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篮球比分Hydraulic transmission has many advantages and occupies an important position in the development of electromechanical integration in our country. However, in hydraulic transmission, energy loss (leakage loss, overflow power loss, throttle power loss, friction loss, etc.) is large, and transmission efficiency is low. These energy loss of hydraulic system will become heat, making the system temperature rise, and high temperature will affect the service life of hydraulic components and system reliability, so in the design of hydraulic transmission must consider to improve efficiency. This paper mainly discusses this problem from three aspects.
1. Reasonable selection of power components
篮球比分This mainly refers to the selection of hydraulic pump and motor, which should be matched according to the working load diagram, especially the quantitative pump model should not be too large, so as to reduce energy consumption.
2. Reasonably arrange pipelines
In the layout of the pipeline, as far as possible to shorten the length of the pipeline, reduce the pipeline bending and section of the sudden change, the inner wall of the pipe to smooth, choose a reasonable pipe diameter, use a lower flow rate, can reduce the pressure loss of the system, improve the efficiency of the system.
篮球比分3. Reasonable selection of hydraulic circuit
篮球比分Proper circuit selection can obviously improve efficiency and reduce energy consumption.
1) when the parallel oil supply circuit of double pumps is fast, the two pumps supply oil at the same time. When the operation is fed, the high pressure and small flow pumps supply oil, so as to realize the reasonable use of energy.
2) the accumulator is matched with the small flow pump in the loop of the accumulator to meet the large flow demand of the hydraulic system. When the hydraulic cylinder stops moving, the pump will fill the accumulator with oil; When the hydraulic cylinder works, the pump and accumulator supply oil simultaneously.
篮球比分3) volume speed regulation circuit volume speed regulation circuit does not throttle power loss and overflow power loss of throttle speed regulation circuit, with high efficiency.
篮球比分4) unloading circuit According to the formula N=P Q, such as the output flow of the pump Q. Is zero, or the output pressure P is zero, can make the output power of the pump N is zero and achieve unloading. When each actuator in the system does not work temporarily, if the hydraulic pump is still discharged back to the oil tank with the pressure value set by the overflow valve, it will cause power loss and oil heating, so the no-load operation of the pump can save energy, some hydraulic pumps with large power should be started under light load in order to protect the motor.
5) the open pressure of the remote control balance valve in the remote control balance circuit has nothing to do with the back pressure of the hydraulic cylinder, generally only 30% ~ 40% of the system pressure. The piston downward balance valve is opened by the control oil, the back pressure disappears, and the system efficiency is higher. | http://www.ruinedrealms.com/news/news_391.html |
C++ tip 3: Always initialize C++ objects before you use them.
Manually initialize objects of built-in type, because C++ only sometimes initializes them itself.
The members of p are sometimes initialize to zero but sometimes they are not.
Make sure that all constructors initialize everything in the object.
In a constructor, prefer the use of the member initialization list to assignment inside the body of the constructor.
So make sure to apply this rule in your game engine development.
C++ tip 2: Avoid using: "using namespace std" | https://www.haroldserrano.com/blog/always-initialize-c-objects-before-you-use-them-in-your-game-engine-development |
Further development of oil and gas resources includes moving petroleum operations into areas of deeper water depths. As the operation moves into these challenging regions, the pressure loss in return lines increase. Earlier, this was solved by venting hydraulic fluid into the sea. Today, this alternative is normally not accepted as governed organisations desire a zero exhaust policy to the Norwegian Sea. From this environmental point of view, many operators require a return conduit to surface. (1) Thus, alternative solutions must be considered to stay within industry requirement for the operation of BOP functions. Subsea BOP is one of the two required pressure barriers in subsea drilling and intervention operations. The BOP control system aims to operate large BOP functions as fast as possible, which includes rapid changes in the control fluid flow rate, i.e. by activation of subsea valves. These changes in flow rate result in a potential risk of water hammer generation in selected parts of the control system. This thesis presents basic theory and description of different BOP control systems performances, and explains the principles of the water hammer phenomenon. Special attention has been given to problems related to the requirement of zero exhaust to sea and the effect of water hammer in pipeline systems. Further, the report includes the use of a software program, FLOWMASTER V7, in order to perform a complete sensitivity analysis of water hammer in pipeline systems. Water hammer is high pressure shock waves that are developed due to sudden change of flow. The magnitude of water hammer is affected by parameters such as the inner diameter of the pipeline, the elastic properties of the pipe, length of the pipe, etc. The effects of these parameters have been investigated to provide a general understanding of potential mitigating measures from a water hammer point of view. FLOWMASTER V7 is also used for a study on pressure losses generated in return conduits and the effects this pressure loss has on the exhaust rate of control fluid. The three scenarios that where investigated include direct exhaust to sea, direct exhaust to surface via a return conduit, and exhaust of control fluid via a return line with connection to a subsea accumulator bank. The simulation results showed that the demand of zero exhaust to sea increases the response time for BOP functions. Moreover, that the implementation of an accumulator on the return line reduces the exhaust rate compared to direct exhaust to surface. Another important observation made from the simulations is that the water hammer phenomenon can be expected in the return line when no accumulator is connected to the return conduit. Water hammer pressures in pipelines under great water depths can result in potential dangerous failures, as a negative initial pressure spike in combination with the ambient pressure can result is collapsing hoses and ruptured fixtures. | https://ntnuopen.ntnu.no/ntnu-xmlui/handle/11250/239618 |
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Abstract: This study investigates and compares elements of creativity in secondary schools and classrooms in Australia and Singapore. Statistical analysis and qualitative investigation of teacher, student and leadership perceptions of the emergence, fostering and absence of creativity in school learning environments is explored. This large-scale international study (n=717) reveals the impact of teacher behaviours, teaching environments and school leadership approaches that promote and impede the enhancement of creative, critical, and innovative thinking, organisation, and curriculum structures. Implications for Australian schools and teaching urge for secondary education to challenge current, practices, pedagogies and environments, arguing for school-based strategies and considerations that enhance creativity and critical thinking and the fostering of creative ecologies within Australian schools.
Introduction
The importance of creativity to economic development has never been more a “subject of debate and research, both by academic and political institutions” (Correia & Costa 2014, p. 8). Locally and globally, research is increasingly questioning what productive, implementable and sustainable creativity across the education lifespan might mean beyond a collection of rubrics, curricular skills, or general capabilities. At the same time, creative economies, creative cognition and creative and cultural industries research continue to talk mostly about workplace flexibility and adaptable skills rather than focus on compulsory schooling and how it is increasingly disconnected from global (creative) workplace needs. There has been no regionally-focused research on Australasian creativity education (in the compulsory secondary years 7-10).Only through increased and sustainable research that bridges education and creative industries can we account for the new creative and educational practices that have emerged from the region in the last two decades. Indeed, as Runco (2003) argues, we have an ethical responsibility to do so.
Initiatives overseas such as the Welsh Government’s strategic objectives for creative learning (2015 to 2020) “aim to build a successful education system which would directly contribute to greater innovation and creativity, to the cultural capital of the nation” (Arts Council Wales, 2015, p. 3). The restructuring of middle-school classes nationwide within South Korea (in public schools) through its Free Semester Program (FSP) puts in place an inter-active curriculum and increased extracurricular programming. This organisational approach meets broader and specific aims by catering to students’ interests and passions, developing competencies such as creativity, problem-solving skills, and higher-order reasoning skills, improving student happiness, and increasing opportunities for students to discover their dreams and talents (Kyung Eun Park, (2016). As South Korea’s President Park Geun Hye remarked during the 2016 National Teachers Day, “our country’s future depends on developing creative talents, we now need to lead changes in this generation through the power of education” Cheong Wa Dae, 2016).
Creative Victoria concurs with the necessity to value the influence of education on creativity, asserting “we have to invest in our people and their creative capacity, and in particular, their capacity to innovate” (Creative Victoria, 2016, n.p.). Australia can do better as a global and regional leader to operationalise educational and economic policy and practice toward better creative industries education in compulsory years’ schooling. The consequences of failing to invest in creative education now are to risk Australia slipping regionally and globally as 21st-century creative economies advance. Our national creative economies body, Creative Australia, notes “Australia’s increased focus on our engagement with nations in Asia provides unprecedented opportunities to grow our creative economy” (Creative Australia 2016, n.p.). This study advances knowledge within the education sector, contributing to a national agenda to develop a stronger creative climate and ecologies that facilitate creative education in Australia and across our region.
The impetus to educationally and intellectually foster creativity and innovation, and critically consider how these activities might meet the economic and workplace demands of the future is of paramount importance. Whilst a desire for greater creativity and innovation is now widespread in education, industry and government policy (Leong & Leung, 2013; Cho & Lin, 2011; Craft, 2005; Flew, 2012), political change, diversification of markets and supply suggest directional change evolving from constraining traditions and structures deeply rooted in the past (Merker, 2006; Robinson, 2011). Progressive and integrated approaches between workforce, governing bodies and education consortia are currently lacking in Australia and across the Australasian region. Consequently, secondary schools and educators may not be able to implement and develop teaching and learning practices that develop pedagogies and curricula that promote creativity in the classroom (Craft, 2011). Advancements such as these can allow Australian students to adequately thrive and compete in a complex global environment that is driven by critical thought and creativity in education worldwide.
Whilst concepts of creativity incorporate inter-disciplinarity through the lenses of innovation, curiosity, and multi-literacies, some creativity theorists see creativity defined as a discrete skill set that is taught more rigorously and more consistently than increasingly devalued and defunded arts classes taught by discipline (McWilliam & Haukka, 2009). Clearly, creativity is moving away from the domain of ‘arts’ education in primary and secondary classrooms, shaping significant implications for secondary school and higher education teacher-training contexts.
This study addresses this gap in understanding and training in tertiary teacher education courses but also takes a much-needed holistic or creative ecological approach to whole-school change (Harris 2017). Schools as learning environments operate as eco-systems of knowledge transfer and behavioural development. Significant to the nurturing of creative ecologies (Howkins, 2009), is the ways schools organise and arrange a network of habitats where people- administrators, teachers, and students change, learn and adapt (or not, in some cases). Creative ecologies within school systems are dynamic educational environments that through critical thinking develop and promote sustainable learning and innovation thinking and practices in our future workforces and industries.
The Australian education sector, particularly secondary school curricula and teacher-education programs has been slow to respond to creative and cultural industries changes in the workplace. While other countries have developed various tools for enhancing and measuring creativity in schools (Lucas et al., 2013; Craft, 2011; Cho & Lin, 2011; Taddei, 2009), all stress the need for context-specificity, making the job of finding ‘consistent’ or standardised national (much less international) approaches difficult. Current research refutes the notion of universal ‘one form fits all’ curricula or homogenous learning communities, asserting that general categorisation and standardised assessments are insufficient for the demands of future learners (Moran, 2010).
Scholars agree that cognitive flexibility will be the greatest advantage for engaging within a global economy critically and creatively – and in Australia, we have not even yet begun to address the core skills needed to nurture this in whole student bodies. This study addresses that need by suggesting ways in which schools can attend to their own needs while helping establish consistent definitions and goals, avoiding the trap of constantly ‘reinventing the wheel’ or floundering in uninformed attempts to initiate creative approaches. A new and consistent approach to creativity in education is crucial for a cohesive understanding of how to nurture the transferability of creative dispositions and skills, and its impact on improving literacy, numeracy and other ‘core’ skills (Taddei, 2009) through not only teaching and learning practices, but through a creative ecologies approach in which whole school environments works together for creative change.
International Contexts and Australian Implications for Creativity Education
International governments have stressed the importance of developing creativity education and creative industries strategies. Expanding on recent worldwide research on creativity in schools in the UK and Europe (Warwick Report, 2015; Arts Council Wales, 2015; Claxton & Lucas, 2015; Lucas, Claxton and Spencer, 2013; Thomson et al., 2012; Burnard, 2011; Thomson & Sefton-Green, 2010; Thomson et al., 2009; Claxton et al., 2006; Jeffrey, 2006a; Craft, 2005; Craft et al., 2008; NACCCE, 1999), the Scottish Journey to Excellence research summary “Fostering Creativity” (Education Scotland, n.d.), Korean secondary education research (Cho et. al. 2011), and Bejing (2012) and Hong Kong (2012) creativity indexes, this study responds to an international focus on the need for students to be equipped with creative 21st century skills (Sefton-Green, 2011, Leadbeater, 2010; Peters & Araya, 2010; Robinson, 2009; Burnard & White, 2008; Florida, 2002) that enables them to compete successfully in global markets. Many nations now develop not only creativity within schooling, but ongoing concern and connectivity between education, workforce, and society via creativity indices amongst a range of countries. Measurements and assessments extracted from the Global Creativity Index (GCI) that ranks 139 nations worldwide allow nations to plot and analyse their “advanced economic growth and sustainable prosperity based on the performance of its creative class” (Florida, 2015, n.p.).
Recent reforms of curriculum, assessment, and teaching in Singapore have “developed a creative and critical thinking culture within schools, by explicitly teaching and assessing these skills for students – and by creating an inquiry culture among teachers” (Darling-Hammond, 2012, p. 328). Singaporean education has improved student outcomes through the developing of independent and collaborative learning skills through curricular change and teaching that enhances critical thinking, inquiry, and investigation (Darling-Hammond, 2012, p. 330).With an education system that relies on streaming, school-based assessments integrated into large-scale testing systems and an “unwillingness to relax Government control” (Quak, 2009, p. 182), Singaporean secondary education reflects a system grappling with developing flexibility and diversity of learning and teaching experiences, and a well-equipped teaching workforce that can nurture creativity and innovation in its learners.
Australia is ideally placed to learn and benefit from our neighbour nations, both the positive effects from adapting creativity education and of the detrimental effects of neglect and lack of vision. Of national benefit to Australian educators and policy makers in the development of Australian creativity education, is the evincing and detailing of definitions and approaches used by our Pacific Rim neighbours. Economically and politically, our identity as a more Asia-centric nation, can through cooperation and solidarity significantly attune and enhance our educationally creative and collaborative engagement within Australasia. Development of the Australian Curriculum (Australian Curriculum Assessment and Reporting Authority (ACARA, 2012) contextualises the process of defining, locating, theorizing and implementing creativity and innovation in schools. The requirement of supporting the aims of the Australian national curriculum’s inclusion of creative and critical thinking as one of its general capabilities; ‘critical and creative thinking’, is consistent with curriculum reframing in most other OECD countries, and makes clear the Australian government’s position on integrated creativity development rather than discipline-based arts training.
Recent reviews of Australian creative and cultural education and employment strategies (Creative Victoria, 2016; Harris & Ammerman 2016; Harris 2016, 2014; Creative Australia Australian Government, 2013; Flew & Cunningham, 2010) have begun to analyse the interrelationship between innovation, critical and creative thinking, and how exactly schools can (and in some cases are) nurturing creative dispositions such as inquisitiveness, persistence, imagination, collaboration, and discipline ( Lucas, 2016). The Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008) has marked a change in the national educational approach to creativity, signaling a shift away from traditional arts-based creativity in education towards internationalisation, interdisciplinarity and economic value. The Australian Government’s Standing Committee on Employment, Education and Training’s Inquiry into innovation and creativity: workforce for the new economy (Parliament of Australia, 2016) was created to ensure that “Australia’s tertiary system – including universities and public and private providers of vocational education and training – can meet the needs of a future labour force focused on innovation and creativity” (n.p.). Such ubiquitous global developments form the domestic backdrop for this study and indicate an Australian groundswell of attention to creativity education that drives the need for this work.
Purpose of Study
The development of creativity has been identified as one of the three most significant generic skills across all subject curricula, spanning from pre-primary education to lifelong learning (Curriculum Development Council, 2001). A desire for greater creativity and innovation are now widespread in education, industry and government initiatives for the 21st century the world over (Cho & Lin, 2011; Craft, 2005; Flew, 2012). The great need for sustainable education strategies can be seen in the UK and elsewhere globally where previous models of creativity education (House of Commons, Education and Skills Committee, 2007) are being defunded under contracting economies, while government policies reiterate the need for creative skills for participation in competitive global economies. Higher education training in tertiary teacher education courses is an underdeveloped field, requiring a greater transdisciplinary understanding of creativity’s role. This study establishes a framework for a sustainable approach to teacher-education in creativity. The education sector, particularly secondary school curricula and teacher-education programs grapple with a consistent and measurable definition of creativity, the appropriate methods to develop creativity, and approaches for up-skilling preservice teachers to enter the workforce ready to nurture these skills and capacities in their students. Research shows that the two main impediments to implementing creative practices in classrooms are a lack of sufficient time, and teachers’ discomfort or unfamiliarity with creative approaches and skills (Harris 2016; de Bruin 2016; Flew, 2012), a central area of concern which this study addresses.
By investigating principals’, teachers’ and students’ perspectives on creativity, this study constructs meaning from those that construct, contain and constrain what is possible, what is supported, what is accessible, what is valued, and what is not. These meanings are revealed in context wherein the form and content of the creative event are dependent on the conditions of creativity and the positioning and values attributed to the creative endeavour (Blanning, 2002). Pertinently Amabile’s (1996) research on creativity goes beyond arbitrary value, acknowledging “products or responses judged to the extent that (a) it is both novel and appropriate or useful to the task at hand, and (b) the task is heuristic rather than algorithmic” (p. 35). Thus, the relationship between creativity in teaching and learning and our workforces and economies is understood as comprising symbolic forms of power and influence that touch every educational experience and motivation that is conducive to a creative and growth mindset in learners.
Whilst numerous nations have developed various tools for enhancing and measuring creativity in schools, all stress the need for context-specific and individual versions. A practical capstone module for enhancing creativity within Australian institutions of teacher education has not yet been developed. The implications of this study offer assistance to tertiary teacher education programs in improving creative pedagogies that support the enhancement of creative learning in secondary schools. This can, in turn, prepare teachers with the confidence and skills to grow creative, critical and innovative thinking practices in students.
The transferability of creative dispositions and skills, and its impact on improving literacy, numeracy, arts, and connections between domains is at the forefront of research into creativity in schools. How schools develop interpersonal skills (Facer & Williamson, 2002), collaboration, communication, and co-ordination of critical thinking (Murray & Lonne, 2006) is at the forefront of research into creative skills repertoire. Australia has not yet begun to address how these core skills can be understood and implemented by teachers and nurtured in our students. A new and consistent definition of creativity in education is crucial for a cohesive understanding of how it may be nurtured through teaching and learning practices.
This study used scrutiny of the current Australian Curriculum (Australian Curriculum Assessment and Reporting Authority (ACARA, 2012), which provided a backdrop for this research in identifying processes of defining, locating, theorizing and implementing creativity and innovation in schools through the aims of the Australian national curriculum’s inclusion of creative and critical thinking as ‘general capabilities’. ‘Critical and creative thinking’ is described as being “evident in the content of the English, mathematics, science and history learning areas” (ACARA, 2012, p.1), which was consistent with curriculum reframing in most other OECD countries. This document makes clear the government’s position on integrated creativity development rather than discipline-based arts training, offers an analysis of the interrelationship between innovation, critical and creative thinking, and how exactly schools can (and in some cases are) nurturing creative dispositions. Utilizing localised and specific accounts of teacher practices, the study advances knowledge and contributes specifically to a national (Australian) agenda in developing a stronger ‘creative climate’ (McWilliam, 2008; Isaksen & Kaufmann, 1990).
Aims and Focus of Inquiry
This project addresses the need for a consistent, appropriate and measurable definition of creativity in schools and curricula, using the network approach of ‘creative ecologies’. Lucas et al. (2013) and others have asserted a similar need for consistency, arguing that “if creativity is to be taken more seriously by educators and educational policy-makers then we need to be clearer about what it is,” (p 7). Such clarity will assist educators in identifying the emphases in educational programs and the pedagogies that support the development of creativity in young Australians.
This study focused on the ways that creativity and innovation are understood between countries and the ways that creativity presents itself in existing schools and from student and teacher practices and school environments. This study produced a reliable set of regionally and internationally comparable data that provides education and creative industry policymakers with an invaluable resource for curriculum, pedagogy, and economic innovation. This study contributes crucial understandings of these local and regional contexts and learners/makers through its inclusion of both Asian, Australian, and UK contexts. The study revealed significant potential for sustainable development for creativities developed in secondary schools and offer strategic development of support to governments and departments of education and economic development in devising innovative policy.
Methodology
This study reports on data collected from individuals (principals, teachers, and students) through interviews and focus groups in a range of diverse schools from Australia, the United States, Canada and Singapore. In this paper, we address only the Australian and Singaporean data, for purposes of regional comparison. The Australian data gathering process began with an initial survey of student cohorts (years 8/9, ages 13-14, 717 students in total) that gathered quantitative data via Qualtrix pertaining to their perceptions of creativity within their school. This was used as a contextualizing element that informed the qualitative questioning throughout the international breadth of the study. These questions were delivered through one-on-one interviews with teachers in which they were asked to describe within their classrooms and school environments where there were opportunities for creative approaches, their own professional creativity education development, and ‘hot spots’ (classes, extracurricular groups, and activities, spaces) in which creativity thrived. Focus groups of students (n=8-12) utilized visual arts methods (drawing, writing, paper sculpting) to allow students to express their vision of their “ideal creative school of the future”.
This study reports on the analysis of data gathered from a participant questionnaire, focus groups, and one-on-one interviews (Harris 2017). Participant interviews and focus groups captured a qualitative narrative richness of experiential, environmental and personal expressions of creativity. A phenomenological approach to this study explored teachers’ reflections of their practice and students’ understandings and reflections that encapsulate their creative processes, act, and products. Focus groups elicited thick description of the participants’ beliefs, understandings, and experiences that focused on the experiential interpretation of creative processes and acts (Creswell, 2008; Smith, 2015) without imposing any a priori categorisation that may limit the field of inquiry (Fontana & Frey, 2000). The participants included 41 Australian teachers; 14 Arts and 26 non-Arts based. The teachers represented a diverse range of schools, from Queensland, New South Wales, Victoria, Tasmania, Western Australia and Northern Territory. The Singaporean sample contained 3 Arts and 4 non-Arts based teachers.
Data Analysis
Statistical and survey data was coded and analysed using Dedoose software. Participant interviews and transcripts were completed by the lead researcher. The text was firstly open-coded through an ‘immersion approach’ that established preliminary interpretations (Pothoulaki, MacDonald, and Flowers, 2012). Multiple readings accompanied by general note taking summarised chunks of data into initial groupings, key words and phrases were then extracted (Pothoulaki, MacDonald, & Flowers, 2012) and refined into four ‘distinctive categories of experience’ (Nixon et al. 2013, p. 217).
Findings
Findings are presented through the four emergent categories, revealing distinctive thematically separated experiences in which qualitative data is presented; definitions of creativity, creative ecologies, enhancement of pedagogical approaches, and impediments to creativity.
Definitions of creativity
Singapore
Singapore has a national education structure with a pervading culture of high stakes national exams and large class sizes (40) that are seen to impede more creative pedagogies and curriculum. The Singaporean teachers in this study widely reported that school cultures are expected by the Education Ministry to be innovative and independent learners, teaching 21st-century competencies. Teachers offered a range of qualities of creativity including thinking out of the box, possibility thinking, and creativity as a way of thinking and working, collaboration, problem-solving and flexibility. One teacher remarked:
We try to find connections between subject areas. The first thing that dissolves are the barriers between domains; science and maths can be arranged with artistic qualities, music, maths, history and literature and languages also melt together if you allow the dialogue and creative inquiry to take hold. Establishing and nurturing this culture in a classroom is so important.
Another teacher offered:
We perhaps don’t use the word creativity as much, the word innovation gives a more utilitarian feel. Innovation has to lead to something, it’s not just about only being creative. I think what we are really thinking about is the ability to get students to think – to have the flexibility in thinking, to be able to solve problems and to try and use what they’ve learned in class back to how to solve wider problems.
Most teacher participants in Singapore felt parents held narrow definitions of what academic ‘success’ is, but witnessing their children performing and engaging in arts productions was beginning to turn that around because they could see the growth of confidence in their children. One teacher suggested that in Singapore, parents defined creativity and academic ‘success’ in somewhat narrow ways. Teachers reported that creativity is generally opposed by parental pressure because they are looking for measurable gains in academic areas which will lead to ‘success’. Teachers felt that school cultures constrained their approaches to promote creativity and collective problem-solving, claiming that “there was little time to establish longer immersive projects that fostered creative and critical thinking”, feeling that a dominantly utilitarian imperative was necessary.
