electronically, if electronic notification is permitted by law, so that you can take appropriate protective steps. We may post a notice through the Service if a security breach occurs.
Protecting the privacy of young children is especially important. For that reason, we do not allow children under 13 to use the Service or knowingly collect or maintain personally identifiable information from persons under 13 years-of-age, and no part of the Service is directed to persons under 13. If you are under 13 years-of-age, then please do not use or access Service at any time or in any manner. If we learn that personally identifiable information has been collected on the Service from persons under the age of 13 and without verifiable parental consent, then we will take the appropriate steps to delete this information. If you are a parent or guardian and discover that your child under the age of 13 has obtained an account on the Service, then you may alert us at [email protected] and request that we delete that child’s personally identifiable information from our systems.
Although we may allow you to adjust your privacy settings to limit access to your information, please be aware that no security measures are perfect or impenetrable. We cannot control the actions of other users with whom you may choose to share your information. Therefore, we cannot and do not guarantee that information you post on the Service will not be viewed by unauthorized persons. We are not responsible for circumvention of any privacy settings or security measures contained on the Website. You understand and acknowledge that, even after removal, copies of information that you have posted may remain viewable in cached and archived pages or if other users have copied or stored such information.
The Service is hosted in the United States and is intended for visitors located within the United States. If you choose to use the Service from other regions of the world with laws governing data collection and use that may differ from U.S. law, then please note that you are transferring your personally identifiable information outside of those regions to the United States for storage and processing, and by providing your personally identifiable information on the Service you consent to that transfer, storage, and processing.
Certain web browsers and other devices you may use to access the application may permit you to indicate your preference that you do not wish to be “tracked” online. At this time we do not modify your experience through the Services, or modify the information we collect from you through the Services, based on whether such a preference is indicated. | https://instamart.com/app-privacy-policy.html |
Back in November, Facebook reached a settlement with the Federal Trade Commission in light of rising concerns of privacy issues with the social media site. Although the settlement was officially composed of five separate terms, the essence of the toothless agreement served to reinforce one thing: Facebook must abide by the privacy rules that Facebook itself created.
That seems simple enough, right? Well, maybe not.
Calling for the FTC to launch yet another investigation into the popular social networking site, the widely known public interest group EPIC (Electronic Privacy Information Center) is accusing Facebook of violating that settlement with the implementation of its new Timeline feature.
Facebook is changing the privacy settings of its users in a way that gives the company far greater ability to disclose their personal information that in the past. With Timeline, Facebook has once again taken control over the user’s data from the user and has now made information that was essentially archived and inaccessible widely available without the consent of the user.
Everything is accessible to the same people who could or likely had seen it already in their News Feed sometime in the past. In addition, Timeline offers a number of new, simpler, more effective ways for people to control their information, including activity log, the most comprehensive control tool we’ve ever developed. We think these innovations are things privacy advocates should be applauding.
The question, then, is rather simple: Does the transition to Facebook Timeline expose any private information that is therefore subject to the FTC settlement’s “affirmative express consent” provision?
If so, the seven-day review period violates the agreement on its face. After all, a simple way to translate “affirmative express consent” would be to call it “active consent.” That is, the user must be the one that actively enables the use of the once-private information. Facebook’s current review period relies only on the passive consent of the user, which automatically pushes one’s Timeline live after the time period expires. No questions asked.
On the other hand, if no new information is exposed by changing to Timeline, EPIC is going to have a hard time making its case.
According to a ZDNet report, however, Facebook may not be so lucky.
Although the social networking giant provides new Timeline users with options to adjust the new privacy settings, there are a few things that change if the user does nothing in the review period (and by default will also happen when all remaining Facebook users are forced to switch to Timeline).
Moreover, Fontana provided three other “bits of information” that are made public automatically by Facebook Timeline: all “public” events a user RSVP’d to, the start date of the user’s page, and the dates that a user used individual Facebook applications.
For those of us who didn’t realize what was happening when we switched to the latest Facebook layout, all hope is not lost. But it is severely hindered. Once the review period expires, there are only two options: delete your account or delete each and every individual post that the new interface chose to make public regardless of how you originally shared it.
Now 800 million users strong—many of which are undoubtedly witnessing this continuing controversy—Facebook is not putting its best foot forward to begin the year that it plans to go public.
Do you think the Facebook Timeline switch satisfies the “affirmative express consent” requirement? Share your perspective in the comments below. | https://blog.experts-exchange.com/ee-tech-news/epic-facebook-timeline-violates-ftc-settlement/ |
1 Get to know your own privacy settings on social media. Most platforms have helpful guides, videos and walk-throughs. That way, you can educate your child to share information safely.
2 Help your child with the skills to understand and manage risk online. You may have talked to them about the dangers of interacting with strangers and what to do if approached — teach them to be just as cautious with the general online community as well.
3 Listen to your child to understand their everyday pressures. Their pains and challenges may mirror your own childhood experiences, but because they are shared online, they can be more intense.
4 Be mindful when posting pictures of your child online. Take a minute to check your privacy settings so you know how many people may be able to see them. Remember that your child may also be on social media, and could be unhappy that their friends have seen these personal pictures.
5 If you want to limit screen time, work with your child. Find out what they deem as enough — that way, they’ll feel more empowered and less likely to try to hide their screen time from you.
6 Be open to awkward or difficult conversations about what your child is doing online. Keep reactions calm and encouraging so they don’t close down about something they might be worried about, or become more secretive about online problems. | https://takeabreak.co.uk/health/tips/6-ways-to-stay-safe-online |
All personal, financial and medical information voluntarily supplied to or gathered by Honor Flight Southland (HFS) that is associated with the conduct and fulfillment of its programs and mission shall be kept secure and confidential.
Except as described in this policy, HFS will not sell, rent, barter, trade, distribute, disseminate or share the personal information you provide HFS with non-HFS third parties without your permission, unless to:
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Comply with any law, regulation, subpoena, court order or other valid legal process
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Investigate and help prevent security threats, fraud or other malicious activity
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Enforce/protect the rights and properties of HFS or its subsidiaries and vendors
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Protect the rights or personal safety of HFS volunteers and third parties on or using HFS property and at HFS sponsored events
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Facilitate medical care of an HFS participant or volunteer in the event of a medical incident or emergency
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HFS takes seriously the trust you place in us. HFS protects your personal information by limiting access to HFS management and volunteers who only need specific data to perform specific jobs and/or functions. To prevent unauthorized access or disclosure, to maintain data accuracy, and to ensure the appropriate use of the information, HFS utilizes reasonable and appropriate physical, technical, and administrative procedures to safeguard the information we collect both online and offline. HFS retains data only as required or permitted by law and while it has a legitimate business purpose.
Physical, electronic, and managerial procedures have been employed to safeguard the security and integrity of personal information. HFS takes precautions to protect your private information. When submitting sensitive data via the Honor Flight Southland website, your information is protected both online and offline. When collecting sensitive data it is encrypted and transmitted to HFS in a secure manner. This can be verified by viewing a lock icon in the address bar and for looking for “https” at the beginning of the address for the Honor Flight Southland web page.
Our site logs generate certain kinds of non-identifying site usage data, such as the number of hits/visits to our site. This information is used for internal purposes only by technical support staff. This data is utilized to provide better services to the public and may also be provided to others, but again, the statistics contain no personal information and cannot be used to gather such information.
We may also provide social media features that enable you to share information with your social networks and to interact with HFS on various social media sites. Your use of these features may result in the collection or sharing of information about you, depending on the feature. We encourage you to review the privacy policies and settings on the social media sites with which you interact to make sure you understand the information that may be collected, used and shared by those sites. | https://www.honorflightsouthland.org/privacy |
Facebook’s recently introduced graph search feature rekindled a host of familiar privacy concerns, and the social network used a post in its Newsroom to remind users about privacy settings and options that are available to them.
The post offered answers to frequently asked questions, such as how to control information that shows up in graph search, how to determine who sees likes, whether users can see information about other users’ friends, and how to control access to photos.
Links are also provided to more detailed pages How Privacy Works with Graph Search and Graph Search Privacy.
Facebook said in the introduction to the post:
Before graph search began rolling out, we highlighted a set of upgraded privacy tools on Facebook encouraging people to review what they’ve shared. The upgraded privacy tools, and the reminder to use them, are part of an ongoing effort to encourage people to make choices that are right for them.
Privacy works consistently across Facebook, not just on graph search. When you control who you share your information with, you determine who it’s shared with across Facebook — including news feed, timeline, and in graph search.
Following is the part of the social network’s refresher course that appears in the FAQ section:
How do I control what information shows up about me in graph search? You control the audience of information you share on Facebook. For each piece of content you own, you can choose whether that information is shared with public, friends, only me, custom, or specific lists of people.
Graph search is aware of these privacy settings. Go to your activity log to review and control who can see what you share on Facebook.
How do I control the audience of my likes? You control who you share your interests and likes with on Facebook. To do this, go to your timeline and click the “likes” box at the top. Each category of interests and likes has its own privacy setting.
If, for example, you choose to only let your friends see your interests, then your friends are the only people who will see that you like those interests anywhere on Facebook: in news feed, on your timeline, and in graph search.
For pages that are not part of a category, you can see and change the privacy of these likes under the “Other Pages You Like” section.
Can people see things about my friends through graph search? You can choose who can see your friend and family lists across Facebook, on your timeline, in news feed, and graph search.
Just as you control who can see your friend lists, your friends control who can see their friends lists. Someone might be able to tell that you’re friends with another person — and search based on that friendship — if they can see your friendship on the other person’s timeline. So if you’re concerned about people searching for info about your friends, you can ask your friends to limit who can see their friends list, as well.
Some people have asked us why search works this way. The reason is that we want people to be clear on who can see info about them not only in graph search, but elsewhere on Facebook — such as on timeline or in news feed. Privacy controls work consistently across Facebook.
How do I view and control what photos of me are on Facebook? Last year, we launched improved privacy tools that let people see what they’ve shared, to see what photos have been tagged of them, and to be able to take action if there’s something they don’t like. In activity log, you can now review all posts and things you’re tagged in. For example, with photos, you can see all photos you’ve been tagged in.
You can then untag yourself from any of those photos, or, if you didn’t post it, send a message to the owner of the photo asking them to take it down from Facebook.
Readers: Is Facebook doing enough to reassure users that their privacy and security will not be compromised as graph search continues to be rolled out? | http://www.adweek.com/socialtimes/privacy-graph-search/412785?red=af |
Title:
Alternative risk premia: Benchmarking and performance evaluation
Authors:
Guillaume Monarcha - Orion Financial Partners (France)
[presenting]
Abstract:
Through the analysis of more than 400 investable ARPs from 10 investment banks, we show that ARPs investing is more challenging than simply premia harvesting. First, if 2/3 of the investable ARPs are academic-based, more than 1/3 rely on proprietary quantitative trading strategies, and therefore do not rely on academic factors. Second, a priori similar ARPs may exhibit significant divergences in their distributional properties, as well as in their correlation structure with academic ARPs, other investable ARPs, and traditional asset classes. These divergences are linked to specific features in their construction methodologies: factor definition, nature of the short leg of the strategy, allocation methodology, selection criteria, and specific parametrization. Third, 80\% of the investable ARPs are effectively investable since late 2015, implying that their historical track records are mainly based on backtests, and therefore potentially encompass significant backtesting bias. To assess these issues, we propose a three-step analysis framework dedicated to the performance evaluation of ARPs. First, we propose to identify the main ARP styles through clustering. Second, we build ARP benchmarks based on the extraction and the identification of the common latent factors that drive each ARP style. Third, we propose a dynamic performance evaluation model, that accounts for potential backtesting bias. | http://www.CMStatistics.org/RegistrationsV2/EcoSta2018/viewSubmission.php?in=565&token=r1oq0qr43s7q4q7s28n66225340so789 |
There is no guarantee that any historical trend illustrated herein will be repeated in the future, and there is no way to predict precisely when such a trend will begin. There is no guarantee that any market forecast made in this commentary will be realized. The views and opinions in this commentary are as of the date of publication and are subject to change without notice. This material represents an assessment of the market environment at a specific point in time and should not be relied upon as investment advice, does not constitute a recommendation to buy or sell a security or other investment and is not intended to predict or depict performance of any investment. This material is not being provided in a fiduciary capacity and is not intended to recommend any investment policy or investment strategy or take into account the specific objectives or circumstances of any investor. We consider the information in this presentation to be accurate, but we do not represent that it is complete or should be relied upon as the sole source of suitability for investment. Please consult with your investment, tax or legal professional regarding your individual circumstances prior to investing.
A real assets strategy is subject to the risk that its asset allocations may not achieve the desired risk-return characteristic, underperform other similar investment strategies or cause an investor to lose money. The risks of investing in REITs are similar to those associated with direct investments in real estate securities. Property values may fall due to increasing vacancies, declining rents resulting from economic, legal, tax, political or technological developments, lack of liquidity, limited diversification and sensitivity to certain economic factors such as interest rate changes and market recessions. An investment in commodity-linked derivative instruments may be subject to greater volatility than investments in traditional securities, particularly if the instruments involve leverage. The value of commodity-linked derivative instruments may be affected by changes in overall market movements, commodity index volatility, changes in interest rates, or factors affecting a particular industry or commodity, such as drought, floods, weather, livestock disease, embargoes, tariffs and international economic, political and regulatory developments. The use of derivatives presents risks different from, and possibly greater than, the risks associated with investing directly in traditional securities. Among the risks presented are market risk, credit risk, counterparty risk, leverage risk and liquidity risk. The use of derivatives can lead to losses because of adverse movements in the price or value of the underlying asset, index or rate, which may be magnified by certain features of the derivatives. The market value of securities of natural resource companies may be affected by numerous factors, including events occurring in nature, inflationary pressures and international politics. Global infrastructure securities may be subject to regulation by various governmental authorities, such as rates charged to customers, operational or other mishaps, tariffs and changes in tax laws, regulatory policies and accounting standards. Foreign securities involve special risks, including currency fluctuation and lower liquidity. Because the strategy invests significantly in natural resource companies, there is the risk that the strategy will perform poorly during a downturn in the natural resource sector. No representation or warranty is made as to the efficacy of any particular strategy or fund or the actual returns that may be achieved.
Futures Trading Is Volatile, Highly Leveraged and May Be Illiquid. Investments in commodity futures contracts and options on commodity futures contracts have a high degree of price variability and are subject to rapid and substantial price changes. Such investments could incur significant losses. There can be no assurance that the options strategy will be successful. The use of options on commodity futures contracts is to enhance risk-adjusted total returns. The use of options, however, may not provide any, or only partial, protection for market declines. The return performance of the commodity futures contracts may not parallel the performance of the commodities or indexes that serve as the basis for the options it buys or sells; this basis risk may reduce overall returns.
This is not an inducement to buy or sell commodity interests. Strategies and funds that trade in commodity interests involve a risk of loss. Investors should consider whether such services or products are suitable investments.
Cohen & Steers Capital Management, Inc. (Cohen & Steers) is a registered investment advisory firm that provides investment management services to corporate retirement, public and union retirement plans, endowments, foundations and mutual funds. Cohen & Steers UK Limited is authorized and regulated by the Financial Conduct Authority of the United Kingdom (FRN 458459). Cohen & Steers Asia Limited is authorized and registered with the Hong Kong Securities and Futures Commission (ALZ367). Cohen & Steers Japan Limited is a registered financial instruments operator (investment advisory and agency business and discretionary investment management business with the Financial Services Agency of Japan and the Kanto Local Finance Bureau No. 3157) and is a member of the Japan Investment Advisers Association. Cohen & Steers Ireland Limited is regulated by the Central Bank of Ireland (No.C188319).