Australia
Numerous Australian participants expressed the ability to dare to create something—risk taking as an essential feature of creativity. Confluent qualities to this such as self-reliance, confidence, resilience and ability to overcome a fear of failure was deemed part of the layered attributes of creativity. One teacher remarked:
If you’re going to be creative, if you’re pushing then you’re going to fail. You’re going to experience failure along the way and learn from it rather than [it being] a negative thing…it’s all right to fail, it’s all right for something not to be that great, it’s like crafting it, building it, re-establishing yourself and moving on, and I think those are great skills that you can transfer into life as well.
Other qualities teachers reported as embedded in creativity were teamwork, collegiality, and collaboration. One teacher remarked:
When you’re looking at a higher aspiration to have a better creative world, then collaborative skills gained through negotiated means are so important. When the students are problem-solving together, they each bring an idea, and they get to try it out. Their dialogue, interaction, thinking out-side the box just increases, and they become more expectant of this creative thinking from each other. I try to engage students in these activities as much as I can because I see the benefits.
Creative Ecologies
Harris (2017) has theorised creative ecologies as a conceptual model for fostering creativity, specifically in secondary contexts, extending notions of social creativity (Gauntlett, 2011). Nurturing creativity returns thinking and strategizing to the recognition of collaboration in creative pedagogies, and whole school cultures as creative work sites. British and Korean research has identified the secondary years as optimal for enhancing creative attributes and dispositions in developing learners. Drawing on Cho et. al’s (2011) three- pronged model which prioritises creative curriculum, evaluation, and teaching/learning opportunities as the core components for ‘education for creative talents’, a creative ecological model takes Cho further by addressing the field (environment) in which these creative practices occur. Cho’s model formalises three key elements of creative education research: the importance of a curriculum that formally organises and implements creativity education; the importance of creative pedagogies that nurture not only creative arts but wider creative and innovative dispositions; and developing the means for evaluating such pedagogies and programs. A new attention to the creative ecology or field of relationships within creative schools might offer is a joined-up approach to the interconnections between place, space, and practices. As Hearn et al. (2007) have suggested, a creative ecological approach identifies an important shift from “consumers to co-creators of value; the shift from thinking about product value to thinking about network value; and the shift from thinking about cooperation or competition to thinking about co-opetition” (p. 2). The creative industrial shift is already emerging in schools by adopting the language and strategies of creative industries; ‘pro-sumers’ rather than producers orconsumers, and ‘co-opetition’ instead of collaborators or competitors. With the shift from industrial/production education economies to networked knowledge economies, schools can re-activate as important knowledge hubs in 21st-century creative economies. (Harris 2017, pp 44-45)
The teachers in this study described pedagogies used, the learning environments they tried to create and the school or institutional environment factors that affected creativity, altogether comprising diverse sets of ‘creative ecologies’. Teachers in Singapore felt administrators made choices about the school’s focus and its values, particularly regarding the number of set tasks and exams students sat, and the necessity to develop rote learning skills. Despite such impediments to deeper learning opportunities, teachers described learning environments where they tried to bring out kids’ curiosity, collaborative and creative thinking. Participants described that it took time for students to learn to be creative, where initially some would wait for instructions. Teachers articulated frustration at the lack of time and patience they could allow for the students to develop creative attributes; as one participant put it: “we are caught between going as fast as we can but as slow as we must”.
Like Singapore, the Australian data revealed teachers negotiated highly risk-averse school environments. Prevalent amongst teacher’s responses were descriptions of constraint and reflections capturing creative impetus hampered by testing cultures. Despite this, pedagogies were often creative, participants noting qualities of open-mindedness and critically reflexivity as influential in establishing creative pedagogies within constraining curricula and assessment. One teacher remarked:
The importance of creativity and creative thinking are becoming more prevalent in discourse with colleagues, and as teachers, we feel the need to drive more critical thinking and reflexivity in student’s creative processes. Yet, we’re moving in this data-driven approach to measuring student outcomes as we move rapidly and aggressively toward standardised, on-demand testing. Teachers want to open curriculum and methods of teaching despite NAPLAN and other perceived high stakes tests narrowing our capacities (Australian teacher 13).
Those considering approaches to enhancing creativity in secondary schools would benefit from returning to Vygotsky’s zones of proximal development (ZPD), long recognised as effective in eliciting and developing creative thought and behaviour (Vygotsky, 1978). Erin Manning suggests that ‘thought propels creativity as the activity of the in-between that makes relation felt, activating the “how” of the event, inciting inquiry, curiosity, play’ (2009, p 225). This interrelationship between thinking-doing-place too often goes unremarked in education scholarship. Rather than thinking in terms of pedagogy or curriculum, a creative ecologies approach thinks in networked terms taking into consideration time, place and collaboration.
Pedagogical Approaches
Participants from Singapore noted questioning as a key pedagogical tool. This was articulated as crucial to building trust and establishing creative environments via relationships. One participant shared a process of questioning between students and teachers as part of the creative process:
The task may be to make or to think about something. During this immersion in the creative process, we ask, why do you do that, what is the purpose of this? A lot of questions, and articulating the process is very important. We want to find out from them why do they even do that in the first place. Then you may even question whether maybe this is a new original material, this is how this person has their own unique way of learning.
Singaporean teachers described utilizing approaches based on notions of understanding, empathy, and experience and one that moves beyond simple skills-based approaches. Participants widely described encouragement of student’s immersion in problem finding tasks, and the teacher used as a sounding board to enhance discoveries and experiences that initiate and sustain creative endeavours. A personalised approach was perceived as crucial to building trust and establishing creative environments via trusting relationships. One participant shared the questioning process between students and teachers, articulating the inquisitive moments, the processes and the transformations that are part of the creativity:
We ask, why do you do that, what is your purpose? A lot of questions and the process is very important. We want to find out from students why do they even do that in the first place. Then we may even question whether maybe this is a new original material, this is how this person has their own unique way of learning.
A significant number of Australian teachers responded to pedagogy that promoted creativity through enhancing transferable skills that matched with assessment rubrics. A key question in assessing creativity is whether to measure the process or the product; the inability to use a product measurement or to measure a process. For example, if assessing creativity as a process, you would include a willingness to take risks, to act on feedback rather than assessing creative outputs. This teacher responded:
My view is that creativity is a process, but what we measure is outcomes. Unless that creativity produces an outcome that fits into the measurable, it’s really hard for it to be judged in the secondary school environment.
Metacognition was another key perspective that was reflected on via formative assessment. The encouragement of students to articulate how their thinking has changed and developed before and after an experience, in both qualitative and quantitative aspects of change, was one proposal. This teacher elaborates the dichotomy:
Is it about assessing the creative product, or is it about consciously raising it, naming it, identifying it and assessing what we build through the quality of the process. We raise the level of importance to the process and assess it. Can that happen?
The revised Bloom’s taxonomy (Krathwohl, 2002) offers a structure for helping teachers organise aspects of higher level creative thinking, making clearer at what levels students are entering the learning experience, and at what level they are exiting it. Respondents thought it possible to measure the growth of creative thinking within an individual, but not necessarily against a standardised scale. Teachers also discussed gauging and evaluating creativity in relation to multiple intelligences, encouraging students to leverage off and flex between different modes of thinking and responding to various situations (Moran & John-Steiner 2003; Gardner 2006, 1993).
Impediments to Creativity in Schools
Teachers and students articulated aspects of learning and teaching that constrained and restricted the flow of creative processes in class and around the whole school environment. Teachers felt they lacked the skills and preparedness to teach in a way that elicited creative responses and thinking. Teachers in Singapore reported impediments such as a lack of ‘discipline mastery’, with many feeling unconfident to experiment or ‘productively risk-take’. Many also identified assessment as a major impediment. Despite the Singaporean syllabus stipulating that there must be room for creativity and exploration, teachers felt that assessment regimes (particularly national exams) mitigated against propagating creativity in their classrooms.
In Australia, within subject areas younger teachers felt it often harder to get older more experienced staff to experiment and diverge from tried and tested class methods and management styles. Teachers felt little compulsion to invest in developing classroom pedagogies when administration and the purveying cultural milieu within the school remained ignorant and not pro-active in promoting discourse and inquiry into incorporating creativity within pedagogical and curriculum applications.
Institutionally within schools, those teachers that were intent on facilitating and promoting creative capacities in their students expressed frustration regarding barriers to cross-disciplinary collaboration. Lack of time to meet, develop and plan programs, exchange ideas and enact deeper critical and creative activities than what is already catered for was the most precious and rare of commodities. Coupled with a crowded curriculum, teachers themselves lamented ‘what if’ moments- possibility thinking towards the rewards to teachers and students of collaborative organisation, the making more transparent and permeable siloed approaches to subjects, and the use of collective ‘inquiry’ spaces that enabled the classroom to be a cognitive, social and cultural laboratory of thinking and action. Teachers and principal participants were critical of endemic cultural habits within the school, from lack of engagement and relevance extending to parent’s and student’s expectations and narrow definitions of success, and what creative, critical thinking looks like in 21st-century secondary schools.
With a focus on assessment and aversion to risk taking students acclimatised to rubrics and scores, by directing rational choices about directing their energies to perceived maximum gain, teachers may be providing for students missed valuable learning experiences. Within many school cultures, this may well be the norm rather than the exception. This teacher remarked:
Lots of our kids are more interested in what they need to do to get the big score, to get to where they want to get, they’re making some pragmatic decisions about where they put their time and energy. To get creative outcomes you have to stick your neck out a bit and the kids who are going to do that are probably not the conformists or ones who are going to succeed in a highly-structured environment.
Evolving and asserting creativity in classrooms is not to tame creativity, but rather to celebrate its moment, and develop strategies of how to ride its wave, to celebrate its quirkiness, and to cut it free rather than tie it down. The following teacher recollection captures such epiphanies and occurrences possible in our classrooms:
My students enjoy coming in and negotiating their projects. Once I started to allow them to think of how they wanted to present their learning, I was amazed at the variety and thoughtful, creative ways they choose to present their work, often visually and verbally, greatly exceeding my expectations.
How can Secondary Schools Become Creative Ecologies?
Practical definitions of creativity within secondary schools have been established (Harris & Ammermann, 2016), that address the use of creative literacies, teacher education and awareness, and assessments that enhance and not constrain creativity (p. 110). This study applies a more detailed and nuanced exploration in the ways in which administrators, teachers, students, and parents negotiate and better understand creativity in learning and teaching in our schools. Strategies, considerations and pedagogical approaches enhancing creativity that emerged from the data included aspects of differentiation, constraints, structure (task structure and relational structure), systemic development v. staff development, spaces/environments, boundary crossing/cross-disciplinary, real-world relevance, partnership and the role leadership can play in asserting creative practices and pedagogies in schools.
Cross-disciplinary learning was articulated by teachers as an aspect of curriculum organisation that could have a positive effect on student understandings of creativity. The breaking down of discipline silos and exploring creative ways of conducting and presenting on projects allowed focus on cross-disciplinary problem solving and investigatory divergent thinking that reflected on other domains and possibility thinking. Supporting strategies that encouraged trust and professionalism of teams by locating the staff team together (usually a year level) working together that facilitated the connectedness, collaboration and the easy sharing information was considered important in enacting change. This study concurs with widespread creative economies literature that shows that interdisciplinary approaches (at work, in school) provide the conditions for creativity more than any other single factor (Amabile, 1996, 1995; Florida, 2002; Gauntlett, 2011, 2007).
With the increasing standardisation of curriculum and assessments, teachers in both Singapore and Australia find it more difficult to develop classroom cultures of risk-taking and experimentation despite being eager to promote this behaviour. Schools can benefit from this aspect of learning by changing or setting school cultures to support shared philosophies of teachers taking risks with trying new pedagogies, that can in turn nurture student learning. Institutional training of pre-service teachers can invest in modules that enhance divergent and possibility thinking in new teachers, and break the mold of conformity and risk aversion in experienced teachers. A ten top creativity skills and capacities needed to be developed and nurtured in secondary schools (Fig.1.) offers teachers and teacher training institutions a compendium of skill/capacities and relevant supporting literature.
Top 10 Creativity Skills and Capacities
|#||SKILL or capacity to be fostered||Per creativity scholar or evidence|
|#1||Curiosity – Stimulating and rewarding curiosity and exploration in students
|
|Lucas 2013; Sternberg & Lubart 1999; Csikszentmihalyi 1999; Hunter|
|#2||Collaboration / Teamwork||All major studies|
|#3||Problem-posing / problem solving itself rather than its impact or outcome. Amabile (1983) described situations in which creativity in problem-solving included a phased step-by-step process or a combination of pathways of steps. Research using laboratory investigations of this notion of creativity typically begin with the presentation to the participants of problems that are already well-defined.||Amabile 1983; Newell, Shane & Simon 1962, and Mumford et al. 1998, cited in Nickerson, 1999). (Walsh et al. 2011, p.|
|#4||Divergent thinking exercises (such as brainstorming programs) & evaluating those divergent ideas. “Being imaginative can be seen as the divergent aspect while being disciplined can be seen as the convergent.||Runco 2010, p 424; Australia 2020 Summit (2007)|
|# 5||Motivation, confidence and persistence, especially intrinsic motivation must be built over time.||Lucas, Claxton & Spencer 2013, p 17; + Amabile (1999; 2010); Cole, Sugioka and Yamagata-Lynch (1999, p 288).|
|#6||Innovation (the implementation or application of creativity in industries and in value-added production of goods or services); the process by which new ideas are implemented||Flew & Cunningham 2010; Hartley in McWilliam 2011. Robinson; Melbourne Declaration on Educational Goals for Young Australians (2008, p 8); 1999 Robinson Report All our Future: Creativity, Culture and Education|
|#7||Discipline/mastery (by which is meant developing expertise or mastery in a range of discipline-rich technical skills and knowledge; encouraging the acquisition/mastery of domain-specific knowledge and skills)||Lucas 2013; Sternberg & Lubart 1999; Csikszentmihalyi 1999; Jeffrey & Craft 2004; Nickerson 1999|
|#8||Risk-taking / Mistake-making – productive risk-taking that is not penalised by teacher or education system, in order to build creative ‘trust’.||Australian Government National Innovation and Science Agenda, 2015; Cropley 1992|
|#9||Synthesising: The capacity to make connections – the ability to bring together previously unconnected ‘frames of reference’||Koestler 1964; and in Nickerson 1999, p 394.|
|#10||Critical thinking – creativity as a thinking process – again, must be assessable to be environmentally-enhanced/valued. Lucas et al. proposed a formative assessment criteria and process for the progressive development of creativity skills in UK children aged 5-14 (NOTE: pre-senior secondary)||One of 7 ‘general capabilities’ in the ACARA Australian National curriculum and Amabile’s work on intrinsic and extrinsic motivation (1999; 2010) and Csikszentmihalyi (1999); Lucas, Claxton & Spencer 2013. Ramsden 1992; Boud 2010|
Figure 1:Top 10 list from Harris (2016, p. 42)
Creativity emanates in thought, in work, in products, and emerges from the interaction of stimulus and the beholder—our students. Policy, administration and teachers are necessitating confronting the risk/reward ratio that pervades activation of application and development in teaching for creativity. Educators can and do decide against creativity, not willing to risk appropriately maintained levels of assessment compliance. Teachers’ willingness to be critical of their existent pedagogical choices can mean having to change, taking risks, dancing with failure, and dismantling psychological as well as physical obstacles that impede their development effectiveness in teaching for creativity. Embedded in these environments, practices, and pedagogies are important change initiatives that help shift the identity of learners from interpreter of knowledge to creator as they immerse and revel in the interior dimensions of the creative process.
Investing in cross-disciplinary measures that enhance creativity do so by increasing student engagement and achievement because students access ideas in multiple ways that hold attention, engagement, and inquisitiveness. Creativity can not only activate cultural knowledge and meanings but promote the externalisation of this knowledge, multiple meanings and forms of creative expression. It can provide the synergy for cross-fertilisation of ideas, subject areas and skills and adaptability to a changing classroom, society, and world. Curriculum tasks and teachers that elicit creative mindsets from students develop support for initiating, informed risk-taking and self-regulated learning that promote metacognitive capacity. The knowledge that is shared has the potential to change perspectives and assert the reconstruction of new cultural meanings. Well-trained teachers can foster creativity through improvisational knowledge of skill, classroom materials and students’ minds (Sawyer, 2004). Yet schools need more. School administrators can make bold decisions to reshape curriculum pedagogies and learning spaces that enable and engage creative and critical thinking. Organisational reflection and self-assessment of creativity can be a significant step to analysing and enacting positive change. The Whole School Creativity Audit (Appendix 1) can be used by schools to evaluate their readiness and commitment towards developing creative environments, cultures, and ecologies within schools.
This study contributes to evidence in support of ecological approaches to creativity education, urging a revisioning in the way schools promote creativity and critical thinking within their communities. As evolving creativity discourses effect policy, practice and school/work matrices, schools will falter unless they adapt to flexible new approaches to creative work, and reconceptualise 21st-century education in secondary schools.
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A growing number of educators recognize the traditional classroom lecture is no longer the only way to teach the real-world skills students will need in the future, such as creativity, critical thinking and problem solving, and have incorporated lessons outside the classroom to bring them full circle.
Though apprenticeships and partnerships with local businesses are an excellent way to supplement classroom learning and introduce students to the professional skills they need to succeed, the vast majority of educators have yet to adopt new teaching models inside the classroom, relying instead on the same old direct instruction activities that have been around for centuries.
Direct instruction is still used because it worked for so long, and there is an argument to be made in favor of direct instruction to learn core concepts such as reading and math. However, direct instruction lends itself toward memorization, and in an era where machines retain and provide access to more data than a human could ever hope to master its time to teach students to work with technology, not compete against it. This begins in the classroom.
Consider a typical fifth-grade assignment, learning the branches of the government. Under the direct instruction model, students would learn from a class lecture or by reading a textbook. The goal would be to recite the names of the different branches and the role they play today. Each student would learn the same material at the same pace and complete the same assessment at the conclusion.
Today we can use technology to tailor this lesson to the student. Known as blended or personalized instruction, these models enable students in the classroom to use the medium best suited to their learning style to absorb the material at their own pace. Students might read or listen to an article, or even watch a video, to prepare for the assessment.
While using technology in this way is only a slight deviation from the direct instruction model, it allows students to tailor what they learn to their own preferences and skill sets. The downside is existing standards are still geared toward memorizing information rather than exploring it.
Consider the same assignment, to learn the branches of the government, but this time the approach is to propose a bill in Congress. Students come up with a bill they’d like to propose and present, which requires them to research how to write a bill and create supporting materials to present it. They can take turns presenting their bill or serving on a branch of government to debate and perhaps even modify the bill on its way to becoming law.
This method, which could be referred to as project or inquiry-based learning, requires students not just to memorize facts but to apply those facts as they would in the real world. In the process of learning how the government works students also learn how to identify a problem and a potential solution, use technology to access relevant resources, document and present their ideas through different communication mediums, engage in civil discourse and respond to feedback.
Applying the latest technology to the traditional “desks in a row” model rather than creating powerful new learning experiences is simply perpetuating the same norms in education with more expensive tools (Martin, 2018). Thus, it’s not enough to have technology available in the classroom, we need to create opportunities for students to engage with it and use it as a supplement to soft skills like creativity and perseverance that they need to succeed.
Claire Cummings, a teacher who dabbled with a start-up in her spare time, learned firsthand what students will face in the real world, and has modified her classroom to operate more like a company. Students sit where they want instead of in rows of desks. They rotate through stations and work at their own pace, learning grit as they learn technical skill. Cummings also let students contribute to their curriculum.
By turning her students’ passion for video games into a project, where they had to create and showcase a game of their own design, Cummings empowered her students to play an active role in the learning process, and exposed them to real-world skills such as incorporating user-feedback and modifying their creation to improve the final product.
This self-directed learning, where children pursue their own interests with little or no imposed curriculum, is just one example of how teachers can use technology to create new opportunities for learning. Much like Google’s “Genius Hours,” where employees are encouraged to spend part of their day exploring anything that piques their curiosity, students can be encouraged to use the classroom tools at their disposal to let their imaginations run wild, and embrace the curiosity that will inspire a love of learning.
Giving students the opportunity to pursue their own interests helps foster traits such as personal responsibility, initiative, creativity, curiosity, critical thinking and the ability to communicate well with people regardless of status (Gray, 2017). This is because self-directed learners find subjects and means of study that match their interests and skill level rather than focusing on skills like memorization that are becoming obsolete.
Another new classroom model, phenomenon-based learning, comes from Finland. Long known for being at the forefront of the education system, Finland is once again offering an example of how we might transform the classroom to better prepare students for the jobs of the future.
The phenomenon-based learning system, which eliminates the divide between subjects and encourages students to look at a particular concept through a variety of lenses, promotes 21st- century skills like critical thinking, creativity, innovation, teamwork and communication (Brown, 2017).
Under this model, students are given a broad topic such as the global economy, which may lead to exploration of history, languages, geography, politics, science and environmental studies. Students pursue the topic in the manner that appeals to them, so that one student may explore concepts relating to importing/exporting of natural resources while another may look at how mining those natural resources might impact the environment.
By listening to one another’s findings students can begin to understand the relationship between the different industries that are part of the global economy, which is more indicative of what students will see in the real world than what they might learn through separate classes on history, social studies or math.
Phenomenon-based learning, project-based learning, self-directed learning; regardless of the term you prefer the objective is the same – let students experience rather than observe what they need to learn. Under the direction of the teacher, who provides the initial assignment, students follow their own instincts to solve the problem as they will need to do in a professional setting.
Incorporating these new models of classroom learning can seem daunting, but there are a number of resources available to help build lesson plans. Edutopia, The Learning Network and even Pinterest have templates to assist with instruction and evaluation, and Googling “PBL lesson plans” put a variety of resources at your fingertips.
To further help students understand the real-world applications of their classroom lessons consider a field trip to local businesses or invite guest speakers into the classroom to identify a challenge they have, and let students conceptualize and present an answer. This exposes the students to a professional setting while building a sense of community between the school and its neighbors.
Learning begins in the classroom, and by creating opportunities for students to explore and apply their knowledge as they would in a professional setting the world becomes their classroom, and skills are experienced rather than presented.
When students have the freedom to experience a learning path that interests them they are inspired to learn more, developing their sense of curiosity in the process. How does your classroom inspire curiosity? How can you help students use technology to develop soft skills like creativity and critical thinking? | https://hivedm.com/rethink-school-part-3-the-classroom-role/ |
Updating and learning new skills is vital in the workplace currently. The students need to prioritize learning new technological tools and keep themselves abreast with the best practices. Dr. Dishan Kamdar, Vice Chancellor, FLAME University, says, the other skills like problem-solving, critical thinking and decision-making can foster personal growth.
What kind of leadership skills are required for students to enhance employability?
As businesses go global and workplaces become border-less, companies are looking for professionals who are able to fit into multicultural and rapidly evolving organizations. They are also looking for talented professionals who demonstrate leadership qualities and potential to go beyond the brief. Hence, it is imperative that students learn a variety of skills, which will not only enhance their employability but also help them to progress faster in their careers and enable their personal growth.
The skills include problem-solving, critical thinking and decision-making which allow professionals to carry out their work effectively and deliver the desired results. The ability to be open to learning is another very important skill that requires them to be a student throughout their career. Updating and learning new skills is important to be relevant and productive at the workplace. Soft skills such as collaboration, interpersonal skills, being a team player and written and verbal communication, accepting of the diversity of every kind, will go a long way in becoming an appreciated employee at work. Being creative, innovative and tech-savvy are other skills that make one an asset to their organization.
With the advancements in digital learning, what areas do you think students could focus on in the coming times?
As technological advancements continue to transform the world, students will need to prioritize learning new technological tools and keep themselves abreast of the latest best practices and techniques. Irrespective of the discipline or courses that one may be studying – keeping oneself digitally literate and up-to-date is important. Depending on the kind of career path chosen, the relevant technological tools can be learnt both within and outside the classroom. Several options are available to learn such courses online; some of them include artificial intelligence and machine learning, data mining, virtual reality, augmented reality, robotics, process automation, block chain, design thinking, among others. Enrolment in such courses could help understand the functioning and purpose of these newer technologies. This digital learning will enable them to have holistic professional development to make their career, and be future-ready.
How are academic institutes/colleges adapting to the digital change caused by the pandemic?
The pandemic has caused major disruptions in the established processes of teaching-learning.
At FLAME University, we were rather well-equipped to handle the crisis as we were an early and keen adopter of digital technology in all our academic and administrative processes. We were already leveraging digital technology to provide students with the best experience in teaching-learning. FLAME was able to transition to the digital platform within 48 hours of the disruption due to the pandemic. Further, in order to continuously prepare our students and faculty to face ever newer challenges in the best possible manner, and to ensure that we had all the latest advancements deployed for remote learning, we set up a Digital Learning Task Force to train and support faculty and students to transition to conducting courses online as well as ensuring the continuous evaluation through digital platforms.
How does digital disruption provide an opportunity for those in academics to evaluate their strategy and business models?
The technological advancements and access to affordable technology presented multiple opportunities to enhance the standards of teaching-learning and evaluation. The disruption due to the pandemic has accelerated the pace of adopting digital technology by academics and institutions. Today, there is a wider acceptance of the benefits and potential of technology and its impact in terms of scale, quality, cost, ease-of-access and multi-modal teaching-learning by incorporating concepts like gamification and many more while imparting education remotely. This is creating an important impact on all aspects of the academic process, teachers and student roles, institutional obligations and mandates, etc. It has made a positive impact on the very foundation of the teaching-learning process and the mechanism of its delivery and receipt.
What steps universities should take to catapult its students to the next level?
In the undergraduate program, ‘mentorship’ plays a very crucial role in the growth of a student. Faculty mentors, peers and alumni mentors have a ‘purposeful’ role to play in counselling and guiding students to choose their growth path. This aspect is a life-changing experience for students. Universities must invest in creating a strong pool of mentors and a mentorship network at their institutions.
It is important to create more choices for students rather than a fully structured syllabus. Revamping curriculum, bringing in relevant industry practitioners to teach, introducing cutting-edge courses and giving students experiential learning are some things that universities can look at to make a value-add to the students. It is also important to engage students in more team-building and collaborative activities that will fasten their learning process as well as provide some breathing space that will stop them from burning out easily. Focus on newer forms of assessment that provide pre-indicators to students which direct them towards their areas of strengths and weaknesses that could be worked on before the final assessments. The teaching and learning should be towards laying a strong foundation and imparting skills that will enable them to face and manage uncertainties. Universities must also bring in more beyond-the-classroom learning activities that will groom them to be real-world ready. Universities need to focus more on learning, and not just placements; there is a difference between being ‘job-ready’ and being ‘future-ready.
What is the future of education given the disruption?
In the last few years, technology has been making rapid inroads and making a positive difference to the way we impart education. It was also creating avenues for scaling up technological tools and frameworks to ensure wider reach and penetration of technology into remote areas of the country and to enable students to access the latest in education. COVID has accelerated the adoption of technology in education. However, a lot of questions still remain unanswered – how will the technology implementation take place to allow lesser-privileged students with lack of computers and internet access receive education? Can everyone afford online teaching? Will the educators be equipped to handle the new blended learning methodology, etc.?
We’ll need to come up with very mobile-friendly solutions and make them available in far flung areas to lesser-privileged students and their institutions so that they have adequate access to online education. To resolve high dropout rates and lack of engagement by students because of classes being online now, a personalised way of learning will have to be devised. A form of learning which is more engaging and interesting than the traditional method of learning. A blended learning strategy is already being adopted by the education sector wherein a combination of e-learning tools and face-to-face learning takes place. another important aspect is that teachers will have to be upskilled rapidly to ensure that they are on top of the various digital tools / technology in play these days.
On the positive side, the disruption has showed the way on how education, if planned and scaled up, can reach the masses with minimal costs and resources. It has also pointed out some of the wasteful and less productive aspects of teaching-learning that have been around for some time and continue to be practiced for historical reasons.
I see a rise in demand for skills like data analytics, machine learning, deep learning, robotics, AI, etc. as industry-ready courses. At FLAME University, we are increasingly introducing these courses to ensure that the students can scale up their skills and remain resourceful for a relatively long period. | https://digitallearning.eletsonline.com/2021/07/students-need-to-be-abreast-with-the-latest-technologies-dr-dishan-kamdar/ |
Separately, but in a similar vein, I was discussing career options with a senior banking executive, who did not want to be pigeon-holed as a banker, because her core skills and professional experience would lend themselves to many industries, not just financial services. So in her case, this expertise would best be applied in a particular type of role, not in a specific domain, or a specialist capability.
“Generalist”/”Specialist”: In product management terms, for example, the generalist understands the full end-to-end customer life cycle and the production process. Whereas, a specialist might know their particular part of the process extremely well, but has little to no awareness or understanding of what might come before or after. (Think of those frustrating customer calls to utility, telco and insurance companies – in fact, any business with highly siloed operations – where you get passed from one “specialist” to another, often revealing contradictory information along the way.) At the extremes, this dimension might be described as the difference between knowing a subject “a mile wide and an inch deep”, and knowing it “a mile deep and an inch wide”.
“Novice”/”Veteran”: This is probably obvious, but I don’t necessarily mean seniority, age or tenure in a specific role. When it comes to new technology, for example, someone who is new to the role, but who has just been trained on the latest software and equipment, may have better technical ability than someone who has been doing the same role for several years (and thus, has more knowledge and experience), but has not refreshed their skills. Although I concede that in many situations the incumbent veteran may have better developed problem-solving, trouble-shooting and decision-making capabilities. This axis is also really important to consider when transitioning older employees to new roles within the same organisation or team – if they were younger, they would probably be given more time to adjust, adapt and grow into the role. Whereas, an older employee may simply be expected to “pick it up” much more quickly, with less leeway for learning on the job, because of assumed expertise.
“Broad”/Narrow”: Here I am thinking about aptitude, rather than the degree of specialisation. Drawing on the idea of using analogies, someone with wide experience and a broad perspective (sees the big picture, displays both critical and design thinking) will have quite different qualities to someone with a very narrow focus (especially within a very specific domain or area of practice). Based on the particular context, do you need an all-rounder, or a placekicker? This axis also relates to the age-old issue of organisations only wanting to hire square pegs for square holes – it might make sense in the short-term, but risks stagnation and lack of fresh thinking over the long-term.
Assessed along these three dimensions, we might see that an “expert” could be qualified according to how highly they rate based on their overall “depth”, measured by criteria such as experience, knowledge and reputation, as well as formal qualifications.
Some recent research from Indiana University suggests that, in the right circumstances, a stressful job is actually good for you. Assuming that you have a sufficient degree of control over your own work, and enough individual input on decision-making and problem-solving, you may actually live longer. In short, the future of work and the key to a healthy working life is both creativity and autonomy.
In a previous blog, I discussed the changing economic relationship we have with work, in which I re-framed what we mean by “employment”, what it means to be “employed”, and what the new era of work might look like, based on a world of “suppliers” (who offer their services as independent contractors) and “clients” (who expect access to just-in-time and on-demand resources).
The expanding “gig economy” reinforces the expectation that by 2020, average job tenure will be 3 years, and around 40% of the workforce will be employed on a casual basis (part-time, temporary, contractor, freelance, consultant etc.). The proliferation of two-sided market places such as Uber, Foodera, Freelancer, Upwork, Sidekicker, 99designs, Envato and Fiverr are evidence of this shift from employee to supplier.
We are also seeing a trend for hiring platforms that connect teams of technical and business skills with specific project requirements posted by hiring companies. Many businesses understand the value of people pursuing and managing “portfolio careers”, because companies may prefer to access this just-in-time expertise as and when they need it, not take on permanent overheads. But there are still challenges around access and “discovery”: who’s available, which projects, defining roles, agreeing a price etc.
Politicians, economists and academics have to devise strategies and theories that support social stability based on aspirational employment targets, while recognising the shifting market conditions and the changing technological environment. And, of course, for trade unions, more freelance/independent workers and cheaper hourly rates undermine their own business model of an organised membership, centralised industrial awards, enterprise bargaining and the residual threat of industrial action when protective/restrictive practices may be under threat.
If you think that intellectuals like Eno are “part of the problem“, then union leaders like Tim Ayres (who advocates the “start-up grant”), actually have more in common with Margaret Thatcher than perhaps they realise. It was Thatcher’s government that came up with the original Enterprise Allowance Scheme which, despite its flaws, can be credited with launching the careers of many successful entrepreneurs in the 1980s. Such schemes can also help the workforce transition from employment in “old” heavy industries to opportunities in the growing service sectors and the emerging, technology-driven enterprises of today.
I am increasingly of the opinion that, whatever our chosen or preferred career path, it is essential to engage with our creative outlets: in part to provide a counterbalance to work/financial/external demands and obligations; in part to explore alternative ideas, find linkages between our other interests, and to connect with new and emerging technology.
I’ve written recently about the importance of the maker culture, and previously commented on the value of the arts and the contribution that they make to society. There is a lot of data on the economic benefits of both the arts and the creative industries, and their contribution to GDP. Some commentators have even argued that art and culture contribute more to the economy than jobs and growth.
Even a robust economy such as Singapore recognises the need to teach children greater creativity through the ability to process information, not simply regurgitate facts. It’s not because we might need more artists (although that may not be a bad thing!), but because of the need for both critical AND creative thinking to complement the demand for new technical skills – to prepare students for the new world of work, to foster innovation, to engage with careers in science and technology and to be more resilient and adaptive to a changing job market.
1. In the debate on the “Future of Work”, is it still relevant to track “employment” only in statistical terms (jobs created/lost, unemployment rates, number of hours worked, etc.)?
2. Is “job” itself an antiquated economic unit of measure (based on a 9-5, 5-day working week, hierarchical and centralised organisational models, and highly directed work practices and structures)?
3. How do we re-define “work” that is not restricted to an industrial-era definition of the “employer-employee/master-servant” relationship?
4. What do we need to do to ensure that our education system is directed towards broader outcomes (rather than paper-based qualifications in pursuit of a job) that empower students to be more resilient and more adaptive, to help them make informed decisions about their career choices, to help them navigate lifelong learning pathways, and to help them find their own purpose?
5. Do we need new ways to evaluate and reward “work” contribution that reflect economic, scientific, societal, environmental, community, research, policy, cultural, technical, artistic, academic, etc. outcomes? | https://contentincontext.me/category/recruitment/ |
Computer science is not just about solving problems by following step-by-step instructions. It’s about identifying real-world problems and finding the most effective solutions. As a computer scientist, you need to think out of the box and develop innovative solutions to problems. The world doesn’t need another coder, but it requires creative thinkers who can address complicated issues in new ways.
When you pursue a bachelor’s or an online master’s in computer science from a provider such as Baylor University, you’ll be developing your innovative thinking skills, which places you at an advantage for career success.
If you’re a computer science student or planning to further your education, developing critical skills is vital to help you succeed. The following are some skills to build to give you an edge and set you apart from other candidates in the job market.
Creative thinking skills
Computer science is about solving complex problems. If you simply follow instructions and code according to a predefined template, it’s not enough. Eventually, you’ll hit a wall you can’t breach with that approach. However, creative thinking challenges preconceived notions and develops new and innovative ways to solve problems. You’ll be able to create unique solutions for old challenges – setting you apart from other candidates. Some creative thinking skills to develop and master include the following:
- Idea generation: To think creatively means you can come up with many ideas to solve a problem. Unfortunately, no single technique for generating ideas works for everyone. As a general starting point, however, some methods to boost your creativity include brainstorming and mind mapping.
- Idea selection: Once you generate a pool of ideas, you’ll need to select the best ones and discard the rest. Think critically and consider what works and what doesn’t. For example, you can visualize your thoughts on a board and narrow in on the most feasible ones to help you choose your ideas.
Data analysis and interpretation skills
Data analysis and interpretation skills are critical in every field, especially technology and computer science. If you don’t understand the data and how it can apply to your problem, you’re unlikely to solve it. Data analysis and interpretation skills help you to evaluate data and recognize patterns and trends. Moreover, these skills help you use that information to identify practical solutions.
To develop these skills, begin by taking courses that require interpreting and using data to solve problems. You can also participate in data analysis and visualization exercises as part of your coursework to help improve your skills. You can also develop your data analysis skills by enhancing your critical thinking and problem-solving skills.
Problem-solving skills
As a computer scientist, you always want to look at your work through a lens of a problem-solving approach. As computer scientists know, you need to define the problem before writing any code. Once you clearly understand the problem, you can come up with possible solutions. One way to do this is to use a problem-solving template.
You can develop better alternatives to data challenges by continually challenging your problem-solving skills. While you could use templates, pushing your creative and out-of-the-box thinking is critical. For example, if you’re given the problem of sorting numbers and developing an algorithm, you should look for ways to improve your approach.
Collaboration skills
While programming solo and solving problems on your own is great, working in a team offers plenty of benefits. When you’re employed by a company, chances are that you’ll be part of a team – either in-person or remotely. In reality, challenges become easier to solve when more people work on them. Therefore, it’s crucial to develop the skills to work in a group. Here are some of the skills you should develop to become a more effective team member:
- Active listening: An often overlooked skill is active listening. That means paying close attention to what others say and not formulating replies as they speak. Also, it means not speaking over others. If you want to become an influential team member, active listening helps greatly.
- Responsibility: You need to take ownership of whatever task you get assigned and deliver it on time. In addition, you also have to be accountable for your part in any problems or delays. In teams, you also need to navigate how to work together toward a common goal.
Ability to learn quickly
The field of computer science is constantly evolving and always looking to find new ways to solve problems. As a result, it means computer scientists must always look for new technologies and techniques to help advance their work. This also means you should be able to learn new concepts and apply them in your work quickly. Demonstrating that skill is vital when working or looking for a job.
If you happen to be someone who processes information slowly, figure out how you learn best. Doing so can speed up how you learn new concepts and ideas. The reality is that many ways to absorb information exist. For instance, you might learn best through auditory processing. Or, you might be someone who needs more visual aids (e.g., graphs). Figure out your learning style and lean into it to speed up the learning process.
Computer science isn’t just about writing code
In conclusion, computer science goes beyond coding. It’s also about problem-solving and finding new ways to solve complicated issues. As a computer scientist or student, you need to think out of the box and come up with innovative solutions to solve problems. Sometimes, you may even have to create a whole new box. Therefore, developing creative thinking, data analysis, and interpretation, problem-solving and collaboration skills are essential.
If you do so, you’ll be well-equipped to succeed in this field. As computer science continues to grow in popularity, the demand for skilled computer science graduates will only increase. As a result, more and more students will enter the field, making it increasingly competitive. However, there is no need to worry. If you develop critical skills and traits, you’ll ensure you stand out from the crowd, helping you along the path to a successful career in computer science. | https://www.techsling.com/why-every-computer-science-student-needs-innovative-thinking-skills-2/ |
The educated man by Jovito Salonga is a story about the life of a Filipino scholar. The protagonist, who goes by the name of Juan, was born into poverty and grew up to be an educator with a passion for his country’s history. He has written many books on subjects like Philippine history, sociology, and economics.
This Video Should Help:
Jovito Salonga is an educated man. He has a college degree in political science and he also holds a Masters of Arts in international relations from the University of Southern California. Jovito knows his stuff when it comes to politics and diplomacy. In this blog, he will be sharing his insights on current affairs, discussing topical issues, and offering his unique viewpoint on world events.
The Importance of Education
It is said that education is the key to success. This may be true in many cases, but what is often overlooked is the importance of education in developing well-rounded individuals. A good education teaches children not only academic skills, but also social and emotional skills.
One of the most important things that children learn from a good education is how to think critically. They learn how to question information and to look at all sides of an issue before making a decision. This is a valuable skill that will serve them well throughout their lives.
In addition to critical thinking, children also learn how to communicate effectively and how to work cooperatively with others. These are essential life skills that will help them in both their personal and professional lives.
While a good education cannot guarantee success in life, it can certainly give children the tools they need to be successful. It lays the foundation for a lifetime of learning and growth.
The Benefits of Education
It is no secret that a good education has the power to open doors. An education can provide opportunities for personal and professional growth that might otherwise be out of reach. It can also lead to new and exciting experiences, such as travel and research opportunities. Here are just a few of the many benefits an education can offer:
1) A better understanding of the world around us: Education helps us to understand the world around us better. It gives us a greater appreciation for history, art, culture and science. We learn about different countries and their customs. We also gain a better understanding of current events.
2) Improved communication skills: Good communication skills are essential in all walks of life. An education helps us to develop our communication skills so that we can express ourselves more clearly and confidently. This is important in both our personal lives and our careers.
3) Greater job prospects: In todayufffds competitive job market, employers are looking for candidates with strong academic credentials. A good education will give you an edge over other job seekers who might not have the same qualifications.
4) Higher earnings potential: Individuals with higher levels of education tend to earn more money than those without degrees or formal training. This is especially true over the course of a lifetime; studies have shown that college graduates earn significantly more than high school dropouts, even after accounting for inflation.
5) Better health: Educated individuals are more likely to live healthier lifestyles than those who do not have degrees. They are less likely to smoke cigarettes or abuse alcohol, and they are more likely to exercise regularly and eat a balanced diet. These healthy habits lead to longer lifespans and lower rates of chronic disease .
The Power of Education
The educational system is one of the most powerful institutions in our society. It has the ability to shape young minds, instill values, and prepare individuals for the workforce. A quality education can open doors of opportunity and provide individuals with the tools they need to succeed in life.
Despite its importance, however, the educational system is not perfect. There are still many areas where improvements can be made. For example, class sizes continue to increase, making it difficult for teachers to give each student the attention they need. In addition, funding for schools is often inadequate, which can lead to a lack of resources.
Despite its challenges, though, education remains a powerful force for good in our society. By working together to improve the system, we can ensure that everyone has access to a quality education that will help them reach their full potential.
The Impact of Education
It is widely accepted that education has a positive impact on individuals and society as a whole. For example, educated people are more likely to be employed and earn higher wages than those who are noteducated. In addition, education can help reduce crime rates and improve the overall health of the population.
There are many reasons why education has such a positive impact. First, educated individuals are more likely to find employment than those who are not educated. This is because employers often prefer to hire employees who have completed some form of post-secondary education. Second, even if they are employed in the same job as someone without an education, educated workers tend to earn higher wages. This is because they have the skills and knowledge that employers value and are willing to pay for. Finally, education can help reduce crime rates by teaching people about the law and how to resolve disputes peacefully. In addition, better-educated citizens tend to be healthier overall due to having access to better healthcare and being more likely to make healthy lifestyle choices.
In conclusion, it is clear that education has a number of benefits for both individuals and society as a whole. Education can lead to increased employment opportunities and higher wages, as well as improved health outcomes. Therefore, it is important that we continue to invest in educational opportunities for all members of our community
The Role of Education
It is often said that education is the key to success. This may be true in many cases, but what exactly is the role of education? Is it simply to provide individuals with the knowledge and skills they need to succeed in their chosen field, or is there more to it than that?
In order to answer this question, we must first understand what education is. At its simplest, education can be defined as the process of acquiring knowledge and skills. However, there is more to it than that. Education also involves developing critical thinking and problem-solving skills, as well as a strong work ethic.
So, what is the role of education? The answer depends on who you ask. For some people, education is about getting good grades and landing a high-paying job. For others, itufffds about gaining the knowledge and skills needed to make a positive impact on society. Regardless of your definition, one thing is clear: education plays an important role in our lives.
The Responsibility of Education
The responsibility of education is to provide individuals with the knowledge and skills they need to succeed in life. This includes helping them develop critical thinking and problem-solving abilities, as well as providing them with information about different careers and pathways they can take.
In today’s world, education is more important than ever before. With the constantly changing landscape of the workforce, it is essential that people have the ability to adapt and learn new things quickly. Education provides individuals with the tools they need to do this, and so it is vital that everyone has access to quality education.
There are many different ways to achieve quality education, but one of the most important aspects is ensuring that there are qualified and experienced teachers in classrooms. Good teachers can make a huge difference in students’ lives, and so it is crucial that we attract and retain talented educators. Another key element of quality education is providing students with adequate resources, such as books, computers, and other materials they need to learn effectively.
Making sure everyone has access to quality education is not only important for individuals’ success ufffd it’s also essential for the future of our society and economy. A well-educated population leads to a stronger economy and a better standard of living for all citizens. It also helps create an environment where innovation can thrive, as educated people are more likely to come up with new ideas and solutions to problems.
So overall, the responsibility of education lies not only in providing individuals with the knowledge they need to succeed ufffd but also in preparing them for a rapidly changing world where they will be required to continuously learn new things throughout their lives
The Future of Education
It is no secret that the world is changing rapidly. With new technologies and discoveries being made every day, it is only natural that the field of education would need to change in order to keep up. So what does the future of education hold?
There are a few key trends that seem to be emerging in the world of education. One is the move towards more personalized learning. With advances in technology, it is now possible for students to receive customized instruction based on their specific needs and interests. This type of learning has been shown to be more effective than traditional methods, as it allows each student to learn at their own pace and in their own way.
Another trend that is becoming more popular is the use of online learning tools. More and more schools are incorporating online resources into their curriculum, as they offer a convenient and affordable way for students to learn. These tools also allow for a more globalized form of education, as students can connect with others from around the world who are using the same platform.
Finally, there seems to be a shift towards teaching 21st century skills such as critical thinking, creativity, and collaboration. These skills are seen as essential for success in our increasingly connected and complex world. As such, many educators believe that it is important for students to learn how to think critically and solve problems rather than simply memorizing facts.
So what does all this mean for the future of education? It seems clear that we are moving towards an educational system that is more personalized, globalized, and focused on 21st century skills. This new system will undoubtedly bring about challenges, but it also holds great promise for preparing students for success in our ever-changing world.
The Significance of Education
It is widely known that education is important in our society. It can help us get better jobs, allow us to earn more money, and improve our social status. But what is the real significance of education? Why is it so important that we invest time and resources into getting an education?
There are many reasons why education is significant. One of the most important reasons is that it helps us develop as individuals. Education helps us learn about who we are and what we want in life. It helps us develop our critical thinking skills so that we can make informed decisions about our lives. Education also helps us develop our abilities to communicate effectively and to work well with others.
Another reason why education is so important is that it gives us the opportunity to pursue our dreams. If we want to be successful in life, we need to have the skills and knowledge that only an education can provide. With an education, we can go after the career of our dreams and make a difference in the world. | https://primepapers.net/the-educated-man-by-jovito-salonga-explanation/ |
The future of work is a hot topic. Paradigm shifting technology developments, alternative work arrangements such as the gig economy and crowdsourcing, and social forces are reshaping workplaces and altering traditional definitions of what a “job” is.
Many businesses have begun to reimagine approaches to how work gets done and who does it, and to enable employees to become lifelong learners. However, given the scope, speed, and pervasiveness of the changes at hand, it’s important to accelerate our actions to prepare for the future, which in many ways is already here.
While we anticipate that work will, in some respects, be better in the future than it is today, we also anticipate turbulence. While it can be tempting to try to lock in a clear vision of the future, it’s time to put down our crystal balls and instead be open to multiple scenarios, embrace bold initiatives, and commit to a mindset of lifelong experimentation, testing, and learning.
Admittedly, this is easier said than done, yet the die is cast. In all sectors, organizations are increasingly finding themselves amid a number of new work “realities,” including:
- The ability of technologies, for example artificial intelligence, to learn tasks faster and complete them more efficiently than people.
- An empowered and highly diverse workforce that is demanding new terms and new ways of working — a one size fits all approach no longer works.
- The need for new models of collaboration across the private, public, not-for-profit, and academic sectors to successfully tackle big issues.
- The need for organizations to be agile and adaptable and for individuals to learn rapidly, that is, to “work to learn” rather than “learn to work”
In short, the key challenges for businesses are redesigning work to leverage the optimal mix of human and machine capabilities; creating meaningful work and careers; and, critically, helping employees become lifelong learners.
For starters, let’s make learning an “always on” activity, rather than an episodic one, from businesses embedding learning into how work gets done, to individuals adopting growth mindsets and rapidly learning new skills, to rethinking traditional education models.
What can business do to facilitate this? We are, for example, seeing new organizational design models that are moving away from traditional hierarchical structures to project-based teams of employees with diverse perspectives and experiences. The hierarchy is based on knowledge and skills and the culture is inclusive, making it easier for people to bring their ideas to the table. The outcomes? Growth, innovation, and faster response to customer needs yielding a better overall experience. Businesses can design work to reflect technology and drive learning, finding ways to enhance machine-human collaboration that draw out the best of both. Could businesses make accelerating learning and performance the primary goal of job-work design?