For Readers in the Middle East: This document is for information purposes only. It does not constitute or form part of any marketing initiative, any offer to issue or sell, or any solicitation of any offer to subscribe or purchase, any products, strategies or other services nor shall it or the fact of its distribution form the basis of, or be relied on in connection with, any contract resulting therefrom. In the event the recipient of this document wishes to receive further information with regard to any products, strategies other services, it shall specifically request the same in writing from us. | https://www.cohenandsteers.com/insights/read/four-extraordinary-events-creating-opportunities-in-real-assets |
On September 18, 2020, the Canadian Securities Administrators (CSA) released CSA Staff Notice 81-333 Guidance on Effective Liquidity Risk Management for Investment Funds. The Notice provides guidance for investment fund managers (IFMs) and portfolio managers (PMs) on the CSA's expectations that those firms develop and maintain effective liquidity risk management (LRM) frameworks in respect of the investment funds they manage. An LRM framework supports the ability of investment funds to satisfy redemption requests without significantly diluting remaining fund investors and maintain the funds' liquidity profiles. The guidance provided in the Notice is aimed at IFMs of investment funds that are subject to National Instrument 81-102 Investment Funds, although the CSA note that many of the LRM practices and examples contained in the Notice may also be relevant for other types of investment funds.
Background
Through the Notice, the CSA respond to international initiatives over a number of years relating to LRM practices from the Financial Stability Board (FSB) and the International Organization of Securities Commissions (IOSCO)1. These initiatives took into account lessons learned from the financial crisis of 2007 with an initial focus on LRM of open-ended collective investment schemes. IOSCO's 2018 Recommendations for Liquidity Risk Management for Collective Investment Schemes - Final Report, prompted the two Canadian participants in IOSCO – L'Autorité des marchés financiers (AMF) and the Ontario Securities Commission (OSC) – to seek input from various Canadian market participants in responding to IOSCO's recommendations and developing the principles set out in the Notice2.
No "one size fits all"
Liquidity risk refers to "the risk that a fund is unable to satisfy redemption requests without having a material impact on the remaining securityholders of a fund" (ie. the potential mismatch between the liquidity of underlying portfolio assets of the investment fund and the redemption terms and conditions afforded to fund investors). The CSA emphasize that materiality varies between funds and that different approaches to effectively manage liquidity risk can be used according to a fund's characteristics such as size, structure, investment objectives and strategies and investor base. The CSA expressly state that the guidance does not suggest or endorse a "one size fits all" approach to LRM, given that each investment fund has its own unique characteristics, including liquidity risk. This will be welcome news particularly for smaller managers.
CSA expectations and existing regulatory requirements
While the Notice is intended as guidance for IFMs and PMs, it is clear from the language used that the CSA's expectations will be used as a reference point in their future compliance reviews of LRM policies and procedures, as well as fund disclosure.
The CSA expects each IFM to establish and maintain an effective LRM framework that is consistent with its statutory standard of care, as well as its obligations, as applicable, under National Instrument 31-103 and NI 81-102. By linking a fund's liquidity risk with the "business of the fund" and the internal control and compliance requirements contained in NI 31-103, the CSA highlight that registrant firms have an obligation to establish LRM controls and supervision sufficient to manage the liquidity risks associated with their funds.
The Notice reiterates the CSA's views that managers of investment funds subject to NI 81-102 must establish an effective LRM policy that considers the liquidity of the types of assets in which the investment fund will be invested and the fund's obligations and other liabilities. IFMs should regularly measure, monitor and manage the liquidity of the investment fund's underlying portfolio assets, keeping in mind the time to liquidate each portfolio asset, the price at which the asset may be sold and the pattern of redemption requests.3
LRM framework
The CSA highlight five important key areas for an effective LRM framework:
1. Strong and effective governance
IFMs should assess whether an existing governance body or new committee needs to be established in order to provide adequate oversight of the LRM function. Such assessment should consider whether new or enhanced reporting and other compliance mechanisms need to be implemented to ensure the necessary information is being monitored and shared with relevant parties.
The CSA set out potential responsibilities of such an oversight committee, including reporting and escalation procedures, valuation, conflicts of interest, ongoing review of LRM policies and procedures as well as establishing stress testing and reviewing the results of such stress testing.
2. Creation and ongoing maintenance of LRM procedures
An LRM process should begin with the design phase of investment products to ensure alignment of redemption terms and investment strategy taking into consideration the lifecycle of the fund. An effective LRM process may include the regular assessment of the liquidity profile of the fund's assets and liabilities taking into consideration current market conditions, redemption activity, and investor behaviour and periodic communication and review by senior management and/or relevant personnel. A number of principles and practical implementation strategies are set out in the Notice, including:
- Aligning investment objectives, strategies and the redemption policy of a fund with the liquidity profile of its underlying portfolio assets and redemption demands of the investor. For example, in cases where the fund holds substantial amounts of thinly traded securities, or whose securities have longer settlement periods, an IFM could elect to have the fund offer less frequent redemption opportunities to investors;
- Performing active, ongoing portfolio monitoring using qualitative and quantitative metrics to ensure adequate levels of liquidity exist to meet redemption needs and other obligations; and
- Setting internal liquidity thresholds and targets that management can use to assess the liquidity profile of a fund and make any necessary adjustments.
3. Stress testing
The CSA explain that stress testing may be an effective aspect of an IFM's LRM process, given that it will enable an IFM to assess and respond to liquidity risks. Some of the key factors for stress testing include:
- Identification of risks including market and redemption risks such as market stress affecting a class or subclass of asset, interest rate risk, geopolitical risk;
- Scenario analyses that are diverse and reflect material risks relevant to the fund. IFMs may consider factors such as a downgrade of the credit rating of an underlying portfolio asset or of the related issuer, changes in interest rates, widening of bid-ask spreads and economic shocks;
- Historical stress testing that include factors such as the comparison of historical cash flows with industry-wide cash flows for funds of similar size and strategy, or the redemption activity of the largest investor or group of investors; and
- Hypothetical stress testing which attempts to measure the potential impact of an event that has not yet occurred, such as interest rate changes or the potential for counterparty default.
Frequency of stress testing will depend on the specific attributes of a fund such as fund size, redemption frequency and investor base. It will be important to document and analyse testing results and communicate the results to the committee overseeing liquidity risk.
4. Disclosure of liquidity risks
The CSA consider that disclosure of material liquidity risk is part of full, true and plain disclosure required to be made to investors in an investment fund. The existing disclosure requirements of National Instrument 81-101 provide for specified mandated disclosure of liquidity risk for public investment funds, including the risk that redemptions may be suspended and the specific risks associated with redemptions by holders of large positions in the funds. The CSA expect that LRM governance matters relating to the funds will be included in the prospectus disclosure and if an IFM does not have written policies and procedures around LRM, this fact should then be disclosed to investors. The Notice gives examples of the CSA's expectations for such disclosure that IFMs should review in connection with prospectus filings and renewals.
Liquidity risks should also be addressed in a fund's continuous disclosure documents, including the management reports of fund performance mandated by National Instrument 81-106. This would include disclosure of any liquidity challenge during the period and how those challenges were addressed, along with changes in risk level of a fund due to market conditions, significant redemptions or liquidity of underlying portfolio assets.
5. Use of LRM tools to manage potential and actual liquidity issues
Any use of LRM tools (such as suspension of redemptions and borrowing) to aid in the liquidity management of a fund are subject to certain overarching principles:
- The use of a mechanism that affects redemption rights is only justified in open-ended funds in exceptional circumstances. Such circumstances are rare, such as where a fair and robust valuation of the assets in which the fund is invested is difficult or impossible to carry out, or where redemption demands are so large/exceptional that liquidity cannot be raised in the timeframe required to meet the demands.
- The use of extraordinary LRM tools must be in the best interest of the fund investors collectively. A fund should only use such tools when it is in the best interest of investors and when the fair and equal treatment of incoming, ongoing and outgoing investors is maintained.
The CSA guidance contained in the Notice provides a uniquely Canadian flexible response to IOSCO's 2018 recommendations for liquidity risk management of collective investment schemes, among other international developments. The Notice will serve as a useful checklist for IFMs and PMs to establish and evaluate their LRM polices and procedures having regard to the nature of their funds. The guidance should be applied to investment funds that are subject to NI 81-102; however, we expect the CSA will also consider that managers of private pooled funds and other commingled vehicles should apply these principles.
Footnotes
1. IOSCO, Principles of Liquidity Risk Management for Collective Investment Schemes, Final Report, Report of the Board of IOSCO, March 2013. FSB, Policy Recommendations to Address Structural Vulnerabilities from Asset Management Activities, 2017. IOSCO, Recommendations for Liquidity Risk Management for Collective Investment Schemes – Final Report, 2018; and IOSCO, Open-Ended Fund Liquidity and Risk Management – Good Practices and Issues for Consideration, 2018.
2. Including a Task Force struck by The Investment Funds Institute of Canada to survey its mutual fund manager members between October and December, 2018. The mandate of the Task Force was to identify questions that would survey investment fund managers on their policies and procedures for managing portfolio liquidity risk.
3. See also OSC Staff Notice 81-727 Report on Staff's Continuous Disclosure Review of Mutual Fund Practices Relating to Portfolio Liquidity.
The content of this article is intended to provide a general guide to the subject matter. Specialist advice should be sought about your specific circumstances. | https://webiis05.mondaq.com/canada/financial-services/999442/uniquely-canadian-regulatory-expectations-for-investment-fund-liquidity-risk-management?type=mondaqai&score=42 |
The key focus areas of this chapter will be the features of hedge funds. The chapter will also do a comparison between mutual funds and hedge funds. Biases that are often prevalent in hedge funds’ databases will be studied. We will then study how the hedge fund industry has evolved. This explanation will include major events that triggered the evolution of the industry.
The next section will be about what role is played by investors as far as the industry is concerned. Furthermore, this section will seek to answer the following questions:
- How is risk related to alpha?
- How do the various strategies of hedge funds compare with one another?
- How do equity indices compare to hedge funds’ performance trends and historical construction of portfolio?
- What are the challenges associated with risk sharing asymmetry in the industry among agents and principles?
- How do institutional investors affect the hedge fund industry?
- Why is there an increased concentration of assets under management in the hedge fund industry?
The Hedge Fund Business Model
The main role played by hedge funds is managing privately owned wealth. Hedge funds are quite different from mutual funds. As compared to publicly traded mutual funds, fewer regulations are imposed to hedge funds. This is due to the fact that they are private investment vehicles that are not open to the general public. Therefore during market downturns, they can preserve their capital by holding substantial short positions.
Furthermore, profits in hedge funds can be generated from long positions and short positions, all in equal measure. By taking short positions, the hedge fund managers can dampen sensitivity to the general market direction and also consider large positions as they await the prices of assets to either fall or rise. This can make their balance sheets’ size exceed their equity capital. This also another factor that differentiates the hedge funds from the mutual funds.
The hedge fund managers are required to have exquisite skills of timing the market. Therefore they recognize the best opportunities to either long or short an asset’s price. Furthermore, they should be conversant with the structure of the organization if they are to engage in short positions for longer timeframes. As an addition to their risk management skills, these managers should know how to fund leveraged positions as the positions are complex and the market might be volatile.
Both the investors and managers consider hedge funds to be very suitable to them due to their private nature. On very few occasion will wealthy investors impose specific mandates concerning the management of their investments. In most cases, the investors will insist that their investment on the vehicle be as private as possible while carrying limited liability.
Most hedge fund managers will offer very limited information concerning their strategies as other traders may mimic or even front run their trades.
In the US, the legal restrictions on compensation do not apply to hedge funds as they do to publicly traded mutual funds. On the other hand, consequences might arise due to this little or lack of regulation. To start with, there is no standardization of hedge funds’ performance records. Measurement errors may affect available reports.
It is not a requirement that hedge funds share information to the public. For most hedge funds, the reporting of samples is done on a selective basis. Others rarely report to any database. This, therefore, makes it hard for researchers to make deductions about the industry.
Empirical Evidence of Hedge Fund Performance
Various studies done in the past on hedge funds agree that biases and errors in hedge funds can be attributed to the fact that a performance reporting standard is missing among all hedge funds and how data is reported to database vendors in a self-selection manner.
As a result, performance metrics are affected in various ways due to these biases. It is important that we analyze these biases to study the historical hedge fund returns.
Were the expectations of early hedge fund investors fulfilled?
There has been a marked improvement in the popularity of hedge funds since 1994 among investors who happen to be equity-oriented. However, very little is known about what propelled the growth of popularity of the industry of hedge funds before 1994. It is important that we establish whether hedge funds deliver on alpha, adjusting for measurement biases and risks. Another factor that should be established is the reference risk factor(s).
When commercial hedge fund databases arrived, it led to the availability of broad-based indices of hedge fund performance. Around the year 1996, the reliability of hedge fund index returns increased as suggested by the combined empirical evidence. Performance data are very informative since insights can be drawn from them.
When the hedge funds industry started, some few large hedge funds had the lion’s share of the assets of the industry. There was selective in the financial press in favor of the large hedge funds that were more news-worthy. This was prior to the arrival of commercial databases.
Even though there was a possibility of seeing opaque investment vehicles, the SNP and large hedge funds have a sizeable gap that is difficult to account for solely by performance biases. Furthermore, between large funds that are successful and the ones that struggled to growth assets exist a sizeable performance gap.
The arrival of institutional investors
Around the year 2000 and 2001, there was a marked improvement in the number of investments in hedge funds, with 19.82% net asset inflow in the industry. This was during the dot-com bubble burst. This was the same time that a massive shift was witnessed in the hedge fund industry’s structure.
In 1996, the hedge funds’ total performance surpassed the performance of the S&P index, while the return standard deviations of the hedge funds were slightly over half that of the S&P index’s. This led to institutional investors becoming interested as well. These investors range from pension funds and foundations to insurance companies and endowments alike.
Hedge Funds Performance – The Post Dot Com Bubble Era
As opposed to wealthy private investors, there is a tendency by institutional investors to have moderate return expectations, and not tolerating high fees and risks. According to evidence provided between the period 2002 and 2010, it is apparent that institutional investors were rewarded based on their action of allocating capital away from low-cost equity investment to hedge fund vehicles demanding fees that are relatively quite high.
Intermediaries like hedge fund managers were not quite as common when institution investments first ventured into the industry. The role of these intermediaries is creating a portfolio of hedge funds that are diversified and ensure that the institution’s investment objectives are met by the portfolio.
Absolute Return and Alpha
When institutional investors emerged as the investor category that dominated the hedge fund industry post the dot-com bubble, there was a major shift in the industry as far as the structure of its clientele was concerned. However, it must be understood that the move by institutional investors to hedge funds was not an escape from the equity markets. Absolute return performance has been termed by many as the reason while others consider the industry as a better alternative of returns based on a broader reference portfolio mix as compared to equity only.
However, most institutional investors agree on the necessity of establishing the reasons, the amount to be allocated to the different hedge fund strategies, and if uncorrelated returns are delivered by these strategies to a specified reference portfolio mix.
It is also crucially important to note that strategy benchmarks have short histories that make it difficult for performance behavior to be evaluated by investors over different cycles of the economy despite the fact that they can aid investors to do a comparison between returns of a specified fund to its peers – peer group alpha.
An instance where the investors have their reference portfolios significantly exposed to high-yield bonds, there is very little that peer group alphas can do to help. In case a large loss is suffered in the credit crunch is suffered under fixed income arbitrage, the knowledge of outperformance by a given fixed income arbitrage over his/her peers will be of little or no help at all.