On the education side, institutions traditionally focus on imparting the knowledge and technical skills needed in a world of stable careers. However, with the short half-lives skills and technologies have today, we will need new education models that offer multiple opportunities over peoples’ lifetimes to re-skill and pivot to new work and careers. Public policy also has to evolve, for example, by developing new funding models for education and re-skilling and better including marginalized groups and mid-late career individuals.
There is also growing consensus for the need to develop the soft-skills, or “human skills,” that are foundational to all work. These skills include communication, collaboration, critical thinking, problem solving, creativity, and empathy. I’d also add that tech fluency is important for all careers. We will need to more systematically develop these future skills at schools and post secondary institutions, as well as through work-integrated learning.
What can we do as individuals? Without question, businesses and public institutions have a key role. But this is a partnership — we need to take charge of our learning and career paths as personal success will largely be driven by our ability and commitment to learning throughout our lifetimes. Yes, part of it is about formal education and training, but it’s more. Make learning an “always on” activity. Continually hone the foundational skills. Take on roles, projects or work that accelerate learning. Be curious and ask questions. Engage with diverse teams. Boldly offer your ideas and experiment. View failures as a path to success. Become known as someone who works to learn.
The future of work is unfolding rapidly. While we aren’t able to predict it with certainty, we can work with multiple scenarios and take action, implementing promising policies and practices then rapidly scaling those that work and pivoting from those that don’t. This requires bold leadership and new ways of collaborating across the private, public, not-for-profit, and academic sectors. As new realities shape the future of not only work and the workforce but of our economic and social potential and prosperity, we need to take action now to ensure we can adapt effectively, leverage new opportunities, and transition confidently to a new model of work, innovation, and learning.
Zabeen Hirji is Global Advisor, Future of Work, at Deloitte
This op-ed series is a supporting part of SFU Public Square’s 2018 Community Summit: Brave New Work, running February 26 — March 7.
This article was originally published on the Vancouver Sun on Februray 26, 2018. | http://www.sfu.ca/publicsquare/media-room/archive/navigating-the-future-of-work/ |
The Known Universe - Vee
1. What lies beyond our observable universe?
2. Just what is “the universe”?
4. What could we mean (if anything) by “the unknown universe”?
5. What are the limits on what we will ever be able to observe about the universe?
6. [Vee] “We .. know that there are about 100 to 200 billion galaxies in “close proximity” to the earth. This is what scientists call the observable universe. But what lies beyond that which is observable?”
7. [Vee] “Are there even more galaxies and do these galaxies continue infinitely? Or are these galaxies part of one universe that in itself is again a part of a group of many other universes? This poses the question: "Is this universe everything there is or are we living in a multiverse?"
8. The Ptolemaic universe (which had the stars revolving around the earth) was posited by Ptolemy ((c. 367 BC – 283/2 BC) and adopted by the Christian church. Even in 1920 there were American Christian groups arguing that the Bible said the stars revolved around the earth. A Christian book was published in 2006 claiming the same thing. How important are religious beliefs in blocking advances in scientific understanding?
9. What can micro-universes teach us about galactic universes? For example, the human body contains about a trillion cells. Within the framework created by those cells live about 3 trillion bacteria without which the cells could not survive. Does the galactic universe depend in any way upon ‘bacteria’ (perhaps like us, or perhaps some other form of intelligence) in some sense in order to survive?
10. Many people argue quite strongly that studying the galactic universe is a waste of time and money that could be better directed to more immediate problems. What are some counters to this argument? | http://thormay.net/unwiseideas/DiscussionTopics/QESUB-QUESTIONS/The-Known-Universe.html |
Magee, and P. The Universe itself may be finite or may be infinite ; the jury is still out. But one thing is certain: the part that's accessible to us is finite. Even with the expanding Universe, even with all the galaxies and stars and planet and molecules and atoms and subatomic particles in it, there's only so much we can access.
For the first time, we can quantify that, and begin to infer which things we might never understand. The observable Universe might be 46 billion light years in all directions from our point of view, One of the ultimate questions about our Universe is the question of where all of this came from. When we discovered that the grand spirals in the sky were actually galaxies not so different from our Milky Way all unto themselves, it paved the way for us to truly -- for the first time -- understand the scope and scale of all that we can perceive.
These distant "island Universes" weren't contained within the Milky Way, but were collections of billions or even trillions of stars, separated by millions or even billions of light years across the cosmos. Galaxy NGC and its surrounding and background environment. When we found that the more distant a galaxy was from us, on average, the faster it appeared to be receding from our perspective, an intriguing possibility opened up, consistent with Einstein's General Relativity: perhaps the galaxies were not all speeding away from our location, but the fabric of space itself was expanding.
If this were the case, then the Universe should not only be expanding but cooling, as the wavelength of light would be stretched to lower and lower energies as time went on. Moreover, we didn't just have to extrapolate forwards, but we could go backwards, too: to a time where the Universe was smaller in the past. Image credit: E. Siegel, from his book, Beyond the Galaxy. If we looked in that direction, we'd Street In Town (Beginning) - Alban Berg - Wozzeck (Box Set) a Universe that was denser, hotter, more rapidly expanding and more compact.
At early enough times, the Universe would be so energetic that neutral atoms would be blasted apart, and even before that, individual atomic nuclei couldn't have formed.
You see, there were a few major problems that arose if you tried to go all the way back that far:. The history of the Universe, as far back as we can see using a variety of tools and telescopes.
The solution to these problems was the theory of cosmic inflation, which replaced the idea of a singularity with a period of exponentially expanding space, and which predicted those initial conditions that the Big Bang on its own could not. In addition, inflation made six other predictions for what we would see in our Universe:.
The first five of them have been verified, with the sixth one still being sought. The large, medium and small-scale Back Beyond - The Secret Truth of the Universe - Our Memories Are All We Have Left from the inflationary period of the early Universe The next logical question about our origins, of course, then becomes that of where did inflation come from? Was it a state that was eternal to the past, meaning that it had no origin and always existed, right up until the moment it ended and created the Big Bang?
Was it a state that had a beginning, where it emerged from a non-inflationary state in spacetime some finite time in the past? Or was it a cyclical state, where time looped back on itself from some far future state? The Back Beyond - The Secret Truth of the Universe - Our Memories Are All We Have Left thing here is that there's nothing we can observe, in our Universe, that allows us to tell these three possibilities apart.
The exponential nature of inflation wipes out any information that occurred prior to that, separating it from anything we can observe by, well, inflating it beyond the portion of our Universe that we can observe.
How cosmic inflation gave rise to our observable Universe, which has evolved into stars Σμυρναίικο Αμόρε - Γιώργος Νταλάρας - Σαν Τραγούδι Μαγεμένο - Αναφορά Στο Ρεμπέτικο galaxies From his book, Beyond The Galaxy.
But those numbers, while astronomical, are finite, and don't give us any information about what happened in the Universe prior to the last tiny-fraction-of-a-second of inflation. We can do theoretical calculations to attempt to gain some insight, but they're all Inquisition Symphony (Live In Munich) - Apocalyptica - Apocalyptica dependent.
With the exception of a few specific models that would leave observable traces in our Universe most don'twe have no way of knowing how -- or even if -- the Universe got its start.
An overview of the fundamental elementary and composite particles and forces that are presently Image credit: Wikimedia Commons user Headbomb.
The total amount of information accessible to us in the Universe is finite, and hence, so is the amount of knowledge we can gain about it.
There's a limit to the amount of energy we can access, the particles we can observe and the measurements we can make. There's a whole lot left to learn and a whole lot Inch Allah - Mory Kante* - Tama science has yet to reveal, and many of the present unknowns will fall in the near future. But some things we will likely never know. The Universe may yet be infinite, but our knowledge of it never will be.
I have won numerous awards for science writing s Share to facebook Share to twitter Share to linkedin. Ethan Siegel. Read More. | https://kirirdredgushakarcerezar.info/mp3/back-beyond-the-secret-truth-of-the-universe-our-memories-are-all-we-have-left.php |
In 2016, astronomers using data from the NASA/ESA Hubble Space Telescopes and other telescopes performed an accurate census of the number of galaxies, and came to the surprising conclusion that there are at least 10 times as many galaxies in the observable universe as previously thought. The image itself was produced by the Frontier Fields Collaboration (a joint effort between NASA’s Hubble, Spitzer, and Chandra space telescopes) allowing scientists to detect galaxies that are as much as 100 times fainter than those independently captured before.
One of the most fundamental known unknowns in astronomy is just how many galaxies the universe contains. The Hubble Deep Field images, captured in the mid 1990s, revealed untold numbers of faint galaxies. It was estimated that the observable Universe contains between 100 to 200 billion galaxies.
The international team, led by Conselice from the University of Nottingham, UK, have shown that this figure is at least ten times too low.
Conselice and his team reached this conclusion using deep space images from Hubble, data from his team’s previous work, and other published data . They painstakingly converted the images into 3D, in order to make accurate measurements of the number of galaxies at different times in the Universe’s history.
In addition, they used new mathematical models which allowed them to infer the existence of galaxies which the current generation of telescopes cannot observe. This led to the surprising realization that in order for the numbers to add up, some 90% of the galaxies in the observable Universe are actually too faint and too far away to be seen — yet.
Because gravitational attraction is overwhelmed by a mysterious force latent in empty space that pushes galaxies apart from each other, all that the human species will be able to view after a hundred billion years, will be the dead and dying stars of our Local Group.
In analyzing the data the team looked more than 13 billion years into the past. This showed them that galaxies are not evenly distributed throughout the Universe’s history. In fact, it appears that there were a factor of 10 more galaxies per unit volume when the Universe was only a few billion years old compared with today. Most of these galaxies were relatively small and faint, with masses similar to those of the satellite galaxies surrounding the Milky Way.
The decreasing number of galaxies as time progresses also contributes to the solution of Olbers’ paradox — why the sky is dark at night. The astronomer Heinrich Olbers argued that the night sky should be permanently flooded by light, because in an unchanging Universe filled with an infinite number of stars, every single part of the sky should be occupied by a bright object. However, our modern understanding of the Universe is that it is both finite and dynamic — not infinite and static.
The team came to the conclusion that there is such an abundance of galaxies that, in principle, every point in the sky contains part of a galaxy. However, most of these galaxies are invisible to the human eye and even to modern telescopes, owing to a combination of factors: redshifting of light, the Universe’s dynamic nature and the absorption of light by intergalactic dust and gas, all combine to ensure that the night sky remains mostly dark. | https://dailygalaxy.com/2018/12/beyond-comprehension-the-observable-universe-is-only-a-tiny-fraction-of-the-aftermath-of-the-big-bang/ |
The Universe is everything that exists include the Sun, The Earth and the other planets, all the other stars in the sky, the Galaxy and all the other Galaxies, and all matter, space and time.
It is very very big! It extends as far as we can observe through telescopes and even beyond what we can see. It is currently thought to be at least 13.8 billion years old, and formed from an explosion called the Big Bang, and has been expanding in size from that ever since.
The Earth is the third planet orbiting around our Sun, and is part of a collection of planets and other bodies in the Solar System. The Solar System orbits around our Galaxy, and the Galaxy forms part of a Local Group of Galaxies. This Local Group is part of the Virgo Supercluster of Galaxies, which is one of many Local Superclusters. These in turn are all part of the Observable Universe, and beyond, into the Unobservable Universe.
Our Galaxy contains over 100,000 million stars, is about 100,000 light years wide, and is spiral in shape, with a number of arms spiralling out from the central bulge. Our Solar System is located about two thirds out from the centre, in one of the spiral arms.
On a clear starry night, you can see a faint band of stars running across the sky. This area shows many stars grouped together in a band because when we look at this band, we are looking towards the centre or the arms of our Galaxy. This band is known as the Milky Way. There are gaps seen in this band, and are caused by dark dust that lie in the spiral arms and obscure the light from the stars behind them.
All the stars we see in the night sky are all part of our Galaxy. Some of the objects we can see as fuzzy patches are other Galaxies. Our Galaxy also has two companion galaxies known as the Large and Small Magellanic Clouds. These are not spiral in shape; rather they are irregular elliptical galaxies. | http://www.midkentastro.org.uk/?p=guide-intro-universe |
The Universe contains all known matter, energy, space, and time. The size of the Universe is so vast that humans can not even fathom it. But how big is the universe exactly? Let’s talk about it and check the shapes and forms of the Universe.
There are a million or more stars for every grain of sand on Earth to give you an idea. Our galaxy is merely one among hundreds of billions of galaxies in the Universe.
How Big is the Universe?
All matter in the Universe constitutes a relatively small portion of the Universe. Above all, the Universe is a vast, nearly empty place.
It is difficult to determine the precise size of the Universe. It may even be limitless. However, this does not appear to be the case. We can not compute its size since we do not know its appearance. Furthermore, it is still growing. We only know the size of the Universe that can be seen from Earth.
The Size of the Universe
The observable Universe from Earth is limited to 46.5 billion light-years in all directions. This equates to a diameter of 93 billion light-years. A light-year is equal to 9.46 trillion kilometers.
The size of the observable Universe
The Universe expanded so quickly after the Big Bang that some of its light has not yet reached us. Therefore we can not see it. The computation is massive, yet we can only view a small portion of the Universe.
But how can there be things that far away if the Universe is just 13.8 billion years old? Is it conceivable that they have accelerated beyond the speed of light? The answer is the Universe’s inflation.
The size of the distant Universe
Inflation is the source of everything: space, time, and all known physical laws, including the speed limit of light. Everything is generated in the process of inflation. As a result, the expansion of the Universe is not limited by the speed of light. Inflation expands the space between items, pushing them apart.
The Structure of the Universe
The Universe’s matter is arranged. Gravity causes stuff to cluster together and form structures from the most basic, like stars or solar systems, to the most massive, such as galaxies’ walls.
Nonetheless, the Universe’s expansion forces the various structures to move apart from one other at breakneck speed.
Structure of the galaxy
The structures that are the furthest away are the largest and oldest. They were generated when the Universe was still extremely young and aid in understanding its evolution.
Hierarchical structure
Minor structures include astronomical bodies like planets and stars and small groupings like our Solar System.
Galaxies are a type of intermediate structure. They classify star, gas, dust, and dark matter families. There are more than 100,000 million in the observable cosmos, and they can group billions of stars. Many of them have a black hole in their core. The Milky Way is our galaxy.
Cluster of galaxies
Clusters of galaxies are collections of galaxies encased in hot gas. It has a diameter of many million light-years.
Galaxies are bound together by gravity as they orbit around each other. They occasionally collide or consume each other. The Milky Way is a member of the Local Group, which consists of 25 galaxies.
Superclusters of galaxies are collections of galaxy clusters. They have a length of hundreds of millions of light-years. Throughout the observable Universe, they create massive strata. The Virgo Supercluster includes the Local Group.
Walls are the most recent structures found and the oldest and most prominent in the Universe. They produce massive fringes of galaxies in superclusters.
Sloan’s Great Wall
Sloan’s Great Wall, seen above, spans 1.37 billion light-years. The Great Wall of Hercules-Corona Borealis located 10,000 million light-years from Earth and has dimensions of 10,000 million light-years from one end to the other; it is extraordinarily elongated, encompassing over 11 percent of the visible Universe, was found in November 2013.
The Fantastic Attractor
The Virgo Supercluster and the rest of the observable Universe’s structures move towards a mystery location known as the Great Attractor. Its nucleus is located 150 million light-years distant. It was found in the late 1980s, and its exact nature is unknown. However, it might be part of a more considerable structure known to astronomers as Laniakea (“huge sky” in Hawaiian).
The Form of the Universe
The form of the Universe we live in is a critical subject in cosmology.
Even today, however, it is difficult to determine the form of the Universe.
How to determine the form of the Universe?
The Universe’s form is determined by its density or the quantity of mass and energy it holds. We do not know how enormous the Universe is or how much energy and matter it contains. As a result, we are unable to compute its density.
According to Einstein’s ideas, there are three conceivable shapes: closed, open, and flat. Although the Universe’s form remains a mystery, most scientists assume it is almost flat.
Closed Universe: If there is an excess of matter and energy, the density will be too high. The Universe will have the form of a spherical and will spiral inward. There will be a limit to the Universe’s size. Gravity will be stronger than expansion, causing all matter to get clumped together and the Universe to collapse. This is known as the Big Crunch end.
The Universe will bend outward if the density of matter and energy is relatively low. It will be shaped like a saddle. It will be an endless Universe, expanding indefinitely. There will be no stars, planets, or even atoms since gravity will be feeble. The matter will dissolve until it is reduced to its most fundamental constituents. The Universe will eventually cool down and perish. This is referred to as the Big Chill.
Flat Universe: if there is enough matter and energy, the density will be balanced. This is referred to as critical density. The Universe will, after that, be flat. Gravity and expansion will be in balance. The Universe will continue to grow, albeit at a slower and slower rate.
Today, it is thought that the Universe is almost flat. However, there are still many uncertainties because it has been proved that the Universe is expanding at an increasing rate, which contradicts the hypothesis.
Measuring the Universe
Not only may distances be measured, but also mass, volume, density, and temperature. We can also measure the brightness of stars, declination, wavelength, and many other parameters in the Universe.
Let us look at what can and cannot be measured in the Universe and how it can and cannot be measured.
How to measure the Universe?
- The quantity of matter in a thing is referred to as its mass.
- The volume of a thing is the amount of space it takes up.
- Density is computed by dividing an object’s mass by its volume.
- Temperature is the quantity of heat contained in a thing.
Distance measurement units
Measuring the Universe is complex. Distances, time, and forces are all huge and, as one might expect, cannot be measured directly. Frequently, the standard units do not function.
Parallax
The parallax technique is used to calculate the distance between two stars. This entails measuring the angle created by distant objects, the star being watched, and the Earth at two opposing points in its orbit around the Sun, between January and July.
The Earth’s orbit has a diameter of 300 million kilometers. The distance to the star may be estimated using trigonometry. However, this strategy does not work for distant objects since the angle is too tiny and the margin of error is too broad.
The radiance of the stars
The brightness (stellar magnitude) is a unit of measurement in which each magnitude is 2.512 times brighter than the previous magnitude. A magnitude 1 star is 100 times brighter than a magnitude 6 star. Negative magnitudes are assigned to the brightest stars.
Magnitude
There are just 20 stars with a magnitude of one or less. The magnitude of the weakest star ever seen is 23.
Declination
Declination is the angle of an object in the sky above or below the celestial equator measured in degrees.
Each item represents a visible “declination circle.” The ascension of the item is the distance in hours between it and the reference circle (which runs between the poles and the location of the Earth at the start of spring).
An object’s location relative to the Earth is determined by combining its ascension, declination, and distance.
Wavelength
The distance between two crests of light, electromagnetic, or similar waves is defined as the wavelength. The higher the frequency, the shorter the wavelength. Its research gives a wealth of information about space. | https://busymindthinking.com/astronomy/what-is-the-size-of-the-universe/ |
When we talk about the universe we are referring to the observable universe, the part that we can ‘see’. It has a horizon of sorts, from our point of observation and it is called the cosmic light horizon. It is approximately 46 billion light years away. This calculation is based on us being the centre of the universe (which we are not) and is restrained by the shape of the universe (of which we are unsure).
Taken literally though, this would mean that if we travelled at the speed of light (29,9792 km/s) we would arrive at the edge of the observable universe in about 46 billion years.
However, the universe is constantly expanding. The rate at which it expands has varied over time and is still a topic of debate. It is estimated that the universe is currently expanding at 67 km per second. So in the 46 billion years it would take to get to the point where the edge is now, it would be further away.
As to what we would see when we get to the edge, we are back to a number of theories. It is possible that there is literally only what we can see and nothing more. However, it is hard to find any science to back this up, the theory to predict such a universe just does not seem to exist.
There is a theory that the universe is infinite, which would mean we could literally see anything beyond the observable universe, including another galaxy like ours, another planet Earth, even another version of ourselves. In fact, if we take this infinite universe theory to its full conclusion, we could find many versions of ourselves, each perhaps slightly different, due to different life choices made at various decision points in time.
Alternatively, the universe may be contained within a cosmic bubble of sorts with other universe bubbles floating around too, called. The multiverse theory does itself hold many possibilities. For example, we could be living in the only universe ‘bubble’ that allows life to exist. The laws of physics within the others may not support life as we know it. Or each universe in the multiverse could be separated by time, generating a different universe at every option, a bit like a mother universe spawning daughter universes at various junctions in time.
There is also the possibility of something beyond the observable universe called the, a massive structure exerting gravitational influences on everything beyond our observable limit and creating different laws of physics to those our own universe is governed by.
I will leave you one more possibility, that of theeverything we observe in 3D is in fact contained within a 2D surface at its boundaries; like holographs, except we can touch everything within them, at least from our perspective, which, ultimately is the only way we can observe the universe… from where we stand! | https://www.irishexaminer.com/lifestyle/arid-20442149.html |
We present a technique to detect Ultra-Faint Dwarf Galaxies (UFDs) in the Galactic Halo, using sky and proper motion information.The method uses wavelet transforms to detect peaks in the sky and proper motion planes, and to evaluate the probability of these being stochastic fluctuations. We aim to map thoroughly the detection limits of this technique. For this, we have produced a library of 15,000 synthetic UFDs, embedded in the Gaia Universe Model Snapshot (GUMS) background (Robin et al. 2012), each at a different distance, different luminosity, half-light radius, velocity dispersion and center-of-mass velocity, varying in ranges that extend well beyond those spanned by known classical and ultra-faint dSphs. We use these synthetic UFDs as a benchmark to characterize the completeness and detection limits of our technique, and present our results as a function of different physical and observable parameters of the UFDs (see full poster for more details at https://gaia.ub.edu/Twiki/pub/GREATITNFC/ProgramFinalconference/Poster_UFGX_Bcn_C_Mateu.pdf). | https://www.eas-journal.org/articles/eas/abs/2014/03/eas1567079/eas1567079.html |
You’ve got the observational part of this spot on – at greater distances from Earth, we’re observing the universe at a point where it was physically smaller than it currently is. And, because light takes so long to get to us, the objects which we can observe back in time are the ones which are very distant from us. And, if we recall from a previous post on what the observable universe is, our most distant observable galaxies are in a shell surrounding us, which contains quite a large volume of space. So how do we manage to reconcile the fact that we’re seeing a lot of a very small universe?
If you’re familiar with redshift as a unit of distance, we can actually use that number to tell us about the size of the universe when the light from that object left its source and began its journey towards us. At a redshift of 2, we’re looking at a universe that is 1/3rd its current size. A redshift of 9 is 1/10th its current size. Effectively, add one to the redshift, and then make that into your fraction. (This math is a bit of a rough estimate, but it’s a good way to get the general scope of things in perspective).
If the universe is physically smaller, this means that the distances between galaxies are all smaller, and the entire universe is more dense than it currently is. But the critical thing to consider here is the volume of space we’re able to observe. Things that are very near us we can only see within a very small volume; at greater distances we see a much larger volume of space. But if we’re headed for smaller total volumes as we go back in time, and the observed volume is going up, there’s only one way out. We are seeing a larger fraction of the Universe, as we look further back in time.
Our local environment is only a very small fraction of the current universe; we expect the volume we see as our ‘nearby environment’ to be repeated many times over the course of the Universe’s total size (however large that might be), in pretty much every possible configuration of galaxies, no galaxies, and combinations of galaxies. As we look further and further back, we see a much larger fraction of the universe. Since we don’t know the total volume of the universe, we can’t really say how much that fraction changes, but it’s certainly a bigger number than for the nearby universe!
Being able to see a larger volume of space as we look further back in time is actually scientifically useful! If we look back and spot that there are a lot of galaxies which are sitting around in groups of 3 or 4 galaxies, we could reasonably conclude that those groups must be reasonably common, as we have a pretty good sample size to work with. Very nearby galaxies give us a much smaller set of galaxies to work with, since we have a smaller volume of space, so it’s harder to say how rare our local group of galaxies is, for instance.
The volume of space we’re able to see only helps us so far, though – ultimately we’re limited by the fraction of the Universe that we can see. If we weren’t limited by this, our studies of the universe would be very different!
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The largest known structure in the Universe is called the ‘Hercules-Corona Borealis Great Wall’, discovered in November 2013. This object is a galactic filament, a vast group of galaxies bound together by gravity, about 10 billion light-years away.
What is bigger than a galaxy?
Superclusters form massive structures of galaxies, called “filaments”, “supercluster complexes”, “walls” or “sheets”, that may span between several hundred million light-years to 10 billion light-years, covering more than 5% of the observable universe.
What is the beyond the universe?
In our own backyard, the Universe is full of stars. But go more than about 100,000 light years away, and you’ve left the Milky Way behind. Beyond that, there’s a sea of galaxies: perhaps two trillion in total contained in our observable Universe. They come in a great diversity of types, shapes, sizes and masses.
What galaxy do we live in?
The Milky Way is a large barred spiral galaxy. All the stars we see in the night sky are in our own Milky Way Galaxy. Our galaxy is called the Milky Way because it appears as a milky band of light in the sky when you see it in a really dark area.
Why is the universe so big?
In between the galaxy groups and clusters in the Universe lies the majority of its volume, and it’s mostly empty space. A map of more than one milion galaxies in the Universe, where each dot is its own galaxy. … But the reason the Universe is this large today is because it’s expanded and cooled to reach this point.
Who has created God?
Defenders of religion have countered that the question is improper: We ask, “If all things have a creator, then who created God?” Actually, only created things have a creator, so it’s improper to lump God with his creation. God has revealed himself to us in the Bible as having always existed.
Does the universe have an end?
It never ends, but it’s also constantly expanding. Scientists don’t think there is a true edge of the universe.
Where does space end?
No, they don’t believe there’s an end to space. However, we can only see a certain volume of all that’s out there. Since the universe is 13.8 billion years old, light from a galaxy more than 13.8 billion light-years away hasn’t had time to reach us yet, so we have no way of knowing such a galaxy exists.
How many galaxies are they?
The best estimate from a 1999 study set that number at about 125 billion galaxies, and a 2013 study indicated that there are 225 billion galaxies in the observable universe. In 2016, that number was upped to 2 trillion, in large part because a new analysis included all the tiny, fluffy galaxies in the early universe.
How old is our galaxy?
13.51 billion years
Do galaxies die?
Galaxies die when the stars that live in them stop forming. Now, for the first time, astronomers have witnessed this phenomenon in a distant galaxy. Scientists were able to glimpse a galaxy as it ejected almost half of the gas it uses to form stars.
What happens if you get pregnant in space?
“There are many risks to conception in low or microgravity, such as ectopic pregnancy,” Woodmansee said. “And, without the protection of the Earth’s atmosphere, the higher radiation levels raise the probability of birth defects.”
Are there other universes?
Together, these universes comprise everything that exists: the entirety of space, time, matter, energy, information, and the physical laws and constants that describe them. The different universes within the multiverse are called “parallel universes”, “other universes”, “alternate universes”, or “many worlds”.
Why is space black?
In space or on the Moon there is no atmosphere to scatter light. The light from the sun travels a straight line without scattering and all the colors stay together. Looking toward the sun we thus see a brilliant white light while looking away we would see only the darkness of empty space. | https://bigbangpokemon.com/people/what-is-the-largest-thing-in-the-universe.html |
The Ministry of Environment and Drainage of Barbados recognizing the direct and indirect linkages between the United Nations Convention to Combat Desertification (UNCCD) and the other two Rio Conventions addressing climate change (United Nations Convention on Climate Change) and biodiversity (United Nations Convention on Biological Diversity), has remerged the land degradation program under the Biodiversity program in an effort to have a synergistic approach to the management of our ecosystems.
Land degradation affects biodiversity both directly and indirectly and loss in biodiversity affects soil cover. Therefore the linking of these programs within the Ministry and joint implementation allows the Ministry to efficiently utilize its limited human resource and financial capacity and implement programs with significant impacts as evidenced by the public awareness programs and its focus on schools.
In recognition of the theme of the 2013 World Day to Combat Desertification and recognizing the importance of engaging the young impressionable minds of our children, to ensure change, the Ministry used the week of the 17th -21st to raise awareness of the significance of managing Barbados’ natural fresh water sources and the subsequent importance of preserving our scarce land resources by conducting tours of the Scotland District and the Soil Conservation Unit.
As part of its public awareness programme the Biodiversity and Sustainable Land Management Programme of the Ministry work on a continuous basis with a number of schools on the island. This year the adopted schools participating in this week of activities are: St. Christopher’s, Ellerton Primary and St. Bartholemew’s Primary School.
The first activity took place in the Scotland District on East Coast Road, in St. Andrew the former site of the Party Monarch, a large national outdoor concert. This is an area that has been subjected to erosion and compaction over the years due to various activities. The Biodiversity and Sustainable Land Management Program has also collaborated with the National Conservation Committee (NCC) to undertake a re-vegetative exercise in this area to preserve the top-soil as part of the Sustainable Land Management Project.
The activity in this area was focused on educating children about the particular type of soil in the Scotland District which is clay based and therefore is susceptible to slippage during rain fall events. The children were then introduced to the importance of planting vegetation as a natural mechanism to hold top-soil in place. They were subsequently asked to identify the vegetation visible to them and were educated on the benefits of the sea-grape trees used in the re-vegetation exercise.
Students gathered around a ‘sea grape’ tree. This tree is used in the Scotland District to bind loose topsoils and re-vegetate degraded areas.
The second activity was also conducted in the Scotland District at the Soil Conservation Unit (SCU), the agency responsible for managing the lands in the Scotland District. There the children were educated about the various types of plants housed (fruit and non-fruit) in the nurseries of the SCU, via nursery tours.
Students at one of the nurseries at the Soil Conservation Unit. Staff educating students on the grafting process.
Barbados is fully committed to halting and reversing the harmful effects of land degradation which are evidenced in the Scotland District by engaging in biodiversity conservation, increasing land cover, clearer articulation and mainstreaming of sustainable land management plans and programs and importantly through public awareness and education and the engagement of our stakeholders. | https://sustainablelandmanagement.gov.bb/public-awareness/world-day-to-combat-desertification/2013-dont-let-our-future-dry-up/ |
The International Union for Conservation of Nature (IUCN) is a membership Union uniquely composed of both government and civil society organisations. It provides public, private and non-governmental organisations with the knowledge and tools that enable human progress, economic development and nature conservation to take place together.
Created in 1948, IUCN is now the world’s largest and most diverse environmental network, harnessing the knowledge, resources and reach of more than 1,300 Member organisations and some 15,000 experts. It is a leading provider of conservation data, assessments and analysis. Its broad membership enables IUCN to fill the role of incubator and trusted repository of best practices, tools and international standards.
IUCN provides a neutral space in which diverse stakeholders including governments, NGOs, scientists, businesses, local communities, indigenous peoples organisations and others can work together to forge and implement solutions to environmental challenges and achieve sustainable development.
Working with many partners and supporters, IUCN implements a large and diverse portfolio of conservation projects worldwide. Combining the latest science with the traditional knowledge of local communities, these projects work to reverse habitat loss, restore ecosystems and improve people’s well-being.
What’s biodiversity?
Biological diversity, or biodiversity in short, is defined by the Convention on Biological Diversity as the ‘.. variability among living organisms from all sources including, inter alia, terrestrial, marine, and other aquatic ecosystems and the ecological complexes of which they are a part; this includes diversity within species, between species, and of ecosystems’. Biodiversity supports valuable ecosystem services that are essential for the survival and healthy functioning of human society and its economic activities.
The links between Sport and Biodiversity
Sport can have significant negative impacts on biodiversity, through the construction and use of sports venues and the staging of sporting events. Sport can negatively impact biodiversity through land use to build permanent or temporary sports venues and facilities, as well as through the pollution, noise, waste, lighting, traffic, and resource demand resulting from the staging of sporting events attended by hundreds or thousands of spectators. At the same time, sport, through its global reach, can be an important catalyst for raising awareness about the need for biodiversity conservation, and promoting and supporting efforts to enhance biodiversity.
Understanding and managing the potential negative impacts and opportunities for conservation is vital for ensuring that sports venues and sporting events deliver successfully both from the financial and operational standpoint. Unmanaged or poorly managed biodiversity impacts can lead to financial, regulatory, operational, and reputational risks. On the other hand, timely and effective action to mitigate risks and enhance conservation can help venues and event planners and organisers increase their social license to operate, more easily attract future sporting events, establish long-term positive relationships with communities and the media, and attract sponsors.
Mitigating negative impacts on biodiversity
The construction of new sports venues, the installation of temporary venues and associated facilities, and the use and refurbishment of existing venues can all impact on biodiversity. The type of risks and opportunities will vary, depending mainly on the location of the venue (i.e. whether it is sited in an urban area or in the natural environment, and the importance of that environment for biodiversity) and on its size. While the impacts may be broader, more severe, and more obvious in a natural, undeveloped area, where it is often necessary to construct access roads, power supply infrastructure, and water and sewer infrastructure (amongst others), there are also risks to developing in urban areas, where many species make their homes within the built environment.
The staging of sporting events in both urban and natural settings can impact biodiversity through the presence of large numbers of spectators, who increase noise, vibration, pollution, waste generation, and traffic. Other risks to biodiversity from sporting events include oil or fuel spills, sewage discharge, light pollution, increased use of chemicals and fertilisers, and increased demand for natural resources.
To address these potential impacts, developers should first comply with all legal and statutory requirements relating to biodiversity. Beyond compliance, the recommended way to manage biodiversity impacts effectively is through the mitigation hierarchy of avoidance, minimisation, restoration, and offsetting of residual impacts. Preventive mitigation measures (avoidance and minimisation) are always preferable to corrective measures (restoration and offsets).
Maximising opportunities for biodiversity conservation
Sporting events and their associated facilities can leverage opportunities to promote and support biodiversity conservation through a variety of activities and initiatives, including:
• enhancing natural habitats in urban environments by restoring degraded sites, connecting fragmented habitats, building ‘green’ rooftops and living walls, installing man-made habitats for wildlife, increasing the diversity of plant species, and incorporating plantings in their project design that provide additional habitat and benefits to local fauna and flora;
• increasing the area under protection through on-site or off-site protection of natural features;
• generating funds and increasing awareness for protected area management by staging low-impact sporting events, such as running or mountain biking, within or partially within protected areas;
• raising public awareness about biodiversity through the use of biodiversity elements as mascots or as part of an event’s logo, and the creation of public exhibits and educational programs, as well as through sports commentators and individual, high-profile athletes;
• increasing available knowledge and data by sharing biodiversity inventories and baseline information that may be required as part of venue development with conservation organisations and research institutions; and
• generating biodiversity benefits through projects designed to offset the carbon footprint of a venue or event.
Where can you find solutions?
IUCN, in collaboration with IOC, has developed a series of guides designed to help decision makers understand and manage these potential impacts, as well as for maximising opportunities to use sport as a way to promote and enhance biodiversity conservation.
Read more about the Guides: Sport and Biodiversity published by IUCN (International Union for Conservation of Nature) in 2018
Sport and Sustainability International (SandSI) is a non-profit Swiss association that seeks to accelerate sustainability in and through sport. SandSI is a global membership organisation, bringing together both sport and non-sport entities as well as athletes and scholars from all continents, using one common language: sport. Through its programmes, SandSI strives to have a positive impact on climate, waste and health, aligning itself with the UN Sustainable Development Goals. The 2030 SandSI Goals are:
WHO began when our Constitution came into force on 7 April 1948 – a date we now celebrate every year as World Health Day. We are now more than 7000 people from more than 150 countries working in 150 country offices, in 6 regional offices and at our headquarters in Geneva.
WHO's priority in the area of health systems is moving towards universal health coverage. WHO works with policy-makers, global health partners, civil society, academia and the private sector to help countries develop and implement sound national health plans. In addition, WHO helps countries to provide equitable, integrated, people-centred and affordable health services; facilitate access to affordable, safe and effective health technologies; and strengthen their health information systems and evidence-based health policies.
WHO recently signed an agreement with the International Olympic Committee (IOC) to jointly promote health through sport and physical activity.
In addition, WHO is working with the United Nations (UN) and FIFA to support the #BeActive campaign, launched on the International Day of Sport for Development and Peace, and invite each and every one of us to stay #HealthyAtHome, while the whole world comes together to fight the COVID19 epidemic on a daily basis.
South Pole works with businesses and governments across the globe. They help realise deep decarbonisation pathways across industries, based on a thorough understanding of climate risks and opportunities in specific sectors, as well as the highest emission reduction standards.
South Pole purpose: Act today for a better tomorrow
Financing the goals of the Paris climate agreement calls for a fundamental shift in the global economy. South Pole success hinges on re-allocating capital at scale, unlocking substantial investments, being nimble and seizing opportunities.
South Pole vision: Climate action for all
The moral case for climate action is clear - failing to meet the climate and sustainable development challenge would push hundreds of millions of people into poverty, with devastating social and economic consequences globally. Moreover, millions of new green jobs are already being created through climate actions across sectors. Climate and human development are sides of the same coin. South Pole strives for a world where businesses, governments and communities make climate action the new normal.
South Pole mission: Accelerate the transition to a climate-smart society
Siouth Pole team of over 350 social entrepreneurs globally are developing innovative solutions tailored to the needs of specific organisations and entire sectors.
Among others, South Pole support FIFA, UEFA and FIA
The UNFCCC secretariat (UN Climate Change) is the United Nations entity tasked with supporting the global response to the threat of climate change.
UNFCCC stands for United Nations Framework Convention on Climate Change. The Convention has near universal membership (197 Parties) and is the parent treaty of the 2015 Paris Agreement. The main aim of the Paris Agreement is to keep the global average temperature rise this century as close as possible to 1.5 degrees Celsius above pre-industrial levels. The UNFCCC is also the parent treaty of the 1997 Kyoto Protocol.
The ultimate objective of all three agreements under the UNFCCC is to stabilize greenhouse gas concentrations in the atmosphere at a level that will prevent dangerous human interference with the climate system, in a time frame which allows ecosystems to adapt naturally and enables sustainable development.
Sports organizations can display climate leadership by engaging together in the climate neutrality journey. They can achieve this by taking responsibility for their climate footprint, which in turn will incentivize climate action beyond the sports sector, and therefore help global ambition step-up in the face of the threat posed by climate change.
UN Climate Change invites sports organizations and their stakeholders to join a new climate action for sport movement. This initiative aims at supporting and guiding sports actors in achieving global climate change goals.
Uniting behind a set of principles, sports organizations and their communities have created an initiative by collaborating in order to position their sector on the path of the low carbon economy that global leaders agreed on in Paris: Sports for Climate Action.
This initiative is concretized by the creation of the Sport For Climate Action Framework.
UN Women is the United Nations entity dedicated to gender equality and the empowerment of women. A global champion for women and girls, UN Women was established to accelerate progress on meeting their needs worldwide. In partnerhip with the International Olympic Committee, UN Women launched the Sport or Generation Equality initiative which aims to advance gender equality and the empowerment of women and girls in and through sport. The sports movement is invited to join the Initiative to accelerate progress on a set of common principles and aligned objectives that will harness the power of sport in making gender equality a reality within and through sport. Other initiatives have been taken by UN Women in collaboration with various sport governing bodies. The most relevant can be found here : https://www.unwomen.org/en/search-results?keywords=sport
The Youth and Sport Task Force represents creative, passionate and innovative young leaders across Asia and the Pacific who use sport as a tool for positive social change in their communities. The youth are in control. They design their own programmes, determine their own priorities and collectively, decide on the strategic direction of the Task Force. UNESCO supports the Task Force by providing opportunities for the members to promote and enhance their work by connecting with each other and with regional and global opportunities for growth and capacity building. All programmes represented by the Task Force are aligned with the United Nations Sustainable Development Goals. We are cultivating a community of young change-makers who are already making a big impact, by youth, with youth, for youth.
The THF empowers refugees and displaced persons worldwide by training them in the sport and martial art of taekwondo. It supports them with necessary equipment, infrastructure and related educational programs teaching the values of Olympism and global citizenship. By doing so, it improves their quality of life in refugee camps and their future prospects as global citizens. In a secondary mission, the THF helps WT carry out its responsibility as an international federation. It offers WT members and clubs the opportunity to do good by donating to or volunteering for THF programs. The THF is the brainchild of World Taekwondo, or WT. The two organizations share the same president, Dr. Chungwon Choue; the WT supports the THF in some of its operations; and the two organizations share office space in Lausanne, Switzerland. However, the THF is not part of the WT. It is a charitable foundation established under Swiss law in April 2016. The two bodies, the THF and WT, are financially and organizationally independent. The THF was officially announced to the world in a speech to the UN Headquarters in New York by Dr. Choue on Sept. 21, 2015.
LEED (Leadership in Energy and Environmental Design) is the most widely used green building rating system in the world. Available for virtually all building types, LEED provides a framework for healthy, highly efficient, and cost-saving green buildings. LEED certification is a globally recognized symbol of sustainability achievement and leadership. Millions of people are living, working and learning in LEED-certified buildings around the world. | https://sustainability.sport/category/organisation-experts/ |
Top Land use Experts
Search thousands of experts from around the world.
Mylany David
Partner · Dentons Canada LLP
One-to-watch leader in renewable energy & real estate law, with expertise in the hot topics of wind farm development & strategic financing.
Mergers & Acquisitions Cleantech & Environmental Law Leasing and Real Estate Law Public-Private Partnerships Land Use Planning
Laura Coristine
Liber Ero Fellow, postdoctoral researcher · University of Calgary
Researching solutions for climate change
macroecology climate change mitigation for biodiversity science communication and outreach GIS and spatial analysis
Edwin "Win" Everham, Ph.D.
Expert on hurricanes and other disturbances and their ecological impact · Florida Gulf Coast University
Edwin Everham is an expert in ecological modeling and restoration ecology.
Water Resources Urban Ecology Impacts of Climate Change Restoration Ecology Hurricane Impacts on Ecosystems
Laura Kehoe
Post doctoral Fellow, Department of Biology · University of Victoria
Identifying pathways to balance human resource use with the conservation of biodiversity.
Wildlife Conservation Agricultural impacts on biodiversity Chimpanzee Conservation Conservation Decision Science Root drivers of biodiversity loss
Tanya Marsh, J.D.
Professor of Law · Wake Forest University
Marsh uses her legal expertise in real estate and banking to frame her research in the legal treatment of human remains and burial.
Real Estate Community Banks Human Remains Funeral Law Business Law
Nick Tsivanidis
Assistant Professor · Haas School of Business, University of California, Berkeley
Urban economist researching the process of urbanization in developing countries
Urbanization in Developing Countries Development Economics Urban and Regional Economics Applied Macroeconomics
Bethany Berger, J.D.
Professor of Law · University of Connecticut
Professor of Law with a focus on federal Indian law and property law.
Legal History Property Law Tribal Law Litigation and Policy Federal Indian Law
Kerrie Sendall
Assistant Professor · Georgia Southern University
Professor Sendall focuses on the effects of global climate change on plant traits such as photosynthetic rates, growth, and survival
Invasive Species Biodiversity Climate Change Biology Biology of Plants
Mark C. Urban, Ph.D.
Professor · University of Connecticut
Dr. Urban is an expert on climate change impacts on biodiversity and evolutionary ecology of vernal pools, lakes, and streams
Predictive Modeling Eco-Evolution Climate Change Extinction Risk Biodiversity
Frank Ravitch
Professor of law and the Walter H. Stowers Chair of Law and Religion · Michigan State University
An expert in law and religion, including the U.S. Supreme Court and religion, U.S. constitutional law, and Japanese constitutional law
First Amendment Religious Freedom Constitutional Law Law and Religion Religion and Law
Joe T. Darden
Professor · Michigan State University
An expert on urban residential segregation, fair housing issues and neighborhood racial/socioeconomic inequality.
Socioeconomic Inequality Racial Inequality Urban Affairs Ferguson Racial Protests
Teresa Di Felice
Assistant Vice President, Government and Community Relations · CAA Club Group
Teresa oversees CAA SCO's advocacy and community relations efforts in Ontario.
Cannabis and Road Safety Electric and Hybrid Vehicles Roadside Assistance Congestion Management Policy Advocacy
Jessica Vapnek
Lecturer, Global Programs Advisor, and Director of the M.S.L. Program · UC Hastings College of the Law
Contacts: [email protected]
Agriculture and Natural Resource Law Legislative Drafting Rule of Law
Enrico Moretti
Professor · Haas School of Business & Department of Economics |University of California, Berkeley
Expert on urban economics and labor economics
Labor Economics Urban Economics The Economics of Cities and Regions
Kyle Whyte
Timnick Chair in the Humanities · Michigan State University
Expert in American Indian and Indigenous Studies, environmental philosophy
Ethics of Knowledge Exchange Environmental Philosophy and Ethics Indigenous Environmental Studies Climate Justice Climate Change
Justina Ray
President and Senior Scientist · Wildlife Conservation Society Canada
Justina Ray's research is focused on evaluating the role of shifting landscapes in biodiversity decline and/or change in forested ecosystems
Conservation Planning Forested Ecosystems Biodiversity Wildlife Ecology Wildlife Conservation
Jacqualine Grant
Associate Professor of Biology / Museum Curator · Southern Utah University
Conservation biologist whose work focuses on green infrastructure and organismal biology.
Genetics Wildlife Conservation Wildfire Restoration Wildfire Water Conservation
Lucien Dhooge
Sue and John Staton Professor · Scheller College of Business - Georgia Tech
Professor Dhooge is an expert in international business law and ethical decision-making.
Comparative Law Ethical Decision-Making International Business Law Ethics International Law
Shayla Nunnally, Ph.D.
Associate Professor of Political Science · University of Connecticut
Expert in socio-political relations, focusing on race in politics
Race in politics Black institutions Intergroup relations and attitudes Black American partisanship Black politcal development
Joan B. Rose
Homer Nowlin Chair in Water Research, Dept of Fisheries and Wildlife · Michigan State University
International expert in water and public health microbiology, studies viruses, source tracking and protozoa in water with new tools. | https://expertfile.com/search?q=Land+use&page=2 |
Eco Learning Communities
PROJECT DURATION: 12 months.
PROJECT SUMMARY
Eco Learning Communities is an environmental education project that contributes to improving the quality of life of members of 9 communities in the municipality of Suryodaya, Ilam in eastern Nepal, through the conservation and restoration of the ecologies that support them.
The project consists of four strategies based on permaculture, community development and ecological restoration.
A network of socio-environmental mobilisers will implement Environmental Education Programs in 9 communities as well as carry out full Community Environmental Evaluations to assess the ecological health of the community.
With the information collected the mobilisers will work with the community to design and implement Ecological Improvement Plans to address the identified needs.
This project is based on three fundamental concepts:
Learning Communities provide the space and structure for members to become active in learning about the environment and taking responsibility for knowledge sharing within their own communities.
Knowledge in Action speaks to the immediate application learnings into practical action.
Regenerative Development is the investment of time, energy and funds into developing a human presence on earth with the goal to reverse climate change and restore ecosystems healthy functions.
BENEFICIARIES OF THE PROJECT
Direct beneficiaries:
– 9 Socio-environmental Mobilizer from the involved communities trained and responsible for the design and implementation of the Environmental Education Program.
– At least 180 participants in the Environmental Education Program developed in 9 communities of the Municipality of Suryodaya.
Indirect beneficiaries:
All the members of the 9 involved communities who will improve their quality of life through the conservation and restoration of the ecologies that support them.
IMPORTANCE OF THE PROJECT
Nepal is one of the world’s poorest developing countries, with a quarter of its population living in poverty. It is highly vulnerable to climate change and has already experienced changes in temperature and precipitation at a faster rate than the global average. Impacts from these changes will have wide-ranging consequences.
Agriculture provides a livelihood for almost two thirds of the population and accounts for 33 percent of Nepal’s GDP ($21 billion). Millions of Nepalese are estimated to be at risk from the impacts of climate change including reductions in agricultural production, food insecurity, strained water resources, loss of forests and biodiversity as well as damaged infrastructure.
Developing resilience in rural communities, helping them adapt to climate change and engaging them in the global efforts to restore ecosystems and regenerate soil is the only pathway forward to a sustainable, healthy and abundant future.
SUSTAINABILITY OF THE PROJECT
The sustainability of the project is ensuring through the participation of the community along all the project activities.
“Eco Learning Communities” is a fundamental concept of Popular Education, that involves the whole community in its own educational and cultural project, to educate itself in the context of an endogenous sustainable development model respectful with nature.
The establishment of networks also enhance the visibility and sustainability of the projects.