There have been attempts by researchers, around the mid-1990s to associate market risk factors having performance histories longer than hedge funds to hedge fund returns. To understand this better, let’s assume that a connection can be established between the Fixed Income Arbitrage strategy’s returns to Credit spreads whose basis is observed data.
It will, therefore, be possible for investors having significant exposures to credit risk in their reference portfolios to apply their outlook on the credit market, for consistent expectations to be formed based on the performance of fixed income arbitrage hedge funds. In this regard, the knowledge of a strategy’s credit spread beta is a crucial indicator of the performance of the strategy can be affected by a credit strategy.
It is, therefore, possible for an investor to estimate the amount of a Fixed Income Arbitrage performance of a hedge fund that is constantly unrelated to the main risk driver of this strategy – factor-based Alpha.
It is an established fact that there lacks an objective definition of absolute return from a risky investment. However, it has been generally agreed that the absolute return that is non-negative regardless of whether the market is bullish or bearish is the best description of absolute return.
With some predetermined market conditions – including risk factors and evaluation periods – the concepts of absolute return and alpha share some similarities that can be identified. In case of the possibility of separating factor-based alpha and strategy’s factor beta while applying the techniques of hedging, then the features of absolute return investment will be very prevalent.
The Risk in Hedge Fund Strategies
From Passive Index Strategies to Active Hedge fund Styles
The characteristics of returns of a conventional asset class are a reflection of a passive-buy-and-hold strategy’s return features used on the said asset class. To capture active management strategies used on a conventional asset class, the style model concept is applied in Sharpe’s model where linear combinations are introduced in an extended investment style. The linear combinations are drawn from an expanded asset class indices that are extended to permit sector specialization.
In Sharpe’s formulation, here is a difference between investment styles. This difference is marked by the selection of the market leverage – that is asset-class indices and exposure (β) to each index. Sharpe’s model has been extended to hedge fund styles. To start with, the set of investment opportunity is extended past conventional asset classes to mirror the ability of the hedge fund manager to undertake the short selling of securities. This will allow for negative betas.
Next, allowing for variation of betas over time, there has to be an extension of exposure to a given asset class thereby mirroring the dynamic nature of hedge fund strategies. Thirdly, there has to be a broadening of the range of asset class betas for the application of both the financial and market leverage.
Peer-Group Style Factors
Hedge funds are categorized on the basis of the individual manager’s description of the strategies applied by each fund in order for investors to be assisted to better understand hedge funds. The style index is achieved by averaging the returns of the fund in each group. To date, this has been the most popular method of creating the hedge fund index where peer-group averages are qualitatively determined.
It is necessary for hedge fund managers to advance their business scope as the market conditions keep varying with time. However, there is no relationship between quantifiable market factors and qualitative style indices.
Return Based Style Factors
Rather than expecting hedge fund managers to disclose their strategies, groups of hedge funds with similar returns traits can be constructed. The basic idea here by Fung and Hsieh is that when similar strategies are applied by funds, then chances are that highly correlated returns should be achieved relative to those that apply different strategies. The principal components of their historical returns are key to identifying this trend. This fact can be attributed to the following reasons:
- The common risk-return characteristics of the applied strategies and the markets whereby transactions are conducted should be approximated by the statistical clustering of returns.
- A lot of peer group based style factors can be reduced by the principal component analysis to a set that is more manageable.
- To determine these statistically constructed components that are interpreted as return-based style factors, we can apply qualitative self-disclosed strategy information from hedge fund managers.
Top-Down versus Bottom-Up Models of Hedge Fund Strategy Risk
The main markets under which managers of hedge funds transact can be identified by the application of return-based style factors. The bottom-up model is a micro approach modeling the return generating process that can assist us to establish the determination of bets, thus helping us explicitly determine which market factors drive performance.
Directional Hedge Fund Styles: Trend Followers and Global Macro
The trend-following strategy is applied by most hedge funds. Historical price data and market trends are the main factors that are relied upon by systematic trading programs employed by managed futures fund managers. Because futures contracts are largely applied in the strategy, a significant amount of leverage is often employed.
There is always that tendency by managed futures trends not to have a particular bias towards being net long or net short in any given market. It has been shown that a market timer switching between stocks and treasury bills generate a return profile that is similar to that of the call option on the market.
According to empirical evidence, there is a strong correlation between bonds, commodities, and currencies, and trend follower returns at a level well beyond previous returns. Furthermore, trend following returns has been majorly determined by market volatility.
One group of very high dynamic traders is Global Macro Fund Managers. These are highly active asset allocators who take highly leveraged bets on directional movements in exchange rates, interest rates commodities, and stock indices.
Global Macro and Managed Futures have one common similarity that is often quite interesting and that is their tendency of following the trend. Furthermore, these managers act as if they are asset allocators who bet in various markets and apply various strategies opportunistically. From this, it is not a surprise that they generate low return correlation to equities.
Event Driven Hedge Fund Styles
They are also known as Merger Arbitrage. In this case, during a merger or acquisition transaction, the Risk Arbitrage Event Driven hedge funds will try to capture the spreads after the announcement concerning the terms of the transaction. So as to account for the risk of failure to close the transaction, the target stock trades at a discount to the bid.
When the deal involves cash, typically the manager buys the stock of the target only to tender it for the offer price at closing.
When the deal involves a fixed exchange ratio stock merger, the long position will be taken on the target stock whereas the short position will be taken on the acquirers stock, in accordance to the merger ratio, in an attempt to isolate the spread and hedge out the market risk. In the event of the deal failing to close, the principal risk happens to be the deal risk.
The distressed hedge fund is the other strategy category, other than risk arbitrage, that is applied by hedge funds in the DJCS event-driven hedge fund style index. In this case, the Dow Jones Credit Suisse Event Driven Distressed Hedge Fund Index measures the aggregate performance of event-driven funds focusing on distressed situations. The attraction of these funds is the capital structures of companies that are on the verge of bankruptcy or operational distress.
The idea is that distressed managers try to gain on the ability of the issuer to improve its operations, or the bankruptcy process succeeding, in which case they will have an exit strategy. The strategy is mainly characterized by corporations having quite low credit ratings being exposed to long credit risk.
There is a possibility of distressed hedge funds earning extra liquidity premium over high yield bonds while incurring a higher funding cost carrying very liquid securities due to the fact that they own securities that are much less liquid as compared to high-yield bonds.
It is important to note that both these strategies display a nonlinear returns behavior. This behavior mainly occurs in the form of tail risk. The tail risk happens to be a large drop in equities when dealing with risk arbitrage, and it is in a large move of short-term interest rates when distressed hedge funds are the strategy.
Relative Value and Arbitrage-Like Hedge Fund styles: Fixed Income Arbitrage, Convertible Arbitrage, and Long/Short Equity
The hedge fund managers’ market focus separate the three main strategies in this category. The first one is the managers whose market focus is a fixed income. The aggregate performance of fixed income arbitrage funds is measured by the Dow Jones Fixed Income Arbitrage Hedge Fund Index. In this case, profits are generated by taking advantage of the inefficiencies and price changes between fixed income securities that have something in common. Both long and short positions are leveraged in fixed income securities with either mathematical or economic relations.
The aggregate performance of Convertible Arbitrage funds is measured by the DJCS Convertible Arbitrage Hedge Fund Index. In this case, generation of profits involves entering a long position for the convertible securities and a short position for the corresponding stock in the event that a pricing error takes place when the security’s factor is being converted.
Finally, the aggregate performance of long or short equity funds is evaluated by the DJCS Long/Short Equity Hedge Fund Index. In this strategy, the investment involves both the long and short positions in the equity markets. The hedging or diversification takes place across specified sectors, market capitalizations or regions. Managers can change their focus from value to growth, net long to net short, and small to medium to large capitalization stocks.
The trading can range from assets like equity features, options, and securities that are equity-related and debts. Their portfolio built-up might be more concentrated in comparison to the traditional ones that were long-only equity funds.
Niche Strategies: Dedicated Short Bias, Emerging Market, and Equity Market Neutral
The aggregate performance of dedicated short bias funds is evaluated by the DJCS Dedicated Short Bias Index. There are relatively more short positions that are funded in this strategy as compared to their long counterparts. When net short exposure is maintained in the long and short equities, then returns can be earned. The stock is borrowed from a counterparty and shorted in the market. A forward sale may sometimes be crucial for the implementation of the short position.
On the other hand, the aggregate performance of emerging market funds is evaluated by the DJCS Emerging Markets Hedge Fund Index. The investment in emerging markets ranges from currencies and equities to debt instruments and other instruments from countries whose markets are emerging or developing.
A long bias is usually common in emerging markets due to the difficulties involved in when securities in emerging markets are being shorted.
What Next for Investors after these Steps
Portfolio Construction and Performance Trend
Performance data was not easily accessible to early hedge fund investors. They, therefore, had to rely on tools that were specifically made to evaluate long-bias funds – predominantly investing in conventional asset classes that were considered conventional.
In this regard, portfolio construction and risk management often reduce to spreading risk capital across hedge fund managers who have different strategies. Due to the fact that hedge fund managers are active managers, the average exposures of the factor bets (betas) of these managers can only be captured by a static regression model over a specified period of time.
To determine how the factor betas vary with time, the sample period is divided into sub-periods. There should be consistency in the results with dynamic adjustments to factor betas that correspond to market variations.
Alpha-Beta Separation, Replication Products, and Fees
The concern is whether risk premiums from different factors can be captured through lower cost alternatives to hedge fund vehicles. To address this concern, it is important that we point out that some of the hedge fund strategies that are considered as more mature can be replicated with rule-based models that apply liquid assets which are readily executable in the marketplace.
Hence, a given hedge fund’s strategy rule-based representation can be considered as the strategy beta factor or the beta factor of the strategy. The strategies are often called alternative betas, in a collective manner.
When we observe the experience of early institutional investors in hedge funds at the turn of the century, we can gain insight on the historical trends on the cost of hedge fund investing. A big percentage of the portfolio management functions was outsourced to funds-of-hedge-funds (FOHFs) by early institutional investors.
The managers’ selection is delivered by FOHFs by offering a one-stop vehicle. Among other services that are delivered by these FOHFs, in addition to manager’s selection, include portfolio construction, due diligence, administration, risk management, reporting, and dynamic strategies transaction in global financial sectors. As expected, such services are valued in accordance to a comparison of the lower net return to an investment against the cost of engaging the services of FOHFs.
According to Fung et. al. (2008), only a small proportion of FOHFs delivered positive and significant alphas over and above the seven-factor model of Fung and Hsieh (2004). The implication here is that most FOHFs lacked alphas. This is not a bad thing if mutual funds are anything to go by where negative alphas were produced relative to their respective benchmarks.
It is possible for investors to determine whether managers, on average, add value to a portfolio of beta bets, by comparing an investable index that happens to be a passive rule-based multi-manager portfolio to an appropriate portfolio of labs.
Because the hedge fund industry is growing and maturing, the quality and depth of performance benchmarks have been improved due to the availability of performance data. This has now led to the development of passively investable index-like products.
Practice Questions
Which of the following hedge fund strategies can be described as event-driven?
- Trend follower and global macro
- Equity long/short and risk arbitrage
- Global macro and equity long/short
- Distressed securities and risk arbitrage
The correct answer is D.
An event-driven strategy relies on the outcome of a specific corporate event like mergers and acquisitions, restructurings and litigation to earn profits. Event-driven strategies include investing in distressed securities and risk arbitrage. | https://analystprep.com/study-notes/frm/part-2/risk-management-and-investment-management/hedge-funds/ |
Aviva Life & Pensions UK Limited (AVLAP) is responsible for the oversight of a significant amount of capital that is invested in a large number of companies. As an asset owner managing assets on behalf of our customers, we take our responsibility seriously.
We classify responsible investment according to the Principles for Responsible Investment (PRI) definition as “an approach to investing that incorporates environmental, social and governance (ESG) factors into investment decisions, to better manage risk and generate sustainable, long-term returns”.
We believe this is achieved through integrating ESG factors into our buy/sell decision on an investment and by active ownership and engagement, which we view as the minimum level for responsible investing. We believe this is essential in fulfilling our role as responsible asset owners.
Our Aviva Life & Pensions UK Limited (AVLAP) Responsible Investment Policy can be found here [PDF 68KB]
What is ESG?
ESG means "environmental, social and governance" and represents extra-financial factors that can be used to help us better understand the material risks and opportunities of the assets we invest in. ESG research can provide valuable information and insight by analysing potentially unacknowledged yet material risks, that may impact the performance and reputation of our investments.
- Environmental factors can include a company's energy usage, waste, pollution, natural resource conservation and animal treatment.
- Social factors would often include the company's relationships with and auditing of its suppliers, how it looks after its staff in terms of health & safety and training and issues surrounding diversity and inclusion.
- Governance factors involve how a company is run, such as how transparent and accurate a company is being regarding its accounting, how it deals with conflicts of interest, the suitability and competency of its board members and any issues with bribery and corruption.
The factors can vary depending on the sector, geography and company in question. A technology company, a mining company and a bank, for example, will face different key ESG risks and opportunities.
Our history
We have long been an advocate of responsible investing – it has been part of our investment activities for many years. The vast majority of our assets are managed on our behalf by Aviva Investors, who are a UK pioneer of responsible investing, dating back over 26 years, when they published their corporate governance voting policy. More information about their investment strategies and policies can be found on their website.
The timeline below outlines key moments in Aviva’s extensive history of supporting responsible investing:
1990 - 1999
1994
- Aviva Investors among first asset managers to publish Corporate Governance Voting Policy
1995
- At UN Summit Aviva pledges to ‘balance economic development, the welfare of people and a sound environment, by incorporating these considerations into business activities’
- Aviva starts reporting on environmental impacts of business
2000 -2009
2001
- Aviva Investors founding CPD signatory (previously Carbon Disclosure Project) and first asset manager to formally integrate corporate responsibility to voting public
2006
- Aviva makes its operations carbon neutral
- Aviva Investors is founding signatory of the Principles for Responsible Investment
2007
- Aviva is founding signatory to ClimateWise and Accounting for Sustainability Principles
2010 - 2019
2010
- Aviva Investors in vanguard of signing the UK Stewardship Code
2012
- Aviva Investors founded Corporate Sustainability Reporting Coalition with call to action at Rio+20 Conference
- Aviva is founding signatory of Principle of Sustainable Insurance
2014
- Launched Aviva Roadmap for Sustainable Capital Markets & Sustainable Capital Markets Manifesto
2015
- Mark Wilson speaks at UN General Assembly on Sustainable Finance
- Aviva published Strategic Response to Climate Change & actively participated in COP21
- Aviva Investors joined Investor Board
2016
- Aviva Investors asked to join the Finance Stability Board Taskforce on climate-related financial disclosures
2017
- Aviva Investors asked to join European Commissions’ High Level Expert Group on Sustainable Finance
- Aviva discloses against TCFD recommendations
2018
- Aviva brings Stewardship fund range ‘in-house’
2019
- Aviva expands availability of Stewardship funds
Stewardship fund range
The Stewardship funds have a proud heritage as the UK's first range of ethical funds. These funds are managed by our dedicated asset management company, Aviva Investors. Stewardship aims to provide investment portfolios that are socially, ethically and environmentally sound, investing in companies with high standards of corporate governance. More details can be found here.
Our investment approach
We recognise that the products we offer our customers are used to meet long-term financial requirements such as saving for the future or to fund retirement. As such, one of AVLAP’s Investment team’s core investment beliefs is that we are primarily long-term investors. We endeavour to offer products, set benchmark allocations and manage our balance sheet assets in a way that works throughout the full market cycle, and we evaluate our investments accordingly.