The strategy sets environmental objectives related to climate change, water, air quality and biodiversity, affirming that the preservation and restauration of natural recourses is an essential element for the medium and long-term environmental sustainability.
Furthermore, the Environmental Community Evaluations and the Ecological Improvement Plans will be performed by the Socio-Environmental Mobilizers and the members of the communities, which also ensures the sustainability of the actions of the project.
It’s also important to note that the Suryodaya Municipality will be involved in the project to secure the long-term sustainability. | https://permaculturenepal.com/eco-learning-communities/ |
“World Environment Day has been celebrated on 5th June annually since 1974 .This year, this very day is being celebrated with the theme “Connecting People to Nature” . This day has been remembered and prioritized by conservationists all over the world from the date of its declaration. Since the day is not enough for the sustainable environment management, Nepal Council (NYC) is bringing a one day interaction program on this day to unite youths of the country to make long term contribution on environment conservation.
As we know from polar bears in the Arctic to marine turtles off the coast of Africa, our planet’s diversity of life is at risk from the changing climate. Sea levels are rising and oceans are becoming warmer. Longer, more intense droughts threaten crops, wildlife and freshwater supplies. From polar bears in the Arctic to marine turtles off the coast of Africa, our planet’s diversity of life is at risk from the changing climate. In context of Nepal, climate change is creating habitat issues in wildlife management. Climate change has been one of the core issues in the field of wildlife conservation. Hence greater recognition is essential among the people to usher the biodiversity conservation. For this young students who can be key actors in conservation need to understand the conservation significance of wildlife and ecosystem services they provide. Training and awareness raising programs such as workshops, interaction programs, and rallies are of paramount importance to foster the greater appreciation towards wildlife conservation and raise voice against climate changing factors. These programs can act as a catalytic role in convincing students to enrich their understanding of climate changing factors.
Hence this one day interaction program is proposed here to motivate the students to participate in climate conservation, understand the impacts of climate change in daily livelihood and develop leadership in speaking regarding conservation issues.
The main objective of this one day interaction program is to have in-depth discussion on climate changing factors, its impacts in the mountainous country like Nepal and daily livelihood of people.
To inspire the participants to involve in conserving the environment, controlling climate changing factors and its present issues and threats.
To encourage students to co-ordinate in restoring wildlife habitat, promote environment friendly activities, raise voice against climate changing factors. | https://nationalyouthcouncil.org/workshop-and-wildlife-photography-competition/ |
Canada’s forests are an integral part of our fight against climate change. Resilient forest ecosystems help preserve biodiversity, protect and conserve our water resources and mitigate the effects of climate change by capturing and storing carbon, resulting in clean and healthy air. They also play an important role in the everyday life of communities across Canada, including Indigenous communities.
That’s why today Julie Dabrusin, Parliamentary Secretary to the Minister of Natural Resources, and Jenica Atwin, Member of Parliament for Fredericton, on behalf of the Honourable Jonathan Wilkinson, Minister of Natural Resources, announced the launch of the Indigenous Seed Collection Program, which will build the capacity of Indigenous communities to collect seeds from tree species of cultural, spiritual and economic importance to those communities.
This program will be delivered through Natural Resources Canada’s National Tree Seed Centre (NTSC), and will advance conservation and planting of various tree species under the 2 Billion Trees program. It will support Indigenous communities as they play a vital role in ensuring that the right tree is planted in the right place.
Specifically, the Indigenous Seed Collection Program will:
• explore Indigenous seed collection and storage capacity;
• assess equipment and training needs across Canada;
• incorporate Indigenous knowledge into seed collecting, training and conservation efforts;
• collaborate with communities and Indigenous-led small and medium-sized enterprises to identify technical and training needs;
• co-develop a strategy with Indigenous communities to support the collection of species of interest for habitat creation, management of species at risk, restoration of ecosystems and community forest programs; and
• develop a network of community participants to assist in seed collection and processing.
Quotes
“The Indigenous Seed Collection Program will support Indigenous leadership within the 2 Billion Trees program. This program will help us ensure that the right tree is planted in the right place and will inform our efforts to preserve biodiversity and protect forest resources for generations to come.”
The Honourable Jonathan Wilkinson
Minister of Natural Resources
“Indigenous Peoples have long been stewards and managers of the land and waters and leaders in conservation in Canada. Supporting Indigenous communities to ensure the collection of seeds from important tree species is vital to the health and conservation of boreal ecosystems. Healthy, growing and sustainably managed forests are key to fighting climate change and to contributing to the prosperity, health and well-being of all Canadians.”
The Honourable Steven Guilbeault
Minister of Environment and Climate Change
"Indigenous traditional values and knowledge must be at the centre of our efforts to preserve our forests. The Indigenous Seed Collection program will incorporate Indigenous knowledge into seed collection and conservation, particularly for species with cultural, spiritual, and economic importance to Indigenous communities.”
Jenica Atwin
Member of Parliament for Fredericton
“While protecting communities’ treaty rights and harvest locations, the NTSC can help grow capacity for Indigenous-led forest restoration through seed processing, storage and germination testing — contributing to the goal of planting two billion trees by 2030.”
Donnie McPhee
Coordinator, National Tree Seed Centre
“It is through the past and continued support of the NTSC that our capacity is slowly growing. We are hopeful that this partnership can continue and that we, in turn, can help to identify species of local significance and provide local seed for research and storage.”
Elizabeth Jessome
Mi'kmaq Forestry Initiative Project Manager, Unama'ki Institute of Natural Resources
Quick facts
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The NTSC, located at the Atlantic Forestry Centre in Fredericton, New Brunswick, is Canada’s national centre of expertise for the collection and conservation of tree seeds. With a network of partners across Canada and working to ensure seed conservation, education and research for current and future generations, the NTSC maintains a unique collection of seeds from native trees and shrub species dating as far back as 1951. This collection is used for research, conservation, restoration and reclamation efforts, and it ensures the continued genetic diversity and preservation of Canada’s forests. Their work contributes to Canada’s efforts in preserving the biodiversity of Canada’s forests and in realizing our climate change strategies, including through the 2 Billion Trees program.
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The National Tree Seed Centre maintains a dynamic living library of Canada’s forest genetic resources and has over 13,000 unique seed collections from over 200 tree and shrub species, the most diverse collection of its kind in Canada.
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Planting two billion trees across the country will help Canada’s efforts to tackle the twin crises of climate change and biodiversity loss. Trees capture and store carbon from the atmosphere, improve air and water quality, support biodiversity and create and support thousands of good jobs.
-
The United Nations General Assembly proclaimed 21 March the International Day of Forests in 2012 to celebrate and raise awareness of the importance of all types of forests.
Associated links
Contacts
Natural Resources Canada
Media Relations
343-292-6100
[email protected]
Keean Nembhard
Press Secretary
Office of the Minister of Natural Resources
[email protected]
613-323-7892
Follow us on Twitter: @NRCan (http://twitter.com/nrcan)
Report a problem or mistake on this page
- Date modified: | https://www.canada.ca/en/natural-resources-canada/news/2022/03/national-tree-seed-centre-launches-indigenous-seed-collection-program.html |
Florida’s prolonged red tide outbreak beginning in 2017 grabbed international attention, as scores of dolphins, sea turtles and other marine life washed ashore dead or dying.
The biological impacts of the phenomenon and what they could mean for the future will be at the forefront March 14 when scientists, policymakers and educators from around the state gather for a Biodiversity Conference at Florida Gulf Coast University.
The daylong event, which is free and open to the public, begins with a morning panel discussion of scientific evidence of red tide’s impacts on species and ecosystems. Afternoon sessions will further explore science, policy and education related to the issue. [ Register to attend ]
The main goal is to gain a clearer picture of how the algal blooms affect the Gulf of Mexico’s biodiversity — its variety of life forms — as well as the food chain in coastal ecosystems.
The conference, which runs from 8 a.m. to 5 p.m. in FGCU’s Cohen Center, will also help enhance community awareness of the issue and identify gaps in scientific knowledge, policy framework and educational efforts related to how such outbreaks affect coastal biodiversity, according to Dr. Kara Lefevre, an assistant professor in the Department of Marine & Ecological Sciences.
She and other FGCU faculty will be joined by representatives of organizations such as the Florida Fish and Wildlife Conservation Commission, Calusa Waterkeeper, Center for Biological Diversity, Conservancy of Southwest Florida, Sanibel-Captiva Conservation Foundation and the Clinic for the Rehabilitation of Wildlife.
Harmful algal blooms such as red tide occur when microscopic algae multiply to higher-than-normal concentrations, often discoloring the water. High concentrations can be toxic to fish, marine mammals and birds — as occurred in the 2017-19 outbreak along the gulf coast.
Although red tide also has a negative ripple effect on economic health and quality of life along the coast, the conference is intended to focus primarily on biological issues, according to Lefevre. She is part of The Biodiversity Group, an association of FGCU faculty, staff and students as well as community partners, which formed in 2016 and organized the first Biodiversity Conference in 2017. About 200 people attended that event, where international experts examined how habitat fragmentation, climate change and invasive species are affecting Florida.
“The impetus for our efforts in founding this Biodiversity Group at FGCU is that we know biodiversity loss is one of the major global impacts of human activity,” Lefevre said. “The group has worked to advance understanding and protection of regional biodiversity through research, education, resource management and public policy.”
That’s good news for lovers of dolphins, sea turtles and other marine life in the balance. | https://fgcu360.com/2019/02/27/biodiversity-conference-examines-red-tide-impacts/ |
This book chapter written in response to an examination of the IPCC’s 5th Assessment explores mechanisms that should find a place in our adaptation/mitigation toolbox. While some climate change efforts fall squarely into either the mitigation or adaptation camp, some — like land conservation — help mitigate the impacts of climate change and also help human and nonhuman communities adapt to climate change. This chapter presents ideas, programs, and property tools that incorporate changing landscapes while still providing environmental benefits. Specifically we explore using the Public Trust Doctrine, payments for ecosystem services, conservation easements, REDD , biodiversity offsets, debt for nature swaps, and community based resource management. Some of the programs are well established and we embrace them; some have been in use but we suggest changes; and some ideas are not fully developed but hopefully will serve as inspiration or conversation starters. Because of the complexity of climate change, along with the political and social landscape, these tools will not all be equally attractive in all areas. Additionally, the tools could be misused and lead to maladaptation or unanticipated, unintended consequences. Therefore, we conclude the chapter with a discussion of concerns related to these tools — an offering that could also serve as a checklist of considerations when forming implementation plans. Thus, we conclude not with a magic pill but with a variety of vitamins that haven’t yet received FDA approval. We think they will be good for you, but as with all such medications taken in the wrong quantities or in ill-advised combinations, they may be harmful to your health. Be sure to consult with your local climate scientists, biologists, policymakers, and neighbors before taking them. | https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2700658 |
(Sacramento, Calif., Dec. 15, 2021)—Audubon California today hailed a draft plan from Gov. Gavin Newsom to conserve 30 percent of the state’s lands as an ambitious step towards climate resiliency and making the outdoors accessible to all Californians.
“Conserving 30 percent of land and waters is critical to preserving California’s natural resources and to creating a buffer against the most severe impacts of climate change,” said Sarah Rose, executive director of Audubon California. “Governor Newsom’s plan is an ambitious yet achievable way to protect California’s people and natural resources. Audubon looks forward to achieving 30 by 30 through partnerships with the governor, the legislature, communities, farmers, ranchers, and private landowners across the state.”
The plan calls for protecting California’s biodiversity with a wide array of strategies, including land protection, improving management of public lands, voluntary partnerships with private landowners, and accelerating habitat restoration efforts across the state. It also emphasizes the need to protect Native Californian tribal lands, improve access to nature in communities lacking parks or open space, and increase access points to trails and urban rivers. Overall, the plan strives to bring California’s considerable resources to bear to protect dwindling biodiversity and improve the state’s resilience to the impacts of climate change.
The public is invited to offer input on the plan through January 28.
###
MEDIA CONTACT:
Jason Howe, [email protected]; 415-595-9245
About Audubon
The National Audubon Society protects birds and the places they need, today and tomorrow. Audubon works throughout the Americas using science, advocacy, education, and on-the-ground conservation. State programs, nature centers, chapters, and partners give Audubon an unparalleled wingspan that reaches millions of people each year to inform, inspire, and unite diverse communities in conservation action. A nonprofit conservation organization since 1905, Audubon believes in a world in which people and wildlife thrive. Learn more at www.audubon.org and on Facebook, Twitter and Instagram @audubonsociety. | https://ca.audubon.org/news/press-release-audubon-california-hails-governors-30x30-plan-crucial-step-towards-protecting |
Cameron Devitt, S. E., Seavey, J. R., Claytor, S., Hoctor, T., Main, M., Mbuya, O., et al. (2012). Florida biodiversity under a changing climate: a white paper on climate change impacts and needs for Florida. State University System of Florida, Florida Climate Change Task Force.
Abstract: Florida has abundant and unique biological resources that are expected to be negatively affected by global climate change. Florida is at particularly high risk for climate change impacts because of its low topography, extensive coastline, and frequency of large storm events. Climate change is already making large sweeping changes to Florida's landscape, especially along the coasts. The drivers of this change are both physical and biological in nature. Changes in air and water temperature, freshwater availability, salt water intrusion, ocean acidification, natural disturbance regime shifts (e.g., fire, storms, flood), and loss of land area have already been observed in Florida. Florida's average air temperature has increased at a rate of 0.2 - 0.40C per century over the past 160 years and is expected to increase around another 50C by 2100. Rainfall in Florida has generally increased by 10% over the last 120 years, and more frequent heavy precipitation events are expected in the future. Both globally and in Florida, ocean pH has been lowered 0.1 unit since the pre-industrial period and another 0.3�0.5 pH unit drop is predicted by 2100. Many of Florida's disturbances regimes such as algae blooms, wildfires, hypoxia, storms, droughts and floods, diseases, pest outbreaks are already showing signs of change. Finally, Florida's sea level is currently rising at 1.8-2.4 mm per year and may rise by another meter by 2100. Florida's biodiversity is already responding to climate change through changes in physiology, distribution, phenology, and extinction risk. Physiological stress is being observed among marine species in reduced rates of calcification, photosynthesis, nitrogen fixation, and reproduction brought on by increased acidity. Northward movement is becoming more common as a result of temperature shifts. Unfortunately, for Florida, species movement brings increased risk for invasions by non-native species, like the Cuban treefrog. Sea turtle nesting and tree flowering dates are starting to shift earlier in time to keep pace with increasing temperatures in Florida. Climate change also brings elevated extinction risks for Florida's numerous endemic species and species of conservation concern. Maintaining species and ecosystem resiliency is critical to conserving Florida's biodiversity, and we recommend an active adaptive management framework to achieve this goal. The application of adaptive management demands that science take a leading role in management. As we outline here, the major scientific research needs are to improve predictive ecological models and their application; increase focus on general climate change impacts patterns and trends; improve the understanding of disturbance regimes and the interactions of climate drivers; and enhance monitoring programs that link to clear management actions. Resource management can take a leading role, especially in embracing an experimental and flexible approach. Support is also needed for managers to improve data management and infrastructure; embrace and work openly with uncertainity, engage in more climate change related public outreach; and reach out to other management agencies across political and bureaucratic boundaries. Management and science together need to promote the conservation of natural resources; reduce other anthropogenic threats to biodiversity; consider the use of assisted migration and other adaptation strategies; create migration corridors; and promote strategy development that is both creative and experimental. Fortunately, there are numerous agencies, institutions, and scientists in Florida who can facilitate both improved scientific research and management of climate change impacts on biodiversity. Federal programs such as the White House's Interagency Climate Change Adaptation Task Force and the Department of Interior's Landscape Conservation Cooperatives are being implemented to enable holistic adaptive management across state borders. Within 8 | P a g e Florida, The Fish and Wildlife Commission, Water Management Districts, and Florida Oceans and Coastal Council should continue to work across county and habitat borders with Florida research scientists and non-profit organizations to promote active adaptive management approaches to protecting biodiversity. Numerous direct economic benefits are associated with conserving Florida�s natural resources, such as tourism, recreation, and fisheries. In addition, Florida�s biodiversity and natural systems provide significant ecosystem services that benefit all the citizens of Florida. To develop effective active adaptive management in Florida, several administrative challenges need to be addressed such as current interpretation of legislation, lack of funds, stakeholder conflict, self-serving behavior, and the pace of change. "The challenge to researchers is to shift their focus from discovery to the science of implementation, while managers and policy-makers must depart from their socio-political norms and institutional frameworks to embrace new thinking and effectively utilize the wealth of powerful new scientific tools for learning by doing" (Keith and others 2011). Structured and transparent decision making can unveil options for science and management to effectively address Florida's biodiversity conservation in the face of climate change. The preservation of Florida's rich biodiversity is critical to maintaining the unique and unparalleled natural beauty of the state and the ecosystem services provided by these natural systems to the citizens of Florida.
Galindo-Gonzalez, S., L. Berry, C. Cox, A. Edwards, R. Ellingson, A. Feldman, T.A. Irani, J.W. Jones, J. Lambert, C. Lockhart, M. Mehallis, J.G. Ryan. (2011). Florida climate change education and training: State University System cooperative plan. State University System of Florida, Florida Climate Change Task Force.
Abstract: Global climate changes are complex and challenging to communicate to society. As a consequence, society is not prepared to adapt and mitigate the impacts of climate change, remaining incapable of pushing for effective, efficient, and equitable policies and actions on the matter. This challenge is evident in the Southeastern United States, where broad sectors of the public remain unconvinced that climate change is a serious problem and scientists and educators in general lack sufficient capability to translate sciences to lay audiences, making it harder for people to understand climate change and how and when they should be concerned and take action. Therefore, it is important to identify existing educational opportunities that and others that are still needed to broadly educate and inform relevant audiences. The overall goal of this paper is to provide information on university climate change programs (research and education), university climate change institutes and centers, and initiatives statewide in Florida. The specific objectives are:1) describe the current status of climate change education within Florida, b) assess the extent at which climate change educational needs are being addressed, and c) identify action items required to enhance climate literacy of the State�s population. Through a systematic statewide effort, 461 courses with varying degrees of climate change content were identified within 12 surveyed institutions of higher education. Almost 40% of these courses are taught in disciplines within the Earth and physical sciences, and both the life and social sciences have around 100 courses each. The rest of the courses were part of the curricula of interdisciplinary programs (43), and humanities (8). The courses were further classified based on the amount of climate change content that they included. A set of educational needs were identified. The most important needs are: a) promote a stronger integration of climate change education with other sciences and disciplines; b) enhance students� access to current and future courses; c) develop the skills of scientists for translating scientific concepts to lay audiences; and d) strengthen the preparation of teaching and extension faculty and K-12 science teachers to incorporate climate change concepts in their courses. Two approaches are proposed by the authors based on these findings and on recent publications, such as the USGCRP Climate Literacy framework. The first one focuses on the development and delivery of training curricula to enhance the knowledge and skills of university faculty (both teaching and extension) and K-12 science teachers in two main areas: 1) the integration of climate change education into their courses/programs, and 2) the translation of scientific concepts to multiple audiences. The second approach is the establishment of a state-wide, inter-institutional, and multidisciplinary concentration or minor/certificate on climate change. This program would enhance the access of students to a variety of courses on climate change, improve the capacity of future scientists for translating sciences, and promote the integration of climate change education into a range of disciplines.
Misra, V., E. Carlson, R. K. Craig, D. Enfield, B. Kirtman, W. Landing, S.-K. Lee, D. Letson, F. Marks, J. Obeysekera, M. Powell, S.-l. Shin. (2011). Climate scenarios: a Florida-centric view. State University System of Florida, Florida Climate Change Task Force. | https://floridaclimateinstitute.org/refbase/search.php?sqlQuery=SELECT%20author%2C%20title%2C%20type%2C%20year%2C%20publication%2C%20abbrev_journal%2C%20volume%2C%20issue%2C%20pages%2C%20keywords%2C%20abstract%2C%20thesis%2C%20editor%2C%20publisher%2C%20place%2C%20abbrev_series_title%2C%20series_title%2C%20series_editor%2C%20series_volume%2C%20series_issue%2C%20edition%2C%20language%2C%20author_count%2C%20online_publication%2C%20online_citation%2C%20doi%2C%20serial%20FROM%20refs%20WHERE%20serial%20RLIKE%20%22.%2B%22%20AND%20type%20%3D%27White%20Paper%27%20ORDER%20BY%20first_author%2C%20author_count%2C%20author%2C%20year%2C%20title&submit=Cite&citeStyle=APA&citeOrder=&orderBy=author%2C%20year%20DESC%2C%20publication&headerMsg=&showQuery=0&showLinks=0&formType=sqlSearch&showRows=20&rowOffset=0&viewType=Print |
- Manage the progress and completion of projects to build the brands of non-profit organizations.
- Work closely with art directors, production & graphic artists, copywriters, program managers, advertising agencies and other team members to produce materials for recruitment and retention of large scale cause related athletic events. Ensure & maintain correct implementation & execution of files for production or web.
- Develop and monitor scheduling for projects from beginning to end. Ensure timely workflow and communicate project status to all department personnel utilizing online management tools.
- Maintain relationships with printers, fulfillment and direct mail houses and other vendors.
- Ensure resources required to complete projects were available and hold the production of all marketing and collateral projects to deadline, both print and on-line. | http://mandy.elion.org/project/creative-services-projecttraffic-manager/ |
Schawk, Inc.
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Production Artist
at Schawk, Inc.
Posted: 10/17/2017
Job Reference #: 2598131
Categories: Manufacturing/Production
Job Description
Auto req ID
5494BR
5494BR
Business Title
Production Artist
Production Artist
Line of Business
Schawk
Schawk
Country
United Kingdom
United Kingdom
State/Province
Greater London
Greater London
City
Osterley
Osterley
Full-Time / Part-Time:
Full-time
Full-time
Regular / Temporary:
Regular
Regular
Overall Job Summary
Develops accurate and high quality artwork for basic to intermediate Production assignments to incorporate in final layout for Assembly. Under the direction of the client project team incorporates branding guidelines (e.g. photography, text, legal requirements, etc.) into artwork layout (e.g. packaging, circulars, etc.) per client’s technical specifications.
Job Responsibilities
Client Experience
- Attends any client meetings (e.g. pre-production) as necessary.
- Ensures high quality standards in all Production client deliverables.
Operational Excellence
- Ensures accurate, consistent, and timely completion of high quality basic to intermediate level Artwork, effectively using industry standard software, tools, and Print techniques.
- Performs assigned tasks within the overall Production workflow and assigned budget, according to:
- Work order specifications,
- Industry and Company Standard Operating Procedures (SOP’s),
- The Company’s high quality standards, and
- The client’s Brand guidelines and standards.
- Ensures client project team has most current information about the status of the assigned project(s) by logging and maintaining in project tracking system (e.g. ONE!) accurate records of:
- Project plan (sub-project or task) information
- Time dedicated to specific project(s)
- Quality issues
- Meets quality standards at all times for all assigned deliverables and makes recommendations to Management for improvements in reports, tools, processes and assigned tasks.
Employee Experience
- Creates strong and effective internal partnerships and collaborates across the business; listens and values the opinions of others.
- Is an effective team member; supports the team by pitching in at any level and effectively working across the organization to meet the needs of the business.
- Takes ownership of personal actions and outcomes; encourages and empowers others to do the same.
- Embraces change; maintains an open mind and is flexible and adaptable in the face of ambiguity and change.
- Focuses efforts on achieving SMART objectives aligned to the Company’s Strategic Imperatives.
- Proactively seeks opportunities to increase knowledge, skills and abilities.
- Monitors and pursues upward and lateral growth opportunities to enhance expertise and drive career development.
Growth
- Supports Company’s profitability efforts by focusing on and encouraging others on the efficient, accurate and timely completion of the assigned Production activities.
Other
- May perform other duties, as needed, to meet the needs of the business.
Qualifications / Requirements
Education & Certifications
- Secondary School (e.g. High School) Diploma, General Education Degree (GED), or an equivalent combination of education and experience sufficient to successfully perform the key accountabilities of the job.
- Computer Graphics Certification preferred.
Experience
- Experience in Graphics Arts industry (e.g. Design Studio/Agency environment) or related field in manufacturing (i.e. Printing, Pre-Press) a plus.
Skills & Abilities
- Basic knowledge of the Company’s products, solutions and services a plus.