- Investment strategy - Our long-term focus has the benefit of reducing transaction costs and avoiding the pitfalls of predicting short-term market movements, instead focusing on company fundamentals. It also supports managers in having a sense of ownership; promoting active engagement with company management to drive positive change. In most of our multi-asset strategies we combine equities with other asset classes to achieve diversification. This investment into companies represents a long-term holding and we are therefore looking for long-term benefits.
- Prudent person - By following the ‘prudent person’ principle and by adopting a long-term only investment approach, we can focus on the long-term risk/return characteristics of the investments under consideration.
- Liquidity - We seek to ensure that the liquidity of our investment portfolios meets the needs of our customers, whilst also maximising returns.
- Monitoring – Our monitoring processes, whilst frequent, are aligned to our long-term investment horizon. Our assessment of asset managers' expected future long-term performance is based on understanding the causes of their short-term performance; their investment process and the quality of their personnel. Although we do not set specific turnover targets, we monitor the turnover of our portfolios on a regular basis through reporting and asset manager meetings.
The duration of arrangements with our asset managers is strategic in nature and is intended to be long-term to align with our investment strategy (provided the arrangement continues to be in customers' best interests).
As part of our asset manager selection and oversight framework, we expect our asset managers to align with our own long-term investment beliefs. They must demonstrate that their own investment philosophies, processes and investment decisions assess medium-to-long-term financial and non-financial performance of the companies whose shares they ultimately invest in.
We monitor and assess these processes through our investment forums and deep-dive fund manager review meetings, which are carried out on each strategy at least annually for all Unit Linked and With Profits funds.
The reviews are designed to assess the appropriateness of the strategy for the customer and identify potential issues with people, process, product or performance at an early stage.
If our monitoring identifies significant concerns with our expectations of future long-term performance, we will look to make changes such as changing the underlying manager, close funds or reduce our allocation to managers.
Where appropriate, we incentivise long-term performance of asset managers through performance fees, which are deferred. This means an element of the fee we pay asset managers is aligned to the long-term performance of our customers’ funds.
Voting and engagement
The long-term nature of our investment supports our preference for active engagement with companies to influence improved ESG performance. We believe engagement is more effective than divesting in seeking to initiate corporate change.
As investors we feel a responsibility to monitor and engage with companies on issues such as: strategy; financial and non-financial performance; risk; capital structure; social and environmental impact; and corporate governance. All our voting and engagement activity, which applies equally to actively and passively managed holdings, is delegated to asset managers under the provisions of the respective investment management agreements or equivalent fund documentation.
As detailed in our voting and engagement policy, we also expect our asset managers to engage with the companies they invest in on our behalf, to improve their performance over the medium-to-long-term.
Our Aviva Life & Pensions UK Limited (AVLAP) Voting & Engagement Policy can be found here [PDF 99KB]
Voting records for investment managers who manage assets on a segregated basis on behalf AVLAP can be found via the links below. A segregated mandate is a written agreement that AVLAP has with an asset manager regarding how we want our customers' investments to be managed by them.
Details of the voting records for investment managers of funds we make available on our platforms can be found on their respective websites. | https://www.aviva.co.uk/services/about-our-business/about-us/our-approach-to-responsible-investing/ |
Arbidyne strive to outperform the market with cumulative and steady returns. Yet that does not mean the risk management process must cap upside potential.
The investment returns depicted in this graph are cumulative on A$100 invested over the specified period relative to the specified index. Returns are calculated after the deduction of fees and expense, adjusted for corporate taxes paid and any capital flows, assuming the reinvestment of all dividends.
The investment returns shown are historical and no warranty can be given for future performance. Historical performance is not a reliable indicator of future performance. Due to the volatility in the underlying assets and other risk factors associated with investing, investment returns can be negative, particularly in the short-term. | https://www.arbidyne.com/fund-performance/ |
The GMO Global Asset Allocation Strategy seeks to achieve a total return greater than that of its benchmark of 65% MSCI All Country World Index and 35% Bloomberg U.S. Aggregate Index, over a complete market cycle, by allocating dynamically across asset classes.
The philosophy that underlies all of GMO’s Asset Allocation investment strategies is the belief that, at times and in the short term, the pricing of asset classes can deviate from true intrinsic value, but mean reverts to appropriate valuation levels over the long term. GMO’s proprietary 7-Year Asset Class Forecasts form the foundation of our investment process, providing a framework to assess the return opportunity embedded in different asset classes. We use that insight to allocate to what we believe are the most attractively priced asset classes. We also seek to add value through security selection within both traditional and alternative asset classes.
Facts
Performance
Documents
Literature
|Fact Sheet||Download|
|GIPS® Composite Report||Download|
|Composite Descriptions||Download|
|Download All||Download|
Downloads
|Performance||Download|
|Portfolio Composition||Download|
|Exposures||Download|
|Download All||Download|
Risks
Risks associated with investing in the Strategy may include Management and Operational Risk, Market Risk - Equities, Non-U.S. Investment Risk, Market Risk - Fixed Income Investments, and Derivatives and Short Sales Risk. | https://www.gmo.com/australia/product-index-page/multi-asset-class/global-asset-allocation-strategy/ |
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Abstract
Performance analysis of the returns provided by an actively managed portfolio is increasingly viewed as a tool not only to assess manager skill and how it adds value, but also as a basis for a discussion about the alpha factors present in an active investment strategy. We review a popular form of the most traditional of return attribution approaches and demonstrate how it fails to link the portfolio’s realized excess returns to the manager’s stated strategy and neglects the effect of extraneous risk exposures. As an alternative, we provide a framework for producing performance attribution that captures a risk-adjusted factor approach, which seeks to separate and identify the particular factors that drive a manager’s investment process. We believe that a better assessment of the management process can be accomplished by measuring and separating these factors and accounting for their contribution to the portfolio’s excess returns. | https://joi.pm-research.com/content/18/1/59 |
This unit of competency specifies the outcomes required to formulate and assess a viable property investment strategy. It requires the ability to establish investment requirements, identify market developments and trends, use standard financial analysis methods and techniques to determine investment options, and develop a risk management plan.
The unit may form part of the licensing requirements for persons working in the property industry, including in the real estate, business broking, stock and station agency and property operations and development sectors, in those States and Territories where these are regulated activities.
Application of the Unit
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Application of the unit
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This unit of competency supports the work of those involved in formulating and assessing a viable property investment strategy.
Licensing/Regulatory Information
Refer to Unit Descriptor
Pre-Requisites
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Prerequisite units
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Nil
Employability Skills Information
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Employability skills
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The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit of competency is packaged, will assist in identifying employability skills requirements.
Elements and Performance Criteria Pre-Content
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Elements describe the essential outcomes of a unit of competency.
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Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.
Elements and Performance Criteria
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ELEMENT
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PERFORMANCE CRITERIA
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1 Establish investment requirements .
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1.1 Investment parameters , goals and objectives are determined and confirmed in consultation with relevant people .
1.2 Effective targets and performance measures are developed that are consistent with investment expectations.
1.3 Relevant information with regard to property and market sector characteristics is interpreted to provide strategic context to investment objectives.
1.4 Market intelligence is collected from reputable sources and is readily available and up-to-date.
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1.5 Industry benchmarks are selected to ensure effective comparability with return on property and meaningful analysis against available data.
1.6 Applicable ethical, legislative and organisational requirements are interpreted and applied.
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2 Undertake strategic analysis .
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2.1 Quantitative and qualitative analysis is undertaken of comparative market data to identify facts, issues, patterns, interrelationships and trends.
2.2 Economic trends and market developments are evaluated in terms of potential implications and impact on investment objectives.
2.3 Relevant due diligence and feasibility studies are accessed and considered to assist with determining potential investment viability.
2.4 Investment options are determined and tested for viability and performance against identified investment parameters.
2.5 Factors increasing or diminishing investment risk are identified and defined in a risk management plan.
2.6 Sound reasoning is applied to ensure consistency of interpretations based on available information.
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3 Develop investment strategy .
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3.1 Strategy is formulated based on a comprehensive analysis of tested information.
3.2 Strategy is documented in a logical, concise and conclusive manner and presented in an appropriate format using business equipment and technology .
3.3 Recommendations are made that are verifiable, current and detailed and meet identified investment requirements.
3.4 Comments, analysis and recommendations are made available to relevant people for review and reformulation of investment strategy.
3.5 Adjustments to investment strategy are determined and implemented as a result of feedback, changed trends or events.
3.6 Information is securely maintained with due regard to client confidentiality, and legislative and organisational requirements.
Required Skills and Knowledge
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REQUIRED SKILLS AND KNOWLEDGE
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This section describes the essential skills and knowledge and their level, required for this unit.
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Required skills :
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Required knowledge and understanding :
Evidence Guide
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
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Overview of assessment
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This unit of competency could be assessed through practical demonstration of assessing and formulating a viable property investment strategy. Targeted written (including alternative formats where necessary) or verbal questioning to assess the candidate's underpinning knowledge would provide additional supporting evidence of competence. The demonstration and questioning would include collecting evidence of the candidate's knowledge and application of ethical standards and relevant federal, and state or territory legislation and regulations. This assessment may be carried out in a simulated or workplace environment.
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Critical aspects for assessment and evidence required to demonstrate competency in this unit
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A person who demonstrates competency in this unit must be able to provide evidence of:
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Context of and specific resources for assessment
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Resource implications for assessment include:
Where applicable, physical resources should include equipment modified for people with disabilities.
Access must be provided to appropriate learning and/or assessment support when required.
Assessment processes and techniques must be culturally appropriate, and appropriate to the language and literacy capacity of the candidate and the work being performed.
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Validity and sufficiency of evidence require that:
In all cases activity and must include evidence relating to each of the where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. Questioning will be undertaken in such a manner as is appropriate to the language and literacy levels of the candidate and any cultural issues that may affect responses to the questions, and will reflect the requirements of the competency and the work being performed.
Range Statement
RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
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Investment may relate to:
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Parameters may include:
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Relevant people may include:
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Performance measures :
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Relevant information may include:
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Sources may include:
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Industry benchmarks may include:
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Analysis may include:
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Legislative requirements may be outlined and reflected in:
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Organisational requirements may be outlined and reflected in:
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Comparative market data may include:
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Risk may relate to:
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Business equipment and technology may include: | https://training.gov.au/Training/Details/CPPDSM6005A |
The Fund’s investment objective is to achieve a high total investment return (current income and capital appreciation) consistent with reasonable risk. For this purpose, risk takes into account volatility and other factors as determined by the Adviser.
The Adviser attempts to achieve the Fund’s investment objective by following an asset allocation strategy based upon Value Line Inc.’s proprietary stock market model and other factors that enables the Adviser to periodically shift the assets of the Fund among three types of securities: (a) common stocks, (b) debt securities with maturities of more than one year that are principally rated investment grade and (c) money market instruments, which the Fund defines as debt securities with maturities of less than one year. There are no limits on the percentage of the Fund’s assets that can be invested in common stocks, debt or money market securities.
Average Annual Returns as of 08/31/21
|VLAAX||VLAIX1||60% S&P500 / 40% BCAGG||MMAF|
|YTD||9.03%||9.22%||12.23%||12.42%|
|1 Yr||14.80%||15.10%||17.92%||21.33%|
|3 Yr||13.46%||13.75%||13.33%||10.73%|
|5 Yr||12.85%||13.13%||12.14%||10.23%|
|10 Yr||11.52%||11.68%||11.15%||9.21%|
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VLAAX Gross Expense Ratio: 1.03%, VLAIX Gross Expense Ratio: 0.78%
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Morningstar rates funds based on enhanced Morningstar risk-adjusted returns.
1 Indicates Morningstar Extended Performance. Extended performance is an estimate based on the performance of the fund's oldest share class, adjusted for fees. The Inception Date of VLAIX is November 1, 2015.
†Morningstar™ Ratings and Rankings based on Investor class shares.
Morningstar† as of 08/31/21
|Category||Alloc 50-70% Equity|
|3 Year||of 653 Funds|
|5 Year||of 595 Funds|
|10 Year||of 425 Funds|
|Overall||of 653 Funds|
Related Insights
†Morningstar™ Categories based on Investor class shares.
There are risks associated with investing in small and mid cap stocks, which tend to be more volatile and less liquid than stocks of large companies, including the risk of price fluctuations.
The performance data quoted herein represents past performance and does not guarantee future results. Market volatility can dramatically impact the fund's short term performance. Current performance may be lower or higher than figures shown. The investment return and principal value will fluctuate so that an investor's shares, when redeemed may be worth more or less than their original cost. Past performance data through the most recent month end is available at vlfunds.com or by calling 800.243.2729.
You should carefully consider investment objectives, risks, charges and expenses of Value Line Funds before investing. This and other information can be found in the fund's prospectus and summary prospectus, which can be obtained free of charge from your investment representative, by calling 800.243.2729, or by clicking on the applicable fund at www.vlfunds.com. Please read it carefully before you invest or send money. Value Line Funds are distributed by EULAV Securities LLC. Past performance is no guarantee of future results.
Portfolio holdings are subject to change and should not be considered a recommendation to buy or sell securities. Current and future portfolio holdings are subject to risk.
The average annual returns shown above are historical and reflect changes in share price, reinvested dividends and are net of expenses. Investment results and the principal value of an investment will vary. | https://vlfunds.com/funds/hybrid/assetallocation |
the risk factor requirements in Item 8.
8.B: For each significant investment strategy or
method of analysis you use, explain the material risks involved. If the method
of analysis or strategy involves significant or unusual risks, discuss these
risks in detail. If your primary strategy involves frequent trading of
securities, explain how frequent trading can affect investment performance,
particularly through increased brokerage and other transaction costs and taxes.
Fund sponsors spend a great deal of time, money, and
energy drafting risk factors for their fund's private placement offering
memorandum.
Do you need to duplicate those risk factors in response
to 8B or can you ignore them?
The SEC staff answered that question
about Part 2 of Form ADV.
Question II. 4
Q: Item 8.B of Part 2A requires
an adviser to explain the material risks for each significant investment
strategy or method of analysis the adviser uses. Does Item 8.B require an
adviser that uses pooled investment vehicles as a significant investment
strategy or method of analysis to duplicate the risk disclosures contained in a
prospectus or other offering document for the pooled investment vehicle?
A: An adviser may satisfy the
requirement of Item 8.B by providing a brief explanation of the material risks
for each strategy and referring clients to the prospectus, offering memoranda,
or other documents that a client participating in the pool will or has received
that set out a more detailed discussion of risks. (Posted March 18, 2011)
Sources:
For
additional commentary on developments in compliance and ethics, visit Compliance Building,
a blog hosted by Doug Cornelius.
For more information about LexisNexis
products and solutions connect with us through our corporate site. | https://www.lexisnexis.com/legalnewsroom/banking/b/banking-finance/archive/2011/04/29/risk-disclosures-and-form-adv-part-2-for-fund-managers.aspx?Redirected=true |
reviewed by Vern Ratzlaff
This is a moving examination of inter-faith sharing, with the Dalai Lama reflecting on the implications of our world’s spiritual dimensions. His paradigm for spiritual sharing is not the identification of religious elements that are the lowest common denominators. ‘The move to the pluralist position of interchange with other religions by no means involve abandoning one’s central commitment to one’s own faith; it hugely enriches the understanding and practice of one’s own religion. It allows one to see convergences with other religions; it broadens one’s respect for the extraordinary range and diversity of spiritual approaches developed entirely outside one’s faith tradition’ (pp 17,18). He draws a distinction between what can be seen as three key aspects of a religion: ethical teachings, doctrines (metaphysics), cultural specifics (p 150). He points out that there is a ‘great convergence of the world’s religions: the central message of all these religions is love and compassion; the purpose of all religions remains the same: to contribute to the betterment of humanity. There are fundamental doctrinal differences among the religions. The challenge is to find a way in which the followers of these traditions can remain true to their doctrinal standpoints and see them as representing legitimate paths to G-d.