- Basic understanding of the market and business environment that affects the assigned clients as it applies to functional area.
- Basic understanding of effective Print, Photo Studio, and/or Digital production, processes, roles, tools (digital and conventional) and workflow practices and trends.
- Basic to proficient in Pre-media and/or Creative Services and solutions.
- Good people, organizational, and analytical skills (including attention to detail).
- Good verbal and written communication skills
- Basic to proficient Computer Software (SW) Skills:
- Apple Mac equipment and operating systems
- Overall Business SW (e.g. MS-Office Suite)
- Specific Functional SW (e.g. Abode Design Suite, Acrobat plus QuarkXpress; Project Management Software; Agile; or others; etc.)
- Ability to interpret concept and/or brand guidelines through to artwork execution (e.g. digital, photographic, etc.).
- Ability to develop and maintain a collaborative relationship with peers and colleagues in one or more areas of the organization.
- Ability to build and maintain effective relationships with internal clients and/or external clients (e.g. printers, product manufacturers, service providers, and/or clients).
- Ability to work well in a team environment, with a moderate degree of supervision, to handle a heavy workload, to prioritize work, and to meet assigned deadlines.
EEO Statement: | https://kentucky.jobing.com/schawk-inc/production-artist-2-25198787 |
Job Description:
The Accounting Manager is responsible for all areas relating to financial reporting, including supervision, monitoring, and evaluating all day-to-day accounting activities. This position will be responsible for developing and maintaining accounting principles, practices, and procedures to ensure accurate and timely financial statements. The Accounting Manager supervises the team to ensure that work is properly allocated and completed in a timely and accurate manner. This position addresses tight deadlines and a multitude of accounting activities including general ledger preparation, monthly financial reporting, year-end audit preparation, and the support of budget and forecast activities. The Accounting Manager will have contact with senior-level team members and the company’s Chief Services Officer and Chief Executive Officer which requires strong interpersonal communication skills; both written and verbal.
Job Responsibilities:
- Plan, implement, and oversee overall accounting strategy
- Obtain and maintain a thorough understanding of the financial reporting and general ledger structure
- Ensure an accurate and timely monthly, quarterly, and year-end close
- Ensure the timely reporting of all monthly financial information
- Oversee daily accounting operations
- Take responsibility for accounts payable/receivable, cash receipts, general ledger, budgeting, and expenditure variance analysis
- Ensure the accurate and timely processing of positive pay transactions
- Ensure the monthly and quarterly Bank Compliance activities are performed in a timely and accurate manner
- Support budget and forecasting activities
- Collaborates with the other finance department staff to support overall department goals and objectives
- Monitors and analyzes department work to develop more efficient procedures and use of resources while maintaining a high level of accuracy
- Advises staff regarding the handling of non-routine reporting transactions
- Responds to inquiries from the CEO, CSO, and EVP regarding financial results, special reporting requests, and the like
- Work with the EVP and CSO to ensure a clean and timely year-end audit
- Supervise the general ledger group to ensure all financial reporting deadlines are met
- Assist in the development and implementation of new procedures and features to enhance the workflow of the department
- Provide training to new and existing staff as needed
- Handle personnel issues relating to staff conflicts, absenteeism, performance issues, etc.
- Work with each direct report to establish goals and objectives for each year and monitor and advise on the progress to enhance the professional development of staff
- Support EXECO with special projects and workflow process improvements
- Set up and monitor accounting KPI’s
- Regularly produce financial reports or statements
Job Requirements:
- Minimum 5 years of experience as an Accounting Manager
- Excellent computer skills on MS Office
- Excellent knowledge and experience with accounting software, Sage, and databases
- Ability to multi-task
- Understanding and knowledge of accounting principles, practices, standards, laws, and regulations
- Critical thinker and problem-solving skills
- Team player
- Great time-management skills
- Great interpersonal and communication skills
- BS degree in Accounting or Finance
The marginal functions of this position have not been included. This job description in no way implies that these are the only duties to be performed. An employee will be required to follow any other job-related duties required by the manager. | https://www.eventsphere.com/open-positions/accounting-manager/ |
Assistant Account Manager wanted at Juan Industries
Juan Industries is one of the proud leading Chemical industry with both locally and internationally recognition and standards. We are engaged in the production and supply of inorganic and organic chemicals for the production of food substances, pesticides, herbicides and cosmetic materials.
We are recruiting to fill the position below:
Job Title: Assistant Account Manager
Location: Lagos
Job Description
- The Assistant Accounting Manager is responsible for all areas relating to financial reporting
- This position will be responsible for developing and maintaining accounting principles, practices and procedures to ensure accurate and timely financial statements
- The Assistant Accounting Manager will have contact with senior-level Attorneys and the firm’s Executive Director and Controller which requires strong interpersonal communication skills both written and verbal.
Responsibilities & Duties
- Obtain and maintain a thorough understanding of the financial reporting and general ledger structure.
- Ensure an accurate and timely monthly, quarterly and year end close.
- Ensure the timely reporting of all monthly financial information.
- Assist the Controller in the daily banking requirements.
- Ensure the accurate and timely processing of positive pay transactions.
- Ensure the monthly and quarterly Bank Compliance activities are performed in a timely and accurate manner.
- Supports budget and forecasting activities.
- Collaborates with the other finance department managers to support overall department goals and objectives.
- Monitors and analyzes department work to develop more efficient procedures and use of resources while maintaining a high level of accuracy.
- Advises staff regarding the handling of non-routine reporting transactions.
- Responds to inquiries from the Director of Finance, Controller, and other finance and firm wide managers regarding financial results, special reporting requests and the like.
- Work with the Controller to ensure a clean and timely year end audit.
- Supervise the general ledger group to ensure all financial reporting deadlines are met.
- Assist in development and implementation of new procedures and features to enhance the workflow of the department.
- Provide training to new and existing staff as needed.
- Handle personnel issues relating to staff conflicts, absenteeism, performance issues, etc.
- Work with each direct report to establish goals and objectives for each year and monitor and advice on the progress to enhance the professional development of staff.
- Support Controller with special projects and workflow process improvements.
Minimum Requirements
Education:
- B.A/B.Sc in Accounting/Business Management
Technical Skills and Prior Experience:
- One to three years prior supervisory experience in the financial
- reporting/general ledger area, experience working in a production firm or professional services firm is preferred
- Must be PC proficient and able to thrive in a fast -pace setting
- Experience with Elite Enterprise, J.D. Edwards or other large automated accounting system a plus.
- Must have strong experience with Microsoft Excel, Access and Word Ten key by touch required.
- Strong verbal and written communication skills Strong interpersonal, supervisory and customer service skills required.
- Ability to multi-task, work under pressure and meet deadlines required.
Remuneration
- We believe in rewarding her employees for their commitment and endeavors and have designed a flexible benefits package that will suit all of our staffs.
- Salary Range: N70,000 – N210,000 per month
- 4% pension scheme
- Plus range of allowance, incentives and bonuses
Application Closing Date
20th July, 2018
Method of Application
Interested and qualified candidates should forward their updated CV’s/Resumes to the “HR” through this e-mail address: [email protected] using post applied for as the subject of the mail.
Note
- CV’s should be in MS word format and applicants who applies more than once for this job post will be disqualified automatically
- Only shortlisted candidates will be contacted. | https://www.jobsfornaija.com/2018/06/25/assistant-account-manager-wanted-at-juan-industries/ |
Plans, oversees and coordinates the activities and functions of the Revenue units. Supervise, train and evaluate staff to achieve and maintain department standards; including assignment and completion of daily activities, system processing, policies and procedures and special projects. Contribute to the achievement of division and corporate action plans.
Supervise staff that serve as primary billing contact for external customers and internal business partners
Ensures accurate and timely customer billing, posting of all accounts receivable including the posting of live checks, lockbox checks, ACH and wire payments
Oversees collection activity for past-due receivables, including collection calls, collection letters and sending accounts to outside collection agencies
Support the Client Portal and Online Billing by providing information and responding to inquires; support future Client Portal enhancements
Through a collaborative effort with Finance, ensure company's assets and premium are in compliance and protected; oversees monthly enrollment and billing reporting related to accounts receivable
Establish effective relationships with direct reports; monitor performance, provide prompt and objective feedback, coaching and counseling; conducts performance reviews, recommends salary increases and actively engages in recognition and employee development efforts
Coordinate with training department to ensure all staff receives appropriate training; ensure staff have the information and resources necessary to do their jobs and meet their goals
Monitor work of unit personnel ensuring consistent, accurate and timely processing to make certain departments standards are met for assigned business functions; assigns resources appropriately to ensure balanced support in all areas
Develop, maintain and monitor unit standards, processes and procedures to ensure efficient, accurate and measurable processing
Ensure effective communications are maintained within the unit and externally; where appropriate, inform employees as to plans and progress; ensure that staff is aware of division and corporate goals and objectives and their role/contribution in achieving them
Recommend and implement procedural and system changes to deliver quality service to internal and external customers
Assist in the development of unit budget, monitor expenses to ensure costs are within established levels
Participate in the hiring and interviewing process for open positions within the unit ensuring that the most qualified candidates are selected
Coordinate with other units/departments to facilitate special requests, resolve workflow issues, production issues, and escalated customer inquiries
Bachelor's degree in related field or equivalent experience
Minimum of 2 years of leadership experience in a business-related environment
Minimum of 2 years of functional experience
Excellent written and verbal communication skills
Ability to analyze work processes and drive changes
Strong organizational and planning skills
Strong interpersonal sills
Clean credit history as reported by credit report
The working environment is generally favorable lighting and temperature is adequate, and there are no hazardous or unpleasant conditions caused by noise, dust etc.
The above information on this description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees assigned to this job grade.
VSP Global is an equal opportunity employer and gives consideration for employment to qualified applicants without regard to age, gender, race, color, religion, sex, national origin, gender identity, sexual orientation, disability or protected veteran status. We maintain a drug-free workplace and perform pre-employment substance abuse testing. | https://careersuccess.nbmbaa.org/jobs/15837911/supervisor-revenue |
Our firm, Africa-One Consulting has been retained to provide Senior Project Coordinator - Telecommunication at one of South Africa’s municipality. As such, we are looking for Senior Project Coordinators in Telecommunication. Preference will be given to candidates with certification.
Responsibilities
- SAP PPM module updating
- Project Scheduling
- Material Management
- Site Visits
- Resource Planning
- Reporting
- Responsible for timely project completion, issue identification/resolution, and customer delivery
- Ensures clients clearly understand status of project throughout all phases; including outstanding, pending and completed tasks
- Performs daily project tracking including resource management, equipment tracking and workflow supervision of multiple projects
- Creates and executes project work plans and revises when appropriate to meet changing needs and requirements
- Summarizes progress of project and prepares interim and project completion reports
- Facilitates efficient and effective internal team and external customer meetings
- Partner with internal and external customers to communicate project tasks, and schedules.
- Coordinate activities with other employees within our or the customer’s organization to ensure compliance and appropriate follow-through of policies, procedures, rules, rates, and completion dates applicable to his/her assigned projects.
- Prepares budgets and tracks expenses.
- Provides estimates within department guidelines.
- May order materials or coordinate with administrative personnel.
- Verify and reconcile invoices.
- Manage the document control process and ensure constant communication with the customer and both internal and external team members.
- Organize and maintain data in clear, accurate formats. Ensure project files are properly maintained and uploaded in customer database.
Required education:
- B-Tech/First Degree with Project Management as a subject or Proven (8 years) Project Coordinator type skills within a Telecoms multi project environment
Required experience:
- Minimum 6 years’ experience in project management environment.
Core Skills
- Project Coordination type roll within the Telecommunication sector.
- Basic understanding of LAN, MAN, MPLS, Radio, Facilities and Fibre technologies and standards
Other Requirements
- Knowledge of Microsoft
- SharePoint or equivalent document management system
- Experience in SAP CRM or other ERP system environment
- Proven ability to use and maintain complex project administration systems
- Experience with administration of project documentation (specifications, closeout documents, POs and invoices)
- The ability to work systematically and accurately in complex settings
- Proficiency in Microsoft Office (Excel, Word in particular)
- Excellent communications skills
- Driver’s license and own vehicle
Candidates should be able to start as soon as possible. | https://www.africaone-consulting.com/senior-project-coordinator-telecommunication/ |
The Rotary Club is looking to hire a Grants and Accounts Officer based in Nairobi.
Work Station: Nairobi
JOB PURPOSE;
The ideal candidate will ensure effective and efficient grant reporting as per the Grants MOU. The officer will also handle all Accounting matters relating to the District and the Districts Foundation Committee. S/he will be a project manager, consultant, analyst, and problem solver with exacting standards and an eye towards creativity and innovation
MAIN TASKS AND RESPONSIBILITIES;
- Coordinate the preparation grants reports and reports on grants activities in compliance with MOU (Memorandum of Understanding) and Organisation’s requirements.
- Facilitate regular monthly check in review meetings and circulate minutes and close follow-ups of action points.
- Support the grants team in highlighting and documenting success stories and factsheets.
- Maintain working knowledge of the Organisation at large.
- Maintain regular communication with other District Foundation Committee team and the Organisation.
- Maintain regular communication with all primary contacts for grants.
- Maintain regular communication with all cadres and Team of experts in Districts
- Monitor grants for legal, financial, and compliance including but not limited to ensuring full enforcement of Financial Management Plans.
- Monitor and document the grant making workflow processes, forms, templates, reports and data to assure full compliance with Organisation requirements.
- Refer Problem, complex grant scenarios to District Foundation Committee ( DFC)and/or the organisation
- Work with District Foundation Committee to generate reporting required for compliance and Financial Management Plans.
- Monitor the implementation of the Grants MOU.
- Follow up on the clubs for the implementation of FMP (Financial Management Plan) and annual financial Management plan assessment and ensure that annual Financial Assessment reports are submitted both for clubs and the district.
- Ensure grants records retention to the District’s online storage.
- Ensure Inventory Management of equipment.
- Relay any communication from Organisation/ DFC and partners.
- Follow up with District Treasurer on monthly DFC accounts summary and share reports to the District Foundation Committee (DFC) and DT (District Treasurer).
- Any other duties as assigned by the management team.
- Mastery of the organisations compliance and other requirements.
Accounting Management
- Manage all accounting transactions for the District and DFC
- Reconciliation of both District and DFC
- Ensure timely payments
- Comply with financial policies and regulations of the country
- Ensure the districts audit is done within the expected time
SKILLS AND QUALIFICATIONS;
- A Bachelor’s Degree in Commerce is required. Master’s degree in non-profit management or related field will be an added advantage.
- CPA/ACCA qualified minimum Part 2.
- Candidates should have a minimum of 4 years work experience, knowledgeable in non-profits or grant making and/or management systems.
- Adept at managing a project from inception to completion
- Data management experience, familiarity with data systems and business processes
- Financial or business analysis skills
- Familiarity with private foundation approaches, requirements and processes.
- A Rotarian/Rotaractor who is a cadre will be an added advantage.
- Communication /Problem Solving /Facilitation Skills
- All applications should be done on or before close of business 26th May 2021 on link below: | https://reedsafricaconsult.com/job/grants-accounts-officer/ |
- Be a point of reference on technical issues and non-standard cases.
- Ensure work allocated is carried out in accordance with:
- Practice guidelines.
- Documented operating procedures.
- Quality standards.
- Performance / Service standards.
- Ensure all work is logged onto and processed through Workflow.
- Must be able to work to a high level of accuracy.
- Monitor own workflow and that of junior associates via Workflow to ensure service levels are achieved.
- Take the lead in more complex/project work when required.
- Build and maintain technical, procedures and client knowledge through experience.
- Challenge procedures to identify process improvements and pass on recommendations to Administration Manager.
- Work with the Administration Manager to improve operational efficiency and reduce costs e.g. automation, full use of standard procedures.
- Ensure team members are fully informed of:
- Current events.
- Procedural changes.
- Benefit changes.
- Initiate and manage automated calculation system projects.
- Ensure your client databases are complete, accurate and standard.
- Maintain a good working knowledge of all systems and products to include
- PMS 6000
- Workflow
- GPS
- WordPerfect
- Microsoft packages (Outlook/Excel/Word)
- Understand your role in the team and understand the roles of others in the team.
- Encourage teamwork by sharing knowledge, ideas and solutions.
- Contribute to associate training and development.
- Manage the junior associates to make sure that work is dealt with efficiently and within deadlines.
- Be responsible for the team members' performance reviews.
- Assist with recruitment and selection process.
- Hold weekly team meetings.
- Ensure an efficient, professional service is provided to meet all client/members' needs and to promote the Towers Watson brand.
- Ensure an efficient, professional service is provided to meet all client/members' needs and to promote the Towers Watson brand.
- On an on-going basis be the principal contact the client, and maintain and develop client relationships.
- Communicate effectively with client/members via the telephone, remembering each caller will have a different level of understanding. Record each call as they occur.
- Develop good written communication skills to deal with more complex queries and requests.
- Ensure all communications are dealt with within defined quality and service standards.
- Analyse client/member feedback, suggest improvements and report to Administration Manager and/or Client Manager as appropriate.
- Analyse areas where the service to clients/members could be improved and put forward recommendations to Administration Manager and/or Client Manager as appropriate.
- Gather and analyse individual complaints received and produce report for Administration Manager.
- In conjunction with the Administration Manager, ensure that all delivery promises and performance standards are achieved.
- Ensure Administration Guides are kept up to date.
- Ensure accurate and timely recording of all work in time recording system.
- Ensure all work is logged out of Workflow correctly for billing purposes.
- Maintain 70 - 75% chargeability target
- Identify in advance with Administration Manager nonstandard events through work planning to ensure all work is charged, in particular, requests and projects outside the agreed fee basis.
- Prepare monthly fee invoice by the dates set by Finance.
- Liaise with Administration Manager over resources, workflow and client expectations.
- Display good time management skills and demonstrate ability to organise and prioritise own workload.
- Demonstrate commitment by ensuring that targets and deadlines are met.
- Interpersonal skills to included excellent written and verbal communication.
- Computer literate.
- Significant and proven experience dealing with DC and DB occupational schemes.
- Previous experience within a supervisory / managerial role in a Pensions Administration environment, ideally in a third party administrator.
- Progression in PMI qualification desirable
Reference: 39964999
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Your Job Alert has been created and your search saved. | https://www.reed.co.uk/jobs/team-leader/39964999?source=searchResults |
Purpose of job:
To plan and manage a variety of complex software development projects. To provide technical guidance to other software development staff and oversee projects to ensure assignments meet the Companys quality standards and are completed on schedule. To provide training to end- users of Company software.
Key Work:
To prepare Project Description Reports, develop project schedules, and formulate personnel and equipment requests.
To oversee project schedules and supervise staff and consultants assigned to specific projects to ensure high quality results and timely completion of all projects within budgetary guidelines.
To review technical content of software and software-related publications prior to release.
To conduct software workshops for users; assist with the development of new workshops and the revisions/additions to existing ones.
To make or test media masters and help ensure quality control.
To consult with users to resolve problems related to system hardware/ software and operating procedures. Develop and update internal procedures to ensure that Company software is properly documented and meets Company corporate standards.
To design and maintain common processes as a set of standards for software project managers in the respective Sector to follow, allowing them to manage multiple projects simultaneously in an efficient manner.
To promote and foster a strong team culture and open and transparent communication ensuring smooth running of projects.
To ensure the quality and timeliness of service delivery.
To ensure that unacceptable performance or inappropriate behaviours that dont align with our values are managed and corrective action is taken. To coach and mentor Software Project Management staff.
To ensure program management for timely completion of projects and within budget.
To act as sole point of contact for software project managers and to co-ordinate and foster teamwork and to establish cohesive project meeting structures commensurate with and during each of the software development project / program stages.
Education & Experience
A Bachelors degree in a relevant discipline and a PMP certification
More than 12 years of relevant experience, of which 5 to 8 years of Software Project Management experience is required. | https://m.timesjobs.com/mobile/job-detail/software-project-manager-international-turnkey-systems-kuwait-city-12-15yrs-jobid-lNoO3wukl4tzpSvf__PLUS__uAgZw== |
Our client, a pharmaceutical company in Galway are currently looking to recruit a Project Manager for their site.
Work closely with the commercial team to develop innovative, quality solutions based on customer requirements that deliver a significant return on investment for the business.
Prepare for and schedule PAC meetings, ensuring relevant projects and items for discussion are on the agenda, documentation is prepared and available in advance of meetings, minutes published timely and actions followed up between meetings.
Plan and publish project budgets, control project costs within agreed budgets and deliver products within BOM targets.
Work with Management to ensure all projects across the group are adequately resourced, individuals are not overburdened and that resources are shared across projects in line with group strategy and priorities.
Plan and track all projects to ensure on-time delivery, highlighting any roadblocks and working with relevant functions / management to ensure timely resolution or escalation.
Monitor the proper conduct of projects in line with our Quality System. Ensure accountability by each team member for the quality of their work and functional alignment within their departments.
Work with the Technical Director and Clinical team to ensure that clinical data is available in a timely manner for new product launches.
Work with fellow NPD Project Manager, Senior R&D Manager, and the Management team to continue to develop the NPD framework making it as efficient, effective and user friendly as possible.
Manage R&D Design Projects at a micro-level. Work with Electronic, Software, Mechanical and Garment functions to scope out a detailed design, development and test plans which support overall project targets / goals.
Manage the R&D design control milestones around design verification and validation, risk analysis and the risk management plan.
Ensure that the design control documentation is completed in concert with the project plan and in line with our clients quality system.
Assist operations with the consolidation of documents and specifications required for RFQ, prototyping / engineering builds, process validation and production ramp / post launch support.
Maintain product and process quality. Deliver projects within the guidelines set out in our clients Quality System. Participate in external audits of the project. Ensure accountability by each team member for the quality of their work.
Proven ability to motivate cross functional teams with no reporting responsibility. Previous people management experience would be advantageous. | https://www.hero.ie/jobs/project-manager-12 |
- Location:
- Jersey City, NJ
- Job Terms:
- Temporary
- Start date:
- 04/26/2021
- Posted By:
- Christie Bridges
- Date:
- 04/08/2021
Job Description:
The Manager, Creative Operations - Packaging and Digital ensures that creative projects are executed according to best practices and tracked throughout the DMI organization. They establish timelines and processes to ensure efficient workflow for the Creative team and serve as the liaison between the Creative department and all internal cross-functional teams, communicating key dates, providing project status and escalating delays, when necessary.
This person supports the Digital and Packaging teams by ensuring projects have been thoroughly briefed with proper information before work begins. They identify the scope and deliverables for each request submitted and manage the timelines with all involved team members ensuring key delivery dates are met.
Basic Duties/Responsibilities:
• Manage all aspects of creative development, including timeline creation, implementation, resource allocation and reporting on all Digital and Packaging projects.
• Ensure open communication flow between all departments, including Copy, Creative, Marketing, Production, and Product Development to evaluate briefs and develop timelines
• Aid in communication flow within the Creative team by acting as primary point of contact and support for all active Digital and Packaging creative projects
• Work to ensure that delivery times and specs for all programs are met, recognizing potential issues before they occur
• Ensure project briefs are complete before commencement of work and help to organize and gather assets for projects as needed
• Maintain updated schedules, hold status meetings and inform teams of changes in due dates
• Partner with AVP, Digital, AVP Branding/Packaging , and Creative Operations team members to prioritize workload, identify roadblocks, create and maintain systems for project workflow and improve internal and cross-functional communications
• Manage stakeholder routing and approvals of creative and feedback
• Responsible for reviewing and understanding business and creative goals of each project and speak to those as needed
• Prep for and conduct weekly Creative review meetings, staying on top of deadlines, ensuring materials are reviewed prior by appropriate approvers and having all reference materials printed and ready for presentation
• Gain thorough understanding of team roles in projects and processes
• Ensure all project deliverables stay “on brand” according to IT guidelines and style guides
• Work with Channel Management to ensure delivery times and specs for all programs and media channels are met
• Gain strong understanding of brand standards to ensure all project deliverables stay “on brand”
• Responsible for meeting schedules, preparation and agenda management
Essential Skills and Characteristics:
• Bachelor’s Degree
• Minimum of 2 years experience in a project management or creative operations role
• Digital asset experience required, packaging a plus
• Digital project management experience and proven track record in environment where organization skills are critical to successful workflow.