For me as a Christian, the question is not what I believe as I meet others, but how Jesus would interact. A powerful book that struggles with the possibilities of religious pluralism from the perspective of Jesus. | https://www.prayerandpolitiks.org/what-are-you-reading-and-why/2018/07/09/toward-a-true-kinship-of-faiths.3182576 |
Practical Examination 0% Inter-professional class based meeting.
The Module introduces the student to the principles of inter-professional practice and offers the opportunity to apply these concepts to their own practice context. The Module uses blended learning in order to develop a range of skills and competencies for effective professional practice.
To provide an opportunity for students of health & social care, public health & associated disciplines to explore key theory, policy and practice elements of inter-professional practice from a user centred perspective.
To enable students to experience in a highly interactive way, inter-professional practice and organisational management in order to inform present and future practice.
To develop students’ capability to reflect upon their own experiences of inter-professional practice and explore both factors that influence this, including resource constraints and the ethical bases across the different professional groups and to see how common values may underpin effective practice.
To locate the changing nature of organisations and evaluate the implications for effective inter-professional working within a theoretical framework.
1. Identify and demonstrate skills necessary for inter-professional including communication, networking, team working and ethical decision making.
2. Discuss the central concepts of inter-professional practice and inter-professional working and be able to apply them to their own practice context.
3. Evaluate how different policies, professional codes, organisational frameworks and approaches impact on inter-professional practice with stakeholders, users and carers within a context of policy change.
4. Discuss critically the factors that promote or hinder inter-professional practice, including vision, culture, equality and diversity, joint solutions, accountability, risk management, information sharing and confidentiality.
5. Reflect on personal and professional self-awareness and critically analyse their practice and assumptions.
LITTLECHILD, B., & SMITH, R. S. (2013). A handbook for inter-professional practice in the human services - learning to work together. Harlow, Pearson.(E-resource).
ATWAL, A., & JONES, M. (2009). Preparing for Professional Practice in Health and Social Care. New York, NY, John Wiley & Sons. http://nbn-resolving.de/urn:nbn:de:101:1-2014121712692.
BAILEY, D., 2012. Interdisciplinary working in mental health: from theory to practice. Basingstoke: Palgrave Macmillan.
LEATHARD, A. (1994). Going inter-professional: working together for health and welfare. London, Routledge.
QUINNEY, A., & HAFFORD-LETCHFIELD, T. (2012). Interprofessional Social Work: Effective Collaborative Approaches. https://nls.ldls.org.uk/welcome.html?ark:/81055/vdc_100025425888.0x000001.
FAGEVIK-OLSEN, M., DEAN, E., MOFFAT, M., UMERAH, G., & BRUNO, S. (2015). “Best” Inter-Professional Practice in Healthcare. The International Journal of Health, Wellness, and Society. 5, 123-133.
MORRISON, M., & GLENNY, G. (2012). Collaborative inter-professional policy and practice: in search of evidence. Journal of Education Policy. 27, 367-386. | https://intranet.londonmet.ac.uk/module-catalogue/record.cfm?mc=SH7007 |
Objective: Write a persuasive, analytical essay of 1000-1250 words, demonstrating that you have joined this critical discussion on ethics in the time of coronavirus. Present and support your view clearly, with concrete, developed examples.
Prompt: To what extent do you agree or disagree with Todd Mays concept of the ethical web in his article, What is Making You Stay at Home Right Now? Why do you agree, or why do you disagree? How do you see yourself, in the midst of this pandemic, engaging with and exemplifying the ethical assumptions that May bases his argument on? Your answer to these questions will be the foundation of your thesis.
Requirements:
Incorporate Mays article and Camus The Plague to explore and support your thesis.
Include a Works Cited page with the MLA entries for the Todd May article and The Plague.
Structure: Below is a structure that might be helpful for you to use.
In your introduction, please introduce the concept of the ethical web, and make a claim (your thesis) stating the extent to which you agree or disagree with May. I suggest writing your introduction AFTER you have written the body of your essaybecause you might not know exactly what you think until you have written your thoughts out in the body.
For your first page or so, evaluate Mays articlefocus on his thesis and major supporting points. Make sure also to identify and evaluate the explicit and implicit assumptions in the article, including those assumptions that May disagrees with. Connect back to your own thesis at the end of this section.
For your second page or so, use Camus The Plague to explore Mays concept in greater depth by explaining the position the novel takes on the idea of the ethical web. That is, how much do you think the novel agrees or disagrees with May? Use specific evidence and quotation from The Plague to support your points. Connect back to your thesis at the end of this section.
Close the essay with a conclusion that rehearses the points you have made and discusses the implications of your thesis for the future. | https://www.topwritershub.net/the-ethical-web-camus-the-plague-and-covid-19/ |
Abstract:
Purpose: The purposes of this paper are to investigate the effects of integrated advertising formats on the persuasion of children, children’s awareness of the persuasive intent of these formats and how this awareness mediates the level of persuasion.
Design/methodology/approach: A one-factor between-subjects experiment was conducted among 117 boys from 8 to 12 years old.
Findings: This study showed that boys were more aware of the persuasive intent of a non-integrated catalog than of a brand-integrated magazine. In addition, higher awareness of the persuasive intent of the catalog enhanced persuasion in boys.
Research limitations/implications: This study only focused on boys’ responses and not on girls.Practical implicationsFindings imply that advertisers could focus on non-integrated print advertising formats, such as catalogs, to promote positive product attitudes among boys. Catalogs are also a more ethical way of communicating to boys because boys are generally aware of catalogs’ persuasive intent.
Social implications: This study implies that even if children have sufficient persuasion knowledge, they do not necessarily use it to critically evaluate advertising.
Originality/value: This paper is the first to systematically test the differences in effects of brand-integrated magazines versus catalogs targeted toward children. Importantly, it shows that persuasion knowledge plays a fundamentally different role in the persuasion process of children than of adults: awareness of the persuasive intent of catalogs increases persuasion among boys, whereas previous studies among adults showed opposite results. | http://perscom.socsci.uva.nl/publications/van-reijmersdal-e-a-rozendaal-e-buijzen-m-2015-boys%E2%80%99-responses-to-mixtures-of-advertising-and-editorial-content-in-magazines-young-consumers-163-251-263-doi-10-1108yc-10/ |
The purpose of this paper is to introduce the Ethical Positioning Index (EPI), an innovative ranking scale based on the ethical issues in brand positioning. This paper is based on the core idea that ethics can be used as a product differentiator and can create a strategic advantage.
Design/methodology/approach
Five basic elements of brand positioning, brand identity, brand image, brand personality, brand awareness, and brand communication, are blended with the three basic elements of ethics; beliefs, values, and symbols and customs. The EPI emerges from the established ethical brand positioning framework and the analysis from the conducted survey which was composed of brand positioning and ethics questions.
Findings
Consumer driven weights have been obtained and a mathematical model has been proposed to evaluate the total score and finally the ranking of the brands.
Research limitations/implications
The EPI parameters' weight will vary owing to the non‐existence of universal ethics and hence subsequently every cohort will have its own weight.
Practical implications
EPI will be an important tool from the managerial point of view as it serves as a step‐by‐step guide to compare the position of the brand in an integrated and ethical manner.
Social implications
The EPI will bring a change in the ideology of the brands, making them employ more ethical perspectives in their branding, which will be highly welcomed by consumers and society.
Originality/value
The role of ethics in brand positioning has been studied and blended to generate a novel‐ranking scale (EPI).
Keywords
Citation
Sagar, M., Khandelwal, R., Mittal, A. and Singh, D. (2011), "Ethical Positioning Index (EPI): an innovative tool for differential brand positioning", Corporate Communications: An International Journal, Vol. 16 No. 2, pp. 124-138. https://doi.org/10.1108/13563281111141651Download as .RIS
Publisher: | https://www.emerald.com/insight/content/doi/10.1108/13563281111141651/full/html?src=recsys |
General Education Learning Outcomes
WHAT IS A General education LEARNING OUTCOME?
A general education learning outcome is a statement that describes what a student should know or be able to do at the end of a general education course. General Education learning outcomes for a particular course are included in the course syllabus. The goal of the General Education Program is to cultivate the skills, knowledge, and values expected of all educated persons. To that end, HPU has defined 14 general education learning outcomes related to this goal. Each curricular area has 2 – 4 of these outcomes associated with its content. The specific outcomes can be found on the Curriculum Area pages listed in the menu to the right. In addition to the general education student learning outcomes, many general education courses also have course-specific student learning outcomes related to the subject matter of the course. Below are the 14 outcomes and their relation to the programmatic outcomes.
SKILLS (MĀKAU NAʻAUAO):
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AESTHETIC APPRECIATION AND EXPRESSION – Students engage in creative practices to interpret and express ideas through various art forms.
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CRITICAL THINKING – Students synthesize information, explain issues, analyze concepts and evidence, assess assumptions, define their own perspectives and positions, and evaluate the implications and consequences of their conclusions.
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INFORMATION LITERACY – Students locate, interpret, determine the credibility of, and use information effectively, ethically, and legally.
- ORAL COMMUNICATION – Students speak clearly and effectively for a variety of audiences and purposes.
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QUANTITATIVE REASONING – Students use quantitative reasoning to analyze problems and identify solutions.
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TEAMWORK – Students work effectively in teams.
- TECHNOLOGY AND INNOVATION – Students apply an understanding of technology to solve problems; explore innovative practices for acquiring, analyzing and sharing information; and understand the impact of technology on society.
- WRITTEN COMMUNICATION – Students write clearly and effectively for a variety of audiences and purposes.
KNOWLEDGE & PERSPECTIVES (`IKE):
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HISTORICAL AND CONCEPTUAL PERSPECTIVES – Students investigate and apply concepts from history or the humanities to describe and analyze phenomena over time.
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NATURAL SCIENCES – Students apply concepts from the natural sciences to describe, analyze, or explain natural phenomena.
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SUSTAINABILITY – Students identify how ecological, social, and economic systems work together to promote sustainable futures.
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SOCIETIES & CULTURES – Students explore cross-cultural perspectives that both distinguish and connect regions, countries, languages, and cultures.
VALUES (MEA WAIWAI):
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CIVIC ENGAGEMENT – Students identify and engage in efforts that constructively influence the public good.
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ETHICAL REASONING AND VALUES – Students identify, explain, and evaluate the ethical perspectives of others and themselves. | https://www.hpu.edu/gen-ed/student-outcomes.html |
Ethical Leadership Develops Moral Communities
Leaders in businesses and schools must determine what is right for their employees and students to ensure that the organization continues to improve. In many cases, improving the organization requires that the leader develop strategies and programs that will address ethnic, racial, and gender challenges. Overcoming the described challenges requires the leader to also use an ethical decision-making process.
An appropriate ethical decision-making process will ensure that the leader develops strategies and programs which are good for all persons in the organization.
That process begins with examining the ethical issue that is creating a challenge for the leader or organization. During this phase the leader must answer three essential questions: (1) Have I defined the problem accurately? (2) How would I define the problem if I stood on the other side? How did this situation occur in the first place? In the second phase the leader must identify alternative courses of action and then test for right-versus wrong issues.
In the third phase the leader must project the probable consequences. This requires that the leader to respond to the following questions: (1) Whom could my decision or action injure? (2) Could you disclose without qualms your decision or action to your executive, manager, school board, superintendent, family, or society? (3) Test for right versus-wrong values. While testing for right-versus-wrong values the leader must also evaluate the short-term versus long-term consequences.
In the fourth phase the leader must find a fit to solve the challenge that is facing the organization. The leader must also determine under what condition he/she would allow exceptions to stand.
During the final phase the leader should revisit and reflect on his/her decision. After the revision and reflection process the leader must overcome the ethical challenge by developing a moral community.
- The leader and individuals in the organization must become committed to developing a moral community.
- The leader develops competence by collectively including all individuals to ensure that all stakeholders learn and improve together.
- The leader can guarantee contribution by using individuals talents to collectively develop the moral educational community.
- The leader develops collaboration by identifying various groups at higher levels that can assist with developing the moral community.
- The leader facilitates second-order change which corresponds to continuity.
- The leader raises the conscience of the organization by communicating moral expectations appropriately.
- Finally the leader must facilitate conversation by sharing and making community moral values that build relationships and solve moral problems. | https://thepromisedlandministry.com/leadership/ethical-leadership-develops-moral-communities/ |
- Over the life-cycle, wealth holdings tend to be highest in the early part of retirement. The quality of financial decisions among older adults is therefore an important determinant of their financial security during the asset drawdown phase. This paper assesses how financial literacy shapes financial decision-making at older ages. We devised a special module in the Singapore Life Panel survey to measure financial literacy to study its relationship with three aspects of household financial and investment behaviors: credit card debt repayment, stock market participation, and adherence to age-based investment glide paths. We found that the majority of respondents age 50+ has some grasp of concepts such as interest compounding and inflation, but fewer know about risk diversification. We provide evidence of a statistically significant positive association between financial literacy and each of the three aspects of suboptimal financial decision-making, controlling for many other factors, including education. A one-unit increase in the financial literacy score was associated with an 8.3 percentage point greater propensity to hold stocks, and a 1.7 percentage point higher likelihood of following an age-appropriate investment glide path. The financial literacy score is only weakly positively linked with timely credit card balance repayment, both in terms of statistical significance and estimate size.
- How persistent low expected returns alter optimal life cycle saving, investment, and retirement behavior (2017)
- This Chapter explores how an environment of persistent low returns influences saving, investing, and retirement behaviors, as compared to what in the past had been thought of as more “normal” financial conditions. Our calibrated lifecycle dynamic model with realistic tax, minimum distribution, and Social Security benefit rules produces results that agree with observed saving, work, and claiming age behavior of U.S. households. In particular, our model generates a large peak at the earliest claiming age at 62, as in the data. Also in line with the evidence, our baseline results show a smaller second peak at the (system-defined) Full Retirement Age of 66. In the context of a zero-return environment, we show that workers will optimally devote more of their savings to non-retirement accounts and less to 401(k) accounts, since the relative appeal of investing in taxable versus tax-qualified retirement accounts is lower in a low return setting. Finally, we show that people claim Social Security benefits later in a low interest rate environment.
- How ordinary consumers make complex economic decisions: financial literacy and retirement readiness (2010)
- This paper explores who is financially literate, whether people accurately perceive their own economic decision-making skills, and where these skills come from. Self-assessed and objective measures of financial literacy can be linked to consumers’ efforts to plan for retirement in the American Life Panel, and causal relationships with retirement planning examined by exploiting information about respondent financial knowledge acquired in school. Results show that those with more advanced financial knowledge are those more likely to be retirement-ready.
- Will they take the money and work? An empirical analysis of people's willingness to delay claiming social security benefits for a lump sum (2015)
- This paper investigates whether exchanging the Social Security delayed retirement credit, currently paid as an increase in lifetime annuity benefits, for a lump sum would induce later claiming and additional work. We show that people would voluntarily claim about half a year later if the lump sum were paid for claiming any time after the Early Retirement Age, and about two-thirds of a year later if the lump sum were paid only for those claiming after their Full Retirement Age. Overall, people will work one-third to one-half of the additional months, compared to the status quo. Those who would currently claim at the youngest ages are likely to be most responsive to the offer of a lump sum benefit.
- Annuities for an ageing world (2002)
- Substantial research attention has been devoted to the pension accumulation process, whereby employees and those advising them work to accumulate funds for retirement. Until recently, less analysis has been devoted to the pension decumulation process – the process by which retirees finance their consumption during retirement. This gap has recently begun to be filled by an active group of researchers examining key aspects of the pension payout market. One of the areas of most interesting investigation has been in the area of annuities, which are financial products intended to cover the risk of retirees outliving their assets. This paper reviews and extends recent research examining the role of annuities in helping finance retirement consumption. We also examine key market and regulatory factors.
- Financial literacy among the young: evidence and implications for consumer policy (2010)
- We examined financial literacy among the young using the most recent wave of the 1997 National Longitudinal Survey of Youth. We showed that financial literacy is low; fewer than one-third of young adults possess basic knowledge of interest rates, inflation, and risk diversification. Financial literacy was strongly related to sociodemographic characteristics and family financial sophistication. Specifically, a college-educated male whose parents had stocks and retirement savings was about 45 percentage points more likely to know about risk diversification than a female with less than a high school education whose parents were not wealthy. These findings have implications for consumer policy. JEL Classification: D91
- Planning and financial literacy : how do women fare? (2008)
- Many older US households have done little or no planning for retirement, and there is a substantial population that seems to undersave for retirement. Of particular concern is the relative position of older women, who are more vulnerable to old-age poverty due to their longer longevity. This paper uses data from a special module we devised on planning and financial literacy in the 2004 Health and Retirement Study. It shows that women display much lower levels of financial literacy than the older population as a whole. In addition, women who are less financially literate are also less likely to plan for retirement and be successful planners. These findings have important implications for policy and for programs aimed at fostering financial security at older ages.
- Money in motion: dynamic portfolio choice in retirement (2007)
- Retirees confront the difficult problem of how to manage their money in retirement so as to not outlive their funds while continuing to invest in capital markets. We posit a dynamic utility maximizer who makes both asset location and allocation decisions when managing her retirement financial wealth and annuities, and we prove that she can benefit from both the equity premium and longevity insurance in her retirement portfolio. Even without bequests, she will not fully annuitize; rather, her optimal stock allocation amounts initially to more than half of her financial wealth and declines with age. Welfare gains from this strategy can amount to 40 percent of financial wealth (depending on risk parameters and other resources). In practice, it turns out that many retirees will do almost as well by purchasing a variable annuity invested 60/40 in stocks/bonds. JEL Classification: G11, G23, G22, D14, J26, H55
- The victory of hope over Angst? : Funding, asset allocation, and risk-taking in german public sector pension reform (2007)
- Public employee pension systems throughout the developed world have traditionally been of the pay-as-you-go (PAYGO) defined benefit (DB) variety, where pensioner payments are financed by taxes (contributions) levied on the working generation. But as the number of retirees rises relative to the working-age group, such systems have begun to face financial distress. This trend has been exacerbated in many countries, among them Germany, by high unemployment rates producing further deterioration of the contribution base. In the long run, public sector pension benefits will have to be cut or contributions increased, if the systems are to be maintained. An alternative path sometimes offered to ease the crunch of paying for public employee pensions is to move toward funding: here, plan assets are gradually built up, invested, and enhanced returns devoted to partly defray civil servants’ pension costs. In this study, we evaluate the impact of introducing partial prefunding, paired with a strategic investment policy for the German federal state of Hesse. The analysis assesses the impact of introducing a supplementary tax-sponsored pension fund whose contributions are invested in the capital market and used to relieve the state budget from (some) pension payments. Our model determines the expectation and the Conditional Value-at-Risk of economic pension costs using a stochastic simulation process for pension plan assets. This approach simultaneously determines the optimal contribution rate and asset allocation that controls the expected economic costs of providing the promised pensions, while at the same time controlling investment risk. Specifically, we offer answers to the following questions: 1. How can the plan be designed to control cash-flow shortfall risk, so as to mitigate the potential burden borne by future generations of taxpayers? 2. What is the optimal asset allocation for this fund as it is built up, to generate a maximum return while simultaneously restricting capital market and liability risk? 3. What are reasonable combinations of annual contribution rates and asset allocation to a state-managed pension fund, which will limit costs of providing promised public sector pensions? We anticipate that this research will interest several sorts of policymaker groups. First, focusing on the German case, the state and Federal governments should find it relevant, as these entities face considerable public sector pension liabilities. Second, our findings will also be of interest to other European countries, as most have substantial underfunded defined benefit plans for civil servants. In what follows, we first offer a brief description of the structure of civil servant pensions in Germany, focusing on their benefit formulas, their financing, and the resulting current as well as future plan obligations for taxpayers. Next, we turn to an analysis of the actuarial status of the Hesse civil servants’ pension plan and evaluate how much would have to be contributed to fund this plan in a nonstochastic context. Subsequently we evaluate the asset-liability and decision-making process from the viewpoint of the plan sponsor, to determine sensible plan asset allocation behavior. A final section summarizes findings and implications.
- Time is money: life cycle rational inertia and delegation of investment management : [Version November 2013] (2013)
- We investigate the theoretical impact of including two empirically-grounded insights in a dynamic life cycle portfolio choice model. The first is to recognize that, when managing their own financial wealth, investors incur opportunity costs in terms of current and future human capital accumulation, particularly if human capital is acquired via learning by doing. The second is that we incorporate age-varying efficiency patterns in financial decisionmaking. Both enhancements produce inactivity in portfolio adjustment patterns consistent with empirical evidence. We also analyze individuals’ optimal choice between self-managing their wealth versus delegating the task to a financial advisor. Delegation proves most valuable to the young and the old. Our calibrated model quantifies welfare gains from including investment time and money costs, as well as delegation, in a life cycle setting. | http://publikationen.ub.uni-frankfurt.de/opus4/solrsearch/index/search/searchtype/authorsearch/author/Olivia+S.+Mitchell |
Early Childhood and Neuroscience is a practical guide to understanding the complex and challenging subject of neuroscience and its use (and misapplication) in early childhood policy and practice.The author begins by introducing the definition and history of neuroscience. The reader is then led through structured chapters discussing questions such as: Why should practitioners know about neuroscience? How can neuroscience help practitioners better provide for babies and children? and Is it relevant? Topics covered include the nature vs. nurture debate through the lens of neuroscience, epigenetics, the first 1001 days and a discussion on just how critical the first three years of life are to healthy brain development.
The book provides a balanced overview of the debates by weaving discussion on the opportunities of using neuroscience in early childhood practice with examination of the limitations and ethical implications throughout the chapters. This enables students to inform their own opinions about the discipline and its use in their future practice.
Clear explanations of the main terms and theories are complemented with illustrative case studies of cutting-edge research from around the world, a glossary of key terms and suggestions for further reading. Reflective discussion questions give students the chance to apply their theoretical knowledge to real-world contexts. These features encourage and support independent critical thinking, helping students to reflect on, evaluate and analyse a range of ideas, research findings and applications for their own future early childhood practice. | http://www.bookseducation.co.uk/early-childhood-neuroscience-theory-research-implications-practice-p-3277.html?osCsid=601u4674sc7rui23p8c4m4otv2 |
Both the new sentencing measures described earlier and aspects of the Criminal Justice Act 1991 have major practical and ethical implications for mental health clinicians and services in England, including being likely to involve particularly psychiatrists more directly in the sentencing process. (i!,) For example, Sections 4 and 2(2)b of the Criminal Justice Act 1991, which allow the imposition of 'longer than normal' sentences on the basis of risk to the public, infer direct involvement of psychiatrists in sentencing,(42) since professional risk assessment can be used in determining the length of punishment. Similarly, the the recent announcement by the United Kingdom Home Secretary of a 'reviewable order' for both convicted and unconvicted and treatable and untreatable psychopaths,(43) which will depend upon 'diagnosis' of a legal concept of 'severe personality disorder' and risk assessment by mental health professionals, challenges both the validity and reliability of diagnosis and risk assessment and also the ethical nature of forensic psychiatric practice per se.
The ethics of psychiatric involvement in the criminal justice system is particularly highlighted by the latter, at least partial, shift in psychiatric jurisprudence in the United Kingdom away from the traditional welfare model and towards a justice model, focusing particularly on both punitive and public protective sentencing even of MDOs. This has profound professional ethical implications. Going beyond the United Kingdom, consideration of the involvement of psychiatrists in the 'ultimate punishment' of execution is useful in the same context. Whilst reflecting identical ethical issues concerning professional involvement in the criminal justice system relating to any degree of punishment, capital punishment focuses the ethical analysis most acutely. Ultimately, medical involvement in any degree of punishment, or in public protection, can be seen in terms of juxtaposition of the ethical role of the individual 'doctor as doctor' versus 'doctor as citizen'.
The latter distinction leads naturally to consideration again of confidentiality, this time as the primary focus of such ethical 'dual functioning' by doctors in a forensic context. As already inferred, in England and Wales the decision of the Court of Appeal in W v. Egdelf36) concerning breach of confidence in the public interest (in relation to a detained patient) and aspects of both the Crime (Sentences) Act 1997 and the Criminal Justice Act 1991 (in relation to sentencing) have important implications for psychiatrists. Information may be gained under the cloak of a clinical evaluative purpose, with a view to possible discharge from hospital or to 'therapeutic sentencing' to hospital, but then used by a court (or even by the doctor him- or herself) to achieve public protection through judicial (or medical) perception of increased risk arising out of the same (originally clinically acquired) information. One way of attempting to deal with this difficult issue of clinical confidentiality in a 'non-privileged' legal situation is by way of the ethical notion of a 'confidentiality contract'. (44> This emphasizes the role of the defendant (or detained patient) in taking his or her own 'confidentiality risks', based upon the clinician openly offering knowledge to him or her of his or her legal situation during psychiatric assessment. However, ultimately even this approach can offer only a limited degree of protection against the tension (again) between welfare and justice, where one set of information or professionals is used towards two social purposes. In the end, is the psychiatrist assessing a defendant for possible welfare sentencing to hospital, or for possible discharge from detention in hospital, to give an explicit warning to the defendant in advance of interviewing him or her? To do so may cause the defendant to remain silent, potentially to his or her mental health disadvantage. Not to do so may risk the doctor becoming a route to increased punishment or preventive detention. The same problem is reflected even at the earlier stage of assessment for trial, since an interview towards the possibility of finding a mental condition defence may also reveal information relevant to guilt or innocence per se. | https://www.alpfmedical.info/mental-health/psychiatric-ethics-punishment-and-public-protection.html |
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The Good Place? Reflections on Narrative Ethics in Singapore: a reflection on media consumption and ethics.
Karim Khan
University of Cambridge
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The Influence of Art on LGBTQ+ Acceptance in China: A Conversation With the Arti5+ Project Leaders: An interview with the leaders of the ‘Arti5+’ project, a group aiming to change Chinese perceptions of the LGBTQ+ community.
Will Sutherland
Yale University
Latest Article:
The Art of Successful Code-Switching: A disscussion of the roots of code switching in the experience of a queer male.
Oliver Smith
University of Oxford
Latest Article:
The Persistence of Homophobic Language in France: Confronting the remnants of homophobia that linger within the modern French language.
Zoe Graveline
The New School
Latest Article:
Silicon Valley: Queerness in the Age of the Internet: A focus on the experiences of queer people in the US region 'Silicon Valley
Caitlin Farrell
University of Cambridge
Latest Article:
Oscar Wilde & the Met Gala: The Aesthetic Embrace of Catholic Queerness: an analysis of the legacy of the queer Irish writer Oscar Wilde in relation to his reception in England from a modern Catholic perspective. | https://www.panoramicthemagazine.com/writers |
Students will:
· Develop effective documentation skills for group therapy sessions *
· Develop diagnoses for clients receiving group psychotherapy *
· Evaluate the efficacy of cognitive behavioral therapy for groups *
· Analyze legal and ethical implications of counseling clients with psychiatric
disorders *
ASSIGNMENT
Select two clients you observed or counseled this week during a group therapy session. Note: The two clients you select must have attended the same group session.
Then, in your Practicum Journal, address the following:
· Using the Group Therapy Progress Note in this week’s Learning Resources,
document the group session.
· Describe each client (without violating HIPAA regulations), and identify any
pertinent history or medical information, including prescribed medications.
· Using the DSM-5, explain and justify your diagnosis for each client.
· Explain whether cognitive behavioral therapy would be effective with this group.
Include expected outcomes based on this therapeutic approach.
· Explain any legal and/or ethical implications related to counseling each client.
· Support your approach with evidence-based literature.
Learning Resources
Required Readings
Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.
Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Bjornsson, A. S., Bidwell, L. C., Brosse, A. L., Carey, G., Hauser, M., Mackiewicz Seghete, K. L., … Craighead, W. E. (2011). Cognitive-behavioral group therapy versus group psychotherapy for social anxiety disorder among college students: A randomized controlled trial. Depression and Anxiety, 28(11), 1034–1042. doi:10.1002/da.20877
Safak, Y., Karadere, M. E., Ozdel, K., Ozcan, T., Türkçapar, M. H., Kuru, E., & Yücens, B. (2014). The effectiveness of cognitive behavioral group psychotherapy for obsessive-compulsive disorder. Turkish Journal of Psychiatry, 25(4), 225–233. Retrieved from http://www.turkpsikiyatri.com/
Document: Group Therapy Progress Note (SEE ATTACHED PROGRESS NOTE)
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Do you have an upcoming essay or assignment due? | https://domyassignment24x7.com/mental-health-practicum-week-8-journal-entry/ |
The UNESCO World Congress conception of the basic Aim of Disarmament Education is “… how to think about disarmament rather than what to think about it. Disarmament education should therefore be problem-centered so as to develop the analytical and critical capacity to examine and evaluate practical steps towards the reduction of arms and the elimination of war as an acceptable international practice (“World Congress on Disarmament Education: Report and Final Document,” Section II.A.8.); and that Human beings interpret and understand experience, including values and moral and political choices, through frames of reference, which include employing methodologies of reflective inquiry, in order for future citizens to learn how to think, they need to be exposed to various frameworks and methodologies of thinking within particular domains of reflective understanding.
Disarmament and social transformation toward a climate of peace require a shift in security and world order paradigms (the frameworks of thought that justify and legitimate various strategies and actions pertaining to governmental policy, including the development and deployment of military force). In turn, peace and disarmament education should entail an understanding of and reflective inquiry into historical, current, and alternative security and world order paradigms.
Regarding the consideration of peace and disarmament, we can look to and reflect upon the frames of reference that have historically guided understanding and practice of security and world order. While acknowledging the multi-dimensionality of the issue, this reflection will be focused on both ethical and critical reflective inquiry.
Based upon the above orientation the workshop will engage participants in the process of ethical reflective inquiry regarding paradigms of security and world order, and its implications for disarmament. This engagement will model a pedagogy of ethical reflective inquiry that can be replicated in a number of different educational contexts.
disarmament. This engagement will model a pedagogy of ethical reflective inquiry that can be replicated in a number of different educational contexts. | https://www.ipb2016.berlin/half-day-workshop-disarmament-education-imperative-for-peace-monday-oct-3-9am-1pm-room-h-3005/ |
Honesty, integrity and trust, together with the display and maintenance of high standards of professional conduct and competence lie at the heart of best practice in business management and leadership. High standards apply equally to the personal behaviour of professional managers; to working relationships with team members; other colleagues and stakeholders; to the management and leadership activities undertaken on behalf of an employing organisation; and to actions which have an impact on society at large. In order to maintain high standards in recent years improvements in corporate governance have been orchestrated at a global level. International bodies such as the Organisation for Economic Development (OECD) have developed internationally acceptable standards of corporate governance, which comprise a complex web including the legislative framework, the characteristics of organisations and how they relate to the whole system. There is a focus on shareholder and stakeholder relations and accountability in the performance of boards of directors, auditors and the accounting function. Attention is paid to the ways in which companies are controlled and run, including their ethical approach and their approach to social responsibilities.