• Strong in Microsoft Office – Word, Excel, PowerPoint Outlook and ability to learn internal project management software systems (Experience in InMotion or other project management software a plus)
• Familiarity with Adobe (Photoshop, Illustrator, InDesign, Acrobat Pro) programs
• Strong communication skills, ability to clearly and concisely communicate to team and external departments in customer service-oriented fashion
• Can-do work ethic, positive attitude and willingness to roll up their sleeves and do what is necessary to get the job done. | https://aquent.com/find-work/166641 |
Production Planner II- Consumables
The Production Planner II, Consumables is responsible for a product group’s daily production requirements; leading the manufacturing team, managing material requirement, and inventory management. He/she works closely with the department manager to guarantee production goals are achieved in a safe, efficient, and cooperative environment.
Key Responsibilities and Duties / Essential Functions:
Manufacturing Support
- Lead production team by directing work flow. Assist in setting priorities and delivering on time.
- Planning of materials and capacity; create and monitor jobs as required.
- Monitor production status to resolve issues in a timely manner; escalate risks to planned completion date to the manager.
- Responsible for the timely and accurate completion of required production records.
- Train and mentor new or less-experienced technicians in correct manufacturing methods and procedures. Continue to provide technical assistance and coaching as needed.
- Operate hand or power tools to assemble mechanical assemblies by following blueprints, SOPs, guidelines, and/or diagrams to ensure product specifications and tolerance levels are met.
- Conduct functional testing and in-process visual inspection of parts, sub-assemblies, and instruments following test protocols when needed to support delivery schedule.
- All other duties as assigned
Inventory Management
- Build and maintain inventory accuracy by:
- Performing required warehouse material movements both physically and systematically.
- Picking, and delivering materials for job orders when needed to support warehouse.
- Resolving job order material issues and closing them per established procedures.
- Conducting timely cycle counts per established procedures
- Maintain a clean and organized warehouse. Highlight areas for improvement to manager.
- Support production by driving timely material movements per established procedures.
- Assist Planning and Purchasing personnel with other production related tasks, including but not limited to escalation of potential issues to ensure operational success.
- All other duties as assigned
Education and Experience:
- High School diploma or equivalent required; Associate’s degree in a technical discipline preferred.
- 4 or more years of manufacturing experience, preferably with capital equipment and/or complex electromechanical systems combined with lead experience preferred.
Qualifications and Skills:
- Proficient with MRP/ERP computer systems
- Expertise with assembly using hand and power tools
- Strong organizational skills
- Excellent written, verbal, and interpersonal communication skills for effective interface with all internal contacts
- Ability to work effectively both independently and as a member of a team
- Performs all functions of the job with a professional attitude and good judgement
Supervisory Responsibilities: Lead Consumables Production Team
Work Environment:
This job operates in a professional office, in cleanrooms, and in warehouse environment; routinely uses standard office equipment. Routinely uses standard office equipment and materials movement vehicles such as hand trucks, pallet jacks, or other wheeled carts.
Physical Requirements:
Job duties may be performed in a clean room environment and office environment. Mechanical aptitude, manual dexterity and ability to lift/carry objects up to 35 pounds may be required. May require bending/stooping/crawling/climbing. While performing the duties of this job the employee is often required to move from one place to another, stay in one position for periods of time, and communicate with others and exchange information.
Expected Hours of work:
Days and hours of work are typically Monday through Friday, 8:00 a.m. to 5:00 p.m. or as assigned by supervisor. This position regularly requires long hours and occasional weekend work.
Travel: N/A
EOE
M/F/D/V
To apply, click HERE. | https://www.asmnexx.com/jobs/production-planner-ii-consumables/ |
The Beijing Review is seeking a Journalist/Reporter for its News Unit. The ideal candidate will have vast experience in and thorough understanding of the editorial process and the production process that go into making premiere digital news video.
We’re looking for someone who can pitch, develop and research stories based off of newsroom priorities and lines of coverage. The journalist or a reporter will churn out a high volume of engaging content that helps drive video views and expand audience. He/she must have a proven track record of solid editorial judgment that aligns with the ethics of The Beijing Review newsroom. The journalist or a reporter must also be comfortable working on tight, demanding deadlines and in high-stress breaking news situations. The job will require some travel.
The Journalist may work on a range of Beijing Review's video content, including breaking news, enterprise and show/series production. For more in depth work, he/she may be responsible for story development, character casting, coordinating logistics between in-house production and external production companies, and post-production assistance. The ideal candidate will be highly organized with the ability to manage schedules and handle the hiring and management of crews and freelance vendors when necessary.
- Generate creative, engaging, polished, content, managing workflow to ensure timely and successful project completion.
- Ensure that all shot and recorded media is properly labeled, ingested, backed up and organized.
- Work closely with the Director, DP, Camera Operators and Compositors, providing input to create engaging visual sequences that will captivate viewers.
- Communicate and coordinate graphic element deliverables from Graphics Department.
- Communicate and coordinate VFX deliverables from Compositing Department.
- Create and present rough-cuts and animatics for discussion with internal clients or supervisors and making necessary changes.
- Ensure accuracy, and production quality of the final deliverable files, preventing any files being delivered with un-intended results or errors.
- Diligently update, maintain, and optimize the media delivery workflow, working with various outlets to verify specifications, and ensure successful delivery of our files.
- Deliver media to various outlets in an efficient, accurate, and timely manner, verifying successful delivery of correct files to their designated outlets.
- Effectively support projects and teams, and demonstrate creativity, effective oral and written communication, listening and decision making skills .
- Maintain accessible library of all completed work.
- Maintain Library of stock and running footage as well as stock music and sound effects libraries.
- Tremendous curiosity, energy and enthusiasm to drive the business forward.
The salary range for this position is $30,000 - $40,000. We have a generous benefits package which includes health insurance, dental and vision insurance, 10 paid holidays, 20 vacation days per year, 5 floating holidays per year, 12 sick days per year. | https://www.laowaicareer.com/jobs/journalist--reporter-3107?apply-from=job-feed |
PURPOSE AND SCOPE:
Oversees the daily operations and activities of staff, providing direction, support and guidance as appropriate. Monitors the efficiency and efficacy of the team, ensuring all patient and customer questions/concerns are addressed appropriately and professionally in a timely manner. Coordinates materials, locations, and visits for the Pharmacy Service Group to ensure contacts between FMCRx and customer sites flow smoothly and properly. Provides system and process training for FMCRx operation’s employees, assisting in cross- training between different positions as needed.
PRINCIPAL DUTIES AND RESPONSIBILITIES:
- Supervises the day to day activities of the assigned team ensuring that each individual’s work meets the established performance standards regarding the dispensing of pharmacy products
- Monitors and evaluates the workflow of the team ensuring appropriate balance and allocation of tasks for efficient and timely processing and dispensing
- Monitors enrollment volume and timelines for quality control assessment and identifying trends and issues. Recommends process and operational improvements as appropriate.
- Ensures customer/patient satisfaction and facilitates problem resolution, fielding escalated calls and issues as needed.
- Works with pharmacy/management to create and maintain staffing levels within operations. Coordinates and schedules meetings/trainings and coordinates communication between pharmacy and office staff.
- Assists with training new and existing employees. Coaches staff in operational activities to ensure compliance with departmental and organizational goals and objectives.
- Assists with management of department staffing by providing input regarding hiring, firing, and disciplinary actions. Does not have the direct ability to hire, terminate, or authorize salary changes.
- Acts as the QA Control within respective team and manages the FMCRx policy and procedures process to include: revising and updating the documents, training, and maintaining master copies.
- Prepares pertinent statistical reports, noting trends and issues. Provides analysis and recommendations to team as well as other FMCRx management.
- Prepares summaries of FMCRx operations staff efforts, contacts, and resultant patient enrollments to support management decisions.
- Provides analyses and other support services for the Director of Operations.
- Provides administrative support on an as needed basis for Executive Team
- Facilitates new patient sign up process, troubleshooting problems as they arise. Participates in patient acquisition process as deemed necessary
- Processes initial application and pre-enrollment form with patient verification
- Enters applicant data in the system
- Tracks patient status within the application process, addresses any problems.
- Coordinates production of marketing materials; to include; new enrollment information and patient/staff education materials. Ensures appropriate inventory of materials to meet customer sales efforts.
- Works with Pharmacy Representatives to ensure materials are available to support marketing efforts.
- Assist with various projects as assigned by a direct supervisor.
- Other duties as assigned.
Additional responsibilities may include focus on one or more departments or locations. See applicable addendum for department or location specific functions. | https://jobsinpharma.com/job-category/ad/healthcare,18/supervisor-pharmacy-technician,2202 |
ABL Space Systems was founded in 2017 by veterans of SpaceX and Morgan Stanley to develop low-cost launch vehicles for the small satellite industry. More importantly, we’re building a launch system we are truly proud of – no gimmicks or over-design, just reliable, rapidly deployable launches. We’re an ambitious team with big goals and, together, we’re determined to prove that reaching space can be simple, efficient, and routine.
When launch day arrives, we want you by our side
Process Control Coordinator
The Process Control Coordinator is a linchpin role within ABL’s manufacturing and production teams. Process Control Coordinators work in support of all production leadership staff to ensure the one-time delivery of components and assemblies.
RESPONSIBILITIES:
- Monitor, track, and move parts as required through the production flow to ensure timely delivery to next production location.
- Coordinate physical movement of parts through receiving inspection, stock rooms, purchasing, production resources or any applicable work center within ABL.
- Promote workflow consistency and accuracy across the company while working to drive down internal logistics lead-time
- Ensure parts are handled and protected properly and within ABL specifications.
- Perform Basic “just in-time” Inventory transactions within SIA, receiving in completed Work Orders, directly kitting up assemblies fulfilling open demand against next/upper-level Work Orders.
- Coordinate off-site processing of parts to ensure on-time delivery as required.
- Work with the planning, procurement, engineering, and production teams to ensure our MRP/ERP data is and remains clean and accurate.
- Assist with resolution of incorrect system data which is driving inappropriate demand, schedules, or could result in general failure.
- Analyze available data and develop metrics as required to drive optimal results.
- Work with production personnel to ensure metric goals are understood.
- Update and utilize target management system to drive results.
- Work with production supervisors and managers to ensure all metrics driven action requirements are completed.
- Develop and maintain reports to highlight needs, deliverables and constraints as required for internal and customer use.
- Communicate part status and estimated completion dates to leadership weekly.
- Assist production leadership and project teams with action item updates as required.
- Support logistics process through innovative staging of workflow as required.
- Support management of material certifications as required – prevent use of un-certified materials.
- Support production and inventory personnel with “return to stock” and inventory purge actions.
- Support purchase requisition creation for scheduled contract work as required.
- Organize and maintain the physical and electronic library for production related tooling and calibration database as required.
- Support projects or productivity development activities within assigned production cells.
- Support assigned production cells with work order management activities as required.
-
BASIC QUALIFICATIONS:
- High school diploma or equivalency certificate.
- 1+ years of experience in a manufacturing environment.
- Basic Inventory experience
PREFERRED SKILLS AND EXPERIENCE:
- 3+ years of experience handling parts in a manufacturing setting.
- Strong computer skills, familiar with the full suite of MS Office products.
- Bachelor’s degree.
- Experience in organizing files and documents.
- Inventory experience.
- Experience with MRP/ERP systems.
- Experience in aerospace, automotive, semiconductor, or electronic manufacturing environments.
- SQL, Tableau, Confluence, and Smartsheet experience.
- APICS certification.
ADDITIONAL REQUIREMENTS:
- Available for all shifts (1st shift: 6 AM to 4:30 PM or 2nd shift 4:30 PM to 3 AM), overtime, and/or weekends as needed.
- Able to lift 25 lbs unassisted.
- Able to stand for extended periods – 8 hours minimum.
ITAR Requirement
This position requires access to information protected under US export control laws, including the International Traffic in Arms Regulations and/or the Export Administration Regulations. As such, US person status (including US citizens, permanent residents, asylees, and refugees) is a required qualification for this position.
Equal Opportunity Employer
We are an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex (including pregnancy), sexual orientation, gender identity and/or expression, national origin, protected veteran status, disability, genetics, or citizenship status (when otherwise legally authorized to work and access export-controlled data) and will not be discriminated against on the basis of such characteristics or any other status protected by the laws or regulations in the locations where we operate. We encourage applicants of all ages. | https://jobs.lever.co/ablspacesystems/e6ac487c-aba3-43e8-ac72-7ab1b69a9d26 |
$21/hour starting + $1,000 signing bonus!
Mon - Friday, 6:00am - 2:30pm
Position Summary
The material handler is responsible for the accurate moving, locating, relocating, replenishment, and storing of materials, utilizing a forklift or other power operated equipment.
Five Key Accountabilities
- Productivity
- Quality/Accuracy
- Inventory
- Communication
- Maintain good safety and sanitation practices.
Duties and Responsibilities
Productivity
- Pull raw product based on work order pick lists and deliver material to production lines in a timely manner to support production.
- Receive work ticket, pull product from overstock, and replenish pick bins.
- Transport pick and pack pallets to shipping stage bin.
- Operate a fork lift and/or pallet jack to move product.
- Move stock to and from inventory warehouse in an organized and timely manner.
- Load and unload trucks at the receiving dock as needed.
- Receive shipping paperwork, receive PO, and put away product.
Quality
- Responsible for accurate shipping, replenishment, and put-away while limiting damage.
- Receive incoming raw materials using a scanning device.
- Properly secure, label, and put away product in warehouse bin.
- Accurately replenish product to the correct locations.
Inventory
- Maintain accurate bin locations and inventory quantities.
- Conduct cycle count inventory when required.
- Receive and track raw materials movement to ensure accurate inventory counts and availability of materials.
- Move materials to and from the receiving dock, warehouse, production floor, or other locations following FIFO inventory practices.
- Ensure a smooth flow of inventory items to the production floor through open communication with scheduling, supervisors, production, and other departments.
- Complete daily movement sheets / transactions to ensure inventory accuracy.
- Count and verify product code, quantity, and warehouse location using computer generated count sheets to ensure accurate inventory records.
- Receive product, properly record amounts, and enter product location into the inventory system. Perform inventory adjustments and transactions on warehouse inventory system.
- Investigate and determine the root cause of inventory discrepancies and suggest corrective actions to process/procedure to eliminate future occurrences.
Communication
- Accurately communicate job progress with other employees and supervisors especially during a shift change.
- Work collaboratively with co-workers in a team environment.
- Work closely with teams/departments to create an environment that supports workflow and continuous improvements.
- Communicate issues timely to manager.
- Accept work direction from and supervisors and managers.
Maintain good safety and sanitation practices.
- Complete daily forklift inspection form and report any unsafe conditions immediately.
- Follow safety procedures and guidelines at all times during forklift operation to ensure a safe working environment.
- Retain procedural training and follow as directed for safe operation.
- Maintain neat and organized warehouse. Keep aisles clear of unused product, pallets, and other debris.
Skills & Knowledge Required
- High School Diploma or GED required
- Must be certified by ILLUME to drive forklift. Certification to take place within 15 days of employee start date
- Previous warehouse /manufacturing experience preferred
- 1 year of forklift experience with certification preferred
- Ability to use scanning device and pay attention to detail to ensure accuracy
- Ability to work independently from work direction and meet timelines
- Must be able to read and understand written and verbal instruction and basic math
Physical Requirements
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. | https://illumecandles.prevueaps.com/jobs/182013.html |
Our client, a committed player in sustainable finance is searching for a Long-Term Contract Paralegal. This role can be a hybrid or remote role, with an occasional meeting in their Boston office.
In this role, you will be working closely with the Legal Team
Basic Purpose
To assist with the completion of required filings in compliance with applicable regulations for investment company clients and to prepare such filings for submission to the appropriate regulatory agency.
Primary Responsibilities
- Assist with the completion of registration statements and amendments thereto, proxy statements, other required filings and/or documents included therein for investment company clients (Filings) that comply with prescribed regulatory requirements, including:
- Incorporate information from various departments for inclusion in Filings and review to ensure that it complies with and is responsive to prescribed requirements.
- Establish and maintain schedules for all assigned Filings and manage workflow for timely completion thereof.
- Prepare drafts of assigned Filings for review and comment by various departments and incorporate comments as appropriate;
- Work with senior members of the Regulatory Administration team to identify and implement appropriate changes to disclosures or process.
- Assist with the formation of new investment companies, including completing draft Filings and preparing related documents for Board approval.
- Review materials (including shareholder reports and other documents) for other departments to ensure regulatory compliance.
Job Requirements
- BA/BS or commensurate experience.
- Minimum three years relevant paralegal experience.
- Strong organizational skills and attention to detail and the ability to meet deadlines.
- Team player with well-developed communication skills and ability to interact with various other departments.
- Ability to multi-task and prioritize several projects at one time. | https://bayshorestaffing.com/jobs/paralegal-3/ |
The role of the Shipping/Receiving Supervisor is to ensure that scheduled customer orders are shipped on time, and that supplied materials are received for use in a cost effective and timely manner. Responsible for the performance of the Shipping/Receiving department.
Key Responsibilities and Accountabilities
Safety: Responsible for the safety and wellbeing of all employees working in the Shipping/Receiving area. Follow all safety rules and practices in accordance with Occupational Health & Safety Act and regulations.
Shipping/Receiving Function:
- Arrange and schedule carriers to fulfill production Shipping/Receiving requirements, obtaining the most economical cost in meeting those requirements.
- Assess staffing and make recommendations to management to maintain workflow in the department. Ensure Shipping/Receiving documents and custom papers are prepared.
- Ensure the Shipping/Receiving area is kept clean and well organized.
- Ensure that scheduled customer orders are shipped on time ensuring cost effective and timely transport.
- Ensure that received materials from suppliers are received, warehoused and or moved to use as needed in the facility. Enter data for all shipments and received goods into Syteline system. Keep the Sales team informed of shortages for ordered items prior to shipment. Work with Sales to determine the best approach in these cases.
- Maintain daily inspection records for forklifts, advising Maintenance Supervisor of issues that arise from inspection reports.
- Maintain Shipping/Receiving department files.
- Monitor packaging with respect to content, identification and quantities, and sign-off after performing checks on all orders for compliance with the Shipping/Receiving sets.
- Monitor product crating in a manner consistent with size, weight and destination, ensuring adequate support for the mode of transport.
- Operate forklifts, when required.
- Receive orders for shipment from production and sales and organizes the area to fill the department's requirements.
- Other duties as assigned by management from time to time.
Team Leadership and Employee Management:
- Delegate work to staff in an organized manner, insuring the customer satisfaction goal is maintained.
- Supervise and lead all employees in the department.
- Train team members
- Ensure facilities and personnel in the Shipping/Receiving area are utilized in an efficient and organized manner, and when required transfer personnel to other work areas through direction of the Production Supervisor.
- Evaluate the effectiveness of Shipping/Receiving functions and processes. Identify and implement improvements to the Shipping/Receiving process. Make recommendations for improvements on the methods and techniques used in the Shipping/Receiving area. | https://www.orillia.com/jobs/info/manufacturing-shipping-receiving-supervisor-49 |
Job Description:
Manage, organize and oversee daily operations. Devise effective and efficient workflow and ensure the team’s completion of work. Handle and deal with escalated clients’ operational concerns and issues. Directly coordinate with the management. Review and evaluate the service levels achieved by the group and project plans. Prepare reports needed by management. Prepare and present both written and verbal communication to clients and colleagues alike. Prepare, implement, maintain and review existing projects/accounts/service assigned by the management. Mentor and develop direct reporting staff
Minimum Qualifications:
Must be graduate of Business Administration, Management, Corporate or Industrial Management, Industrial Psychology, or any degree on a related field with a background in management Must have at least a year of related work experience. Must possess leadership, organizational and communication skills. Must have intermediate computer skills Should have a pleasing personality and can easily establish good rapport to students / parents Join our Team Now!
Source: Kalibrr
Area: | https://www.findojobs.ph/management-trainee-for-operations-ID-65873 |
Join our team at the KWS Seeds LLC where the Plant Processing Manager is responsible for all aspects of the processing and packaging of various sugarbeet seed products in accordance with the company quality standards and customer requirements. This position ensures compliance with all state and federal guidelines, oversees and provides leadership to the Tangent Seed processing team. We are seeking to recruit a Seed Processing Manager for our team on a permanent, full-time basis in Tangent,OR, USA.
Essential job functions:
- Management of Seed Processing to Include:
- Leadership by direct daily interaction with processing team supervisors and team leaders
- Commercial seed processing
- Seed treatment and packaging
- Quarterly and annual budget for all stages of processing
- Achieving quality standards on each work center
- Mid-Long term capital planning
- Capacity planning
- Manage a team of 25 -100 full time/temporary employees in the processing plant.
- Develop Manning schedules for 24/7 operations during processing season.
- Develop supervisors to ensure high standards of production, quality & safety.
- Create workflow diagrams and determine equipment capacity and limitations.
- Create SOP’s and working instruction and update them on an annual basis.
- Process products for the sales markets that meet or exceed predetermined quality standards.
- Communicate starting, expected and actual completion dates of each shop order.
- Work with all department supervisors to improve seed quality, timely shipments and reduce labor costs.
- Encourage improved communication between departments and team building within work groups.
- Coordinate with Quality Manager to determine course of action to bring sub-par seed lots up to market standards.
- Collaborate with Director of Operations, R&D, Q.C., Engineering, and Project Manager to develop, plan and implement cutting edge technologies for more efficient processing methods.
- Manage the selection, training, and development of staff
- Ensure Company handbook, Rules, Guidelines, Procedures and safety policies are followed, and personal protective equipment is used correctly.
- Occasionally travel and/or drive on behalf of the business.
- Meet attendance requirements.
- Other duties as assigned.
Required qualifications:
- Bachelor of Science degree in Engineering, Agriculture, Business, Biology, or a related Field preferred.
- 8-10 years of production experience
- Strong organization, team leadership, communication, time management and project skills.
- Proficient computer skills: Microsoft Office and HMI.
- Able to work extended shifts and varying hours
- Valid driver’s license
Preferred qualifications:
- Experience with SAP/MES system
- Knowledge of the sugar beet or seed industry preferred that includes seed and crop production, as well as allied industry chemical, equipment and research.
Working environment:
Able to work in varied environmental conditions (loud, hot, cold, dusty, damp, etc). Extended work schedule as needed seasonally.
Physical demands:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand; walk; sit; use hands to finger, handle or feel; and reach with hands and arms. The employee is occasionally required to climb, balance, stoop, kneel, crouch or crawl. The employee must frequently lift and move up to 10 pounds and occasionally lift and move objects up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus.
We look forward to receiving your online application via our application system SuccessFactors! Please use the "Apply" function in the online advertisement.
Screen readers cannot read the following searchable map.Follow this link to reach our Job Search page to search for available jobs in a more accessible format. | https://jobs.kws.com/job/Tangent-Seed-Processing-Manager-OR-97389/852841501/ |
Are you an employer?
How do I hire a Production Staff?
Full Time Job
Summary:
We are looking for range of Production talent at Six Point Harness to continue to build on our strong team. Our Production team wears a lot of hats - we support creative supervisors, artists, clients, and other production team members. If you are at the beginning of your career or feeling stuck in your current role and are looking to grow, please submit a resume.
Responsibilities:
Coordinate the workflow for all supervisors and artists
Keep accurate daily output information of all departments, and enforce deadlines.
Maintain contact with all vendor studios and ensure that their questions are answered and they received necessary materials in a timely manner.
Have daily check-ins with all members of Production, all artists and all supervisors
Flag potential problems and delays for the Production Managers and the Line Producers.
Read and respond to internal and outside studio production e-mails in a timely manner.
Follow up on the collection and distribution production materials.
Assist on special projects.
Basic Qualifications:.
Knowledge of Word, Excel, Google, familiarity with internet and email.
Knowledge of Shot Grid, Photoshop, Harmony, After EFX, Illustrator a plus.
Excellent written and verbal communication skills.
Excellent organizational skills
Ability to work in high pressure, fast-paced production environment.
Good time management skills; good multi-tasker
Desired Qualifications:
BA/BS preferred, or 6 months to 1 year of animation production experience and/or training; or equivalent combination of education and experience. | https://www.entertainmentcareers.net/six-point-harness/production-staff/job/361390/ |
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For many, the post-holiday season is a challenging, emotional time. Scrolling through social media posts about the perfect gift or holiday celebration may intensify negative feelings, especially for those struggling with depression, loss, or loneliness.
Impact of Social Media