This module provides students with opportunities to develop their understanding of crucial elements of managing and leading modern businesses including business policy, governance, business ethics, and corporate social responsibility, and the impact of these on the internal dynamics of an organisation.
The aim of this module is to enhance students’ knowledge of managing and leading at senior levels in organisations, including their understanding of:
Recent developments in corporate governance and accountability;
Business ethics, and the place of ethical theory in business;
The difference between ethics and corporate social responsibility.
Prior learning requirements
All core modules at levels 4 and 5
Syllabus
Those in management and leadership positions are increasingly called to account for their behaviour. It behoves them to have an in-depth understanding of the basics of good governance and the place of business policy and ethics in governing their organisations/units. In addition there is a need, and legal obligation, for organisations to manage responsibly and behave ethically in relation to social, cultural, economic and environmental issues.
The four main themes in this module are directly related to the learning outcomes
Corporate Governance: which refers to the processes and relations by which organisations are controlled and directed. Governance structures involve identifying the distribution of rights and responsibilities among employees of the corporation including the rules for making decisions in corporate affairs. Corporate governance is seen as an important element of organisations in light of a number of large organisations involved in accounting fraud in 2001-2002 and more recently following the financial crisis in 2008. LO1
Business Policy: is distinct from governance but is aligned with it because it includes the development of appropriate policies and strategies that meet stakeholder interests in a changing environment, and it involves the use of risk management techniques and business continuity planning to help maximise achievement of strategic objectives. LO2
Business ethics: often seen as overlapping with corporate social responsibility, and although related are diverging fields of study. A sound understanding of the main ethical theories, Utilitarianism, Kantianism, Liberal Individualism and Communitarianism, provide managers and leaders with a greater breadth of knowledge from which to draw in diverse situations, and on which to base their judgements and evaluate their decisions. LO3
Corporate Social Responsibility is a diverse field in its own right covering such topics the approach to stockholders and the approach to stakeholders, the former of which is underpinned by Utilitarianism and the latter by Kantianism. Managers and leaders need to be fully aware of their responsibility to their employees, their customers, their organisations in general and to the wider environment. LO4
Balance of independent study and scheduled teaching activity
As one of the final modules in the course high levels of reflexive learning and reflexivity are expected. A blended approach is evident in the mixture of lectures, flipped classes, workshops, VLE activities, and guest lectures.
Learning outcomes
These learning outcomes are based on the integration of the Quality Assurance Agency for higher education (QAA) subject benchmark statement requirements and the CMI requirements.
On successful completion of this module students will be able to:
LO1: distinguish between the various theories of governance including
Institutional theory, Isomorphism, Resource dependency theory, Agency theory,
and Stewardship theory and the impact of each on business policy;
LO2: critically evaluate business policy and discuss the development of appropriate policies and strategies within a changing environment to meet stakeholder
interests;
LO3: evaluate actions as right or wrong in various business cases in relation to the four main ethical theories of Utilitarianism, Kantianism, Liberal Individualism, and Communitarianism and discuss contemporary trends in ethical theory in terms of diversity, discrimination and harassment in the workplace;
LO4: evaluate stockholder management versus stakeholder management in terms of
corporate social responsibility.
Assessment strategy
The assessment strategy is designed to enhance students learning in relation to the four learning outcomes. There are three assessment points. The first is a coursework of 2,500 words on a case study which assesses students’ understanding of governance and the implications of business policy on governance and on the management and leadership of organisations.
The second assessment is a group presentation on how ethical theory can be applied to enhance recruitment, remuneration and diversity, and mitigate against discrimination and harassment.
The final assessment point is a coursework of 2,000 words on the application of corporate social responsibility both internally and externally in a wider environmental context.
Bibliography
Textbooks:
Core Texts:
Arnold, D.G. Beauchamp, T.L. & Bowie, N.E. (2013) Ethical Theory and Business. (9th edn) NJ: Pearson.
Benn, S. and Dunphy, D. (Eds) (2007) Corporate Governance and Sustainability:
Challenges for Theory and Practice. Abingdon: Routledge.
Crane, A., & Matten, D. (2007) Business Ethics. (2nd Edn) Oxford: OUP
Nordberg, D.(2010) Corporate Governance: Principles And Issues. London: Sage
Solomon, J. (2007) Corporate Governance and Accountability. Chichester: Wiley.
Scott, W.R. (2003) Organisations: Rational, natural and Open systems. NJ: Prentice Hall.
Tricker, R.I. (2015) Corporate Governance: Principles, Policies, and Practices. Oxford:OUP
Other Texts:
DiMaggio, P.J. & Powell, W.W. (1991) The iron cage revisited Institutional isomorphism and collective rationality. In Powell, W.W. and DiMaggio, P.J (eds) The new institutionalism in organisational analysis. Chicago: UCP.
Griseri, P. & Seppala, N (2010) Business Ethics and Corporate Social Responsibility. London: Cengage.
Jennings, Marianne M. ((2012) Business Ethics: Case Studies and Selected Readings (7th edn) UK: Cengage.
Journals:
To be added
Websites:
To be added
Electronic Databases: | https://intranet.londonmet.ac.uk/module-catalogue/record.cfm?mc=MN6066 |
In over 85% of plant species, the carbon dioxide (CO2) that enters a leaf is converted by the enzyme Rubisco into a carbohydrate made up of three carbon atoms, known as 3-phosphoglycerate (PGA). These plants are called C3 plants and include rice, cassava, all legumes, and wheat. Rubisco is an inefficient enzyme because it cannot distinguish between CO2 and oxygen molecules. Around 35% of the time, Rubisco binds with oxygen instead of CO2, resulting in wasted energy and reduced photosynthesis.
Cyanobacteria (blue-green algae) have overcome the limitation of Rubisco through the evolution of mini-organelles called carboxysomes, which allow the elevation of carbon dioxide around Rubisco, but requiring the participation of active molecular pumps for bicarbonate accumulation in the cell. Concentrations of carbon dioxide near the site of Rubisco are so high inside carboxysomes that oxygen cannot generally bind with the enzyme, thereby suppressing photorespiration. Photosynthesis in our crops takes place in small organelles within the cells of leaves, called chloroplasts, which evolved from cyanobacteria. Our mathematical modeling suggests that a large increase in photosynthesis could be achieved by re-engineering the active bicarbonate pumps and carboxysome structures into modern plant chloroplasts. RIPE is attempting this re-engineering, as well as sourcing bicarbonate pumps from the green micro-alga, Chlamydomonas. Many proteins are required to form carboxysomes and active pumps, making this is a particularly high-risk strategy, but one that could pay maximum dividends. | https://ripe.illinois.edu/objectives/algal-mechanisms |
18 Feb. 2019. An agricultural research lab uses genetic engineering and gene silencing to produce crop plants that increase their yields by more than 40 percent. A team from University of Illinois in Urbana described their techniques and results on Saturday at the American Association for Advancement of Science or AAAS annual meeting, and last month in the journal Science.
Researchers from the University of Illinois genomic biology institute led by plant biologist Donald Ort, with colleagues from the Agricultural Research Service at U.S. Department of Agriculture, are seeking more efficient photosynthesis processes that convert sunlight, carbon dioxide, and nutrients into larger and more plentiful plant life. While advances in plant science called the Green Revolution produce significantly more crops than before, say the researchers, the photosynthesis process remains inefficient, requiring large energy inputs. A more efficient photosynthesis process could make it easier and cheaper to produce more crops, needed to feed an exploding global population.
A key stumbling block in making photosynthesis more efficient is the plant enzyme ribulose-1,5-bisphosphate carboxylase/oxygenase or Rubisco that absorbs and converts carbon dioxide in the air to sugar. But that process is slow and prone to errors, since Rubisco cannot always discriminate between oxygen and carbon dioxide. The confusion between oxygen and carbon dioxide leads to toxic by-products in the plants, requiring an additional process known as photorespiration to recycle those by-products. That extra process involves 3 different parts of plant cells to recycle the toxins, which needs considerable energy and detracts from the plant’s photosynthesis.
“Crops like soybean and wheat waste more than 30 percent of the energy they generate from photosynthesis dealing with this glitch,” says Ort in a statement from the project’s sponsor Realizing Increased Photosynthetic Efficiency or RIPE, “but modeling suggested that photorespiratory shortcuts could be engineered to help the plant conserve its energy and reinvest it into growth.” That modeling led Ort and colleagues to try 3 different methods to make a plant’s metabolic system more efficient.
The researchers worked with tobacco plants to test these different techniques, since tobacco is easier to modify and it produces larger leaves than most plant crops. The team engineered the tobacco genome with combinations of genes governing metabolic processes in algae and E. coli bacteria, a well-researched microorganism. Initial greenhouse tests showed some increases in photosynthesis efficiency, but another part of the recycling process in the plant’s metabolism, which restricts the elimination of the toxins, limited those gains.
As a result, the researchers added another step to the process called RNA interference. RNA is made up of nucleic acids produced by genes with the instructions to cells coded from DNA to produce proteins. With RNA interference, those instructions are interrupted or silenced, preventing production of proteins from specific genes, while limiting the effects on other genes, RNA, and proteins.
The team then tested the most promising genetic engineering strategy, both with and without RNA interference. In tobacco plants grown under real-world conditions in the field over 2 growing seasons, plants with both the re-engineered photorespiration processes and RNA interference grew more than 40 percent more biomass than wild-type tobacco, while genetic engineering alone yielded 25 percent more biomass.
Ort expects that translating these techniques into food crops could take as long as 15 years, due in part to regulatory approvals. But RIPE, funded by the Bill and Melinda Gates Foundation and others, says small growers in developing regions will have royalty-free access to seeds produced with this technology.
More from Science & Enterprise: | https://sciencebusiness.technewslit.com/?p=36010 |
Setting out guiding principles for working together, even when you can’t all be in one place.
About the organisation
Capita is a consulting, digital services and software business. Every day our 61,000 colleagues in the UK and across the world help millions of people, by delivering innovative solutions to transform and simplify the connections between businesses and customers, governments and citizens. We partner with clients and provide the insight and cutting-edge technologies that give time back, allowing them to focus on what they do best and making people’s lives easier and simpler.
What challenges were you trying to address?
During the pandemic, we’re proud to have been asked by the government to explore more than 100 situations to support the COVID-19 response to date and are also supporting our private sector clients to respond to higher demand from their customers. This has already included work for the NHS and other healthcare support, such as helping the NHS onboarding process for thousands of returning doctors and nurses; enabling government to communicate with, and support, vulnerable people during the crisis; providing digital technology to a London health trust; contributing resource to healthcare call centres; and being part of an initiative to set up health testing centres. Much of this work is being delivered by people working from home.
Like all companies, we have been taking measures to keep our colleagues safe, while continuing to provide a great service to our clients and their customers. This involves learning to work differently. For many, they will be working from home for the first time, for others they will be furloughed or continuing to work from an office but with new distancing measures in place.
What goals or outcomes did Capita want to achieve?
We wanted to create a framework for our colleagues, wherever they work, so that they feel connected and supported, while remaining true to Capita’s values. That is why we developed our “working apart but together” pledge.
What was your solution?
We created our “working apart but together” pledge with five commitments to act as a conversation starter between managers and their teams. It involves:
- Setting boundaries – Create your own personal routine, with clear start and finish times along with breaks, and respecting the boundaries of others
- Trusting each other – We all have different priorities, we must trust each other to work flexibly around other commitments
- Remaining connected – When you would have spoken to someone in the office, use video chat so you still have interaction
- Prioritising wellbeing – Taking time for yourself to exercise, taking annual leave and prioritising your mental health
- Making time to check in – Always take time to check in on colleagues, and take time for virtual coffee breaks and socials to support each other, not just on work challenges.
Looks great, 'one page flyer' style, will encourage everyone to read rather than pages of information, well laid out, concise and informative for those who don't work from home as well as those who do, just a reminder that everyone should take the pledge.— Capita colleague feedback
How did you roll out your solution?
We started by identifying a number of challenges around home working that a number of our colleagues were experiencing. Working with our internal forums we developed the pledge so that it was relevant to the issues faced by our teams.
Following this, we distributed it to managers and then colleagues through our usual internal emails, and on Yammer, encouraging managers to check in with their teams, discuss home working and the pledge.
Our aim is to have the pledge act as a conversation starter within teams and with managers, encouraging colleagues to reflect on their own situation and what they can do to improve the way they work. We are not requiring colleagues to sign it to avoid it becoming a tick box exercise.
What have the results been?
It remains too early to tell the full results yet, but we have had really positive feedback from colleagues across the business. This pledge is part of our continued commitment to our colleagues, and to keeping them safe, while continuing to operate effectively.
What advice would you give to organisations who want to support the carers in their workforce?
The critical part is engaging with colleagues. Any working pledge has to be built for employees, with employees, responding to their needs and thoughts. We have an internal sounding board of people working in all parts of the business at all seniority levels, who had the opportunity to feed in, suggest changes to the content and ensure that it was accurate and effective. We also needed to bear in mind that not all staff are working from home, for example those doing essential tasks which can’t be done remotely - many teams are working in different ways. | https://www.cbi.org.uk/articles/capita-working-apart-but-together/ |
The year is quickly winding down to the end and it’s a great time to begin to reflect on what you have accomplished, what you have learned, what you are planning to take with you into the New Year and what you are planning to leave behind. But why should you reflect? Is it helpful?
The answer is an astounding yes! When you reflect, you are taking the time to slow yourself down and process your trajectory towards your goals. For some people, a goal may be to pay down debt, and for others it may be to be more present when spending time with family. Regardless of what the goal is, reflecting on your goal, is a time to check-in to see how you are doing. This is how you know if you should continue to do what you are doing, because you know it is working. Or it’s a time to change what you are doing, because it is clearly not working!
Reflecting should be done more regularly as opposed to at the end of the year, but it is a clear indication of a time for change. I highly suggest, that as a way to reach any goal, is to give yourself some time to reflect on what has been working and what has not. Below you will find some questions to help guide you as you begin to reflect on this past year and begin to look forward to the New Year. As you process your responses to these questions, know that there is no right or wrong answer. Be truthful and genuine with yourself.
Questions to ask yourself when reflecting
I hope this exercise provided you with some insight about yourself and helped you process where you currently stand with your personal goals. If you would like to learn more on how to stick with your goals and process more about staying motivated, feel free to contact me to see if it would be a good fit.
By: Priscilla L. Rodriguez, M.S., LMFT
I specialize in working with couples and individuals stick to goals when it comes to changing lifestyles and working towards self-improvement and personal growth. Be sure to check out this upcoming workshop on goal setting and this online class on setting goals together as a couple.
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From Priscilla:
I'm happy that you have found your way here, you will find information to help you gain insight on yourself and your relationship. Know that the information provided here is not a substitute for therapy. I specialize in working with couples and individuals who are pursuing to improve their relationships. Feel free to give me a call or send me an email for your free consultation. Follow me on Instagram and Facebook to receive other tips and advice on connecting with others and enhancing your life. | https://www.modernwellnesscounseling.com/blog/how-you-can-reflect-on-the-year |
Many of us experience times when we feel overworked, unappreciated, and powerless over our work or life situations. However, prolonged high levels of stress that go unchecked can lead to burnout. If you experience this most of the time, then you may be headed towards burnout. Burnout happens gradually, however, there are physical, emotional, and behavioral signs that may be subtle at first but get worse over time.
Warning Signs of burnout:
Some of the physical signs include feeling drained most of the time, changes in appetite, fatigue, frequent headaches, insomnia, and muscle pains.
Some of the emotional signs include feeling helpless, loss of motivation, detachment, decreased satisfaction, losing sight of yourself and your goals, a sense of failure, and self-doubt.
Some of the behavioral signs include irritability, isolating from others, withdrawing from responsibilities, difficulty maintaining relationships, procrastinating, and using food, alcohol, or drugs to cope.
Tips to Fight Burnout
Prioritize your health, sleep, and exercise
How we treat our bodies has a huge impact on our mood and energy levels. We all know that it’s important to get enough sleep, eat well and exercise however when we are experiencing burnout these three things are essential.
Take breaks
Schedule time in your day for breaks to reenergize. Step away from your workspace and leave the digital devices behind. Eat lunch away from your workspace. Take a walk. Read something interesting. Even a short 10 minutes away from your workspace can give you a boost of energy.
Set boundaries
Set boundaries on your time, commitments, and responsibilities. Be intentional with your time. Honor your work schedule by starting and stopping at your scheduled times, log off when you’re done, turn off your work phone and close your email.
Before accepting another responsibility or commitment take a minute to think about how much time and energy will be required of you and pause to ask yourself, Do I really have the time or energy for this?
Say no. Don’t overextend yourself. This is easier said than done, however saying no allows you more time for things you actually want to do and time to complete things you have to do and do them well.
Find meaning
Changing your view of the work you do can help you regain a sense of purpose. Try to connect your work to a personal or professional goal, focus on the aspects of your job that you do enjoy, or reflect on why the work you do matters.
Focus on the other aspects of your life that give you meaning and satisfaction: family, friends, community, and interests.
Talk to a Therapist
A therapist can provide professional support to help you identify the sources of your burnout, support you in developing coping methods, and determine if you’re dealing with something greater than burnout, as many of the signs of burnout can also be associated with depression. | https://parkavenuepsychotherapy.com/2022/01/tips-to-fight-burnout/ |
People should take more breaks, more coffee breaks, walking breaks, eating chocolate breaks, just take time to breath break. I believe we all don’t take enough breaks and that’s awful. We rush too much, overwork ourselves, don’t enjoy the moment, and are overly stressed. However if we took the time to give ourselves a break, a simple pause, then we will enjoy moments and be less stressed. We just need to unplug ourselves for a few minutes, to work better.
Today’s blog won’t be long, today is just a simple reminder for you that won’t take much of your time. Take a break. Take a lot of breaks. You deserve it. Don’t let this world rush you and stress you that you don’t have time to look after yourself. Take a nice break from work, take a break from studying, take a break from cleaning, take a break from cooking, take a break from watching tv, take a break from being at home. Just give yourself a break.
Taking breaks doesn’t mean that each break is just an eating break, no. Take different kinds of breaks throughout the day. For example if you’re cleaning the house all day, take a small coffee break, breath. If you’re watching tv all the time, take a walking break, breath. If you’re studying all day, take a mini video break, breath. Take different kinds of breaks and relax. Let your focus on something else, try to clear your mind, and just remember to breathe. You’re doing great and you deserve to have a moment with yourself and not be dragged your whole day with chores, errands, studies, and work.
I actually never leave work without drinking my coffee on the balcony, and there are times where I am a bit late. However I know I will be working and wont have a break anytime soon, so I make sure to always do that everyday. I make sure I do that everyday, because when I drink coffee on the balcony that’s the only time my mind is relaxed and getting awake, and that is more important than being a couple minutes late to work. (By the way, I make sure I wake up on time where I don’t have the stress of being late. But sometimes the snooze button ruins things) So create a habitual break for yourself that you’re committed to everyday. Do it no matter what. With time you will give yourself more breaks but you will also work/be awake better. When you take care of yourself your matters will also be taken care of. I will end this blog with a quote from Anne Lamott, which I like, “Almost everything will work again if you unplug it for a few minutes, including you.” Like a computer that always works better when you unplug it for a few minutes, make sure you do the same to yourself. | https://adiansblog97.com/2021/03/05/unplug-yourself-for-a-few-minutes/ |
Thornhill Theatre Space is excited to host their first 12-Hour Theatre Fest. Over the space of 12 hours the goal is to come up with an idea, write the play, read it and then edit. At the end of the 12 hours the goal is to have a short 10-15 minute play to share and get feedback.
May 9th, 2020 – 9am-9pm (you use this time in your own time zone)
First 10 Minutes: Jot down as many ideas that pop into you head on tiny slips of paper and throw them in a hat.
Next hour and 15 minutes: Pick out 3 or 4 of the slips of paper from the hat. Spend the remaining time organising the ideas from those slips of paper into a story. Whatever your process is, use this time to organise yourself and get ready to start writing the script.
Next 5 hours: Work on the script. Remember, you know how you work best. Take breaks when needed and remain true to your work style.
Next 1/2 Hour: Read your script. Whether it be by yourself, a zoom call with friends or your family and friends you live with. Use this time to take notes and jot down what works and what doesn’t work from hearing it for the first time.
Last 4 1/2 Hours: Take what you learned from the read through (whatever notes or new ideas you had) and edit your script.
Last: Post your script to the Facebook Group for others to read and give you feedback.
Thornhill Theatre Space will read all the scripts and select one (or more) to be featured on their weekly “Couch Readings”, a live stream interactive table read of new plays.
If you are interested, please request to join the Facebook group. This group will be a place where you can document your process through writing this script (pictures and/or videos), cheer each other on and ask for help/advice if you get stuck. In the days leading up the this digital festival please fell free to ask questions and leave comments on the group and we will get back to you. | https://londonplaywrightsblog.com/thornhill-theatre-space-hosting-their-first-12-hour-theatre-fest/ |
Where does one find motivation after enduring several months of a global pandemic?
How does one maintain the ability to focus when the upcoming exam required for their future career, has been in flux from one proposed date to the next?
The answer isn’t quite straightforward. Pandemic or not, the last few weeks and days leading up to the bar exam is difficult to navigate. At this point, you may see your practice scores hitting a wall or even getting worse than they were at the midway point. At this point, you may feel like you have so much more information to cover, especially if your study schedule has been impacted by the quarantine limitations of working from home.
Finding motivation isn’t easy, but if you can land on intrinsic and even extrinsic factors that stimulate your individual interests, the next few weeks before your bar exam date, could be more manageable.
Here are 10 motivation tips to help you get through the bar prep home-stretch!
1. Stay Positive
Ok, hear me out here. I understand that it’s difficult to find any semblance of positivity right now, considering the state of the world, but this is key to staying motivated. Being positive gives you a reason to be motivated in the first place. It tells your mind that you can get through this difficult period, so your actions will just have to follow suit.
Finding positivity isn’t automatic. You will likely have to activate this, especially if you want it to be genuine. So, practice positivity by being mindful of the unprecedented difficulties you are facing and give yourself permission to foresee a successful exam score.
2. Switch Up Your Study Routine
If you have been studying in the same location or on the same schedule as you were when you started preparing back in May, it may be time to switch things up.
Having a new routine gives you something to look forward to which can do wonders for your motivation. Consider making a small change such as studying outside or perhaps implementing more breaks throughout your day.
3. Meditate on Your Future Goals
Why are you studying for the bar exam? Is it to be an attorney, to implement social change, or to accomplish a lifelong goal? Whatever your reasoning, it may be helpful to meditate on what your life will look like once you become an esquire.
Meditate on the happiness you will feel, on everything you will be able to do, and what it will feel like to practice law. Just take a few minutes each day to dwell on these goals. It may be helpful if you write this down and post it in a visible spot within your study area. Having these reminders can intrinsically boost your motivation to stay on track.
4. Reward Yourself
Give yourself a reason to study each day by rewarding your hard work. If you have something to look forward to, this increases your motivation to study to get to that reward. It could be something as small as treating yourself to your favorite food for lunch or even an hour of television time at the end of the day. Get creative and spoil yourself!
5. Don’t Overthink Your Answers
During my bar prep journey, my lack of motivation primarily stemmed from feeling like I hit a wall. I got to the point where my practice scores just would not get higher and in some cases started to get lower than they were earlier in my preparation. I believe that I hit this wall because I had so much information circulating in my brain, that I began to overthink my answers and oftentimes selected the wrong choice.
Are you experiencing this? If so, give yourself some grace. Your current performance may not mean that you know too little. In fact, you may just know too much. Spend more time reviewing answer guides and strategies to help you with your decision making. This will help to increase your confidence and strategy which will help you to overthink less.
6. Limit Your News Intake
The current news cycle is chaotic. Between the pandemic and the upcoming election, there is a lot of information that could cause anxiety and even depression. If you haven’t already, limit your news intake for the rest of bar prep. This may mean deleting your social media and disabling news notifications. However, limiting this intake can help you to reset your mind and maintain a more positive mindset.
7. Connect with A Mentor
Now is a great time to connect with a mentor. A mentor, especially one who has sat for the bar before, can help you to put things into perspective. They can help to motivate you through sharing their personal experiences and giving you a more realistic outlook of being in practice.
8. Connect with A Friend
Don’t forget to connect with your friends during this time. Even if you are studying alone, give a friend a call just to get your mind off things. Even if you don’t want to get your mind off things, contacting a friend who is also sitting for the bar could help with improving your mood and increasing your motivation, through knowing that you have someone in your corner.
9. Maintain Good Health
Don’t forget to take care of yourself physically and mentally. Practicing self-care by taking your vitamins, taking study breaks, and getting at least 8 hours of sleep, is key to giving you the energy you need to stay motivated.
10. Reflect on Your Past Success
Use your past success as an indicator of future success. At this point, you have graduated high school, college, and law school. You have been preparing for an extremely difficult exam during a global pandemic and maintained your resilience throughout.
Take at least five minutes each day to reflect on how amazing you are! Thank yourself for making it to that point and use that as motivation to get through this final stretch.
Good luck!
Ready to pass the bar exam? Get the support and accountability you need with personalized one-on-one bar exam tutoring or one of our economical courses and workshops. We're here to help! | https://barexamtoolbox.com/10-tips-to-stay-motivated-during-the-bar-prep-home-stretch/ |
Learn to Trust Your Background Processes (93 sec read)
Hey, I’m Sim, and this is my Change Your Life in Seconds newsletter. Every week, striking reflections to discover your life purpose, break negative cycles, and reduce anxiety.
11 Thought-Provoking Reflections
93 seconds to read, week-long meditations.
11. Success is when your worst is still better than everyone's average. tweet now
10. Do a favor to your creativity and learn to recognize when you are running out of steam so you can recharge it by stepping away for a little bit. tweet now
9. Be a slow reader. If you learn to recognize reading material that isn't worth your time, there's no need to speed-read and compromise critical thinking. tweet now
8. Like a crystal, your thoughts develop in organized forms thanks to you brain's natural capacity to rearrange absorbed knowledge. It's critical for you to learn to trust this background process by stepping away from a problem. tweet now
7. As a paradox, being fundamentally alone is the main experience tying us together. tweet now
6. Consuming high speed news makes you feel like you know a lot when it's just reducing your ability to engage in deep, reflective thinking. tweet now
5. If you say too much, it's your opinion. If you say too little, it's obscure. If you say just enough, it's what the listener needs it to be. tweet now
4. Meditation is a practice, any practice can be meditation. As simple as it sounds. tweet now
3. Like sports, creative activities require warm-up periods before one can enter a state of flow during practice. tweet now
2. The journey is the end. tweet now
1. What would you still make if you were the only audience? tweet now
Deep Dive
A few more seconds, deeper reflections.
Taking breaks, slowing down, and trusting your background processes is not laziness. Sometimes the best thing to do is take a step back, relax, and let your mind wander. Give yourself the time and space to find new solutions and ideas.
Don't forget the importance of solo time. It can be easy to get caught up in the hustle and bustle of life and forget that we all need time to ourselves. It's in these moments of solitude that we can reflect on our lives and figure out what we want and how to get there. So next time you're feeling overwhelmed, take a step back and give yourself some time to just be.
What are the top benefits that you notice when taking breaks?
P.S. If you found this helpful, please forward it and share it with others who might benefit from it. | https://www.simone.org/learn-to-trust-your-background-processes/ |
We’re well into the New Year, and that means we have probably made resolutions and changes to diet and lifestyle. We all want to be healthier and happier, and this time of year represents a new start, a clean slate, which is encouraging.
So what have you been doing? Have you started using a personal trainer, or are preparing for that marathon, or began a new Paleo diet with home-cooked meals? These are all healthy, wonderful changes. But how much is too much? And can you stick to your resolutions?
The problem is after we sign up at a new gym, begin a new healthy diet, or supplement our to-do lists with social activities or volunteering to make us feel better, we can soon be overwhelmed. If you are pushing for too many changes at once, you could be setting yourself up for failure. As soon as life’s every day challenges come into play and January passes, you could find yourself reverting to old habits and feeling bad about your inability to follow through.
Instead of beating yourself up over failed resolutions, it’s time to take a different approach. Instead of focusing on everything you need to change and trying to do everything at once, it might be more helpful to take a bite-sized approach. It also helps to look back on the past year and see what helpful changes you have made in adopting a healthier lifestyle, and focus on your accomplishments to give you forward momentum.
Here are five different resolutions you can still make for this year:
Reflect on the past year.
Perspective is everything, and chances are, you’ve already made some healthy lifestyle changes that you aren’t considering. For instance, have you let go of a toxic relationship this past year? Have you become more involved in your community or volunteering? Have you begun cooking more meals at home rather than eating out? Make note of all the positive changes you’ve made in your life over the past year, and write them down. Reflect on where you were this time last year, and see how far you’ve come. Starting the New Year with a more positive outlook of what you are capable of can help you stick to your long-term healthy lifestyle goals.
Practice gratitude for where you are now.
Far too often, we focus on the negatives. Going into the New Year, why not try and cultivate gratitude for where you are right now? Sure, there are always changes we’d like to make, but what are some of the things you love about your life? Think about your daily activities and see what makes you happy. Practice more of that, whether it’s a morning yoga session or a taking a warm bath before bed. Gratitude helps shift our thinking from lack to abundance, a healthier mindset overall if you want to cultivate a healthier lifestyle.
Schedule monthly creative time.
Make a point to set aside a weekend morning or afternoon once a month to focus on something creative that has nothing to do with work or daily chores. Whether you go for a hike, journal, paint, meditate, or play music, do something that brings you joy and gives you a sense of peace and calm. Far too often, we get hung up on our daily to-do lists, and we forget to cultivate joy in our lives from simple acts of creativity and reflection. Schedule it in so you don’t forget!
Take a digital detox each month.
This seems simple, but many people are so addicted to their devices it seems almost impossible. Once a month, turn off your phone, take a walk, get outside. Pick up a book you’ve been meaning to read. Walk around some art galleries. The point is, get in touch with the real world around you.
Journal.
Journaling is a crucial part of cultivating a healthy lifestyle. For one, it helps you express emotions that otherwise might build up inside of you – it’s a good release. Another benefit: it helps you process information and see how far you’ve come. By this time next year, you can look back on your journal entries and see your journey, the highs and lows, and feel proud of yourself for moving forward. It’s about the process, not the destination! | https://www.reviewchatter.com/blog/5-different-resolutions-to-make-to-be-healthier-and-happier |
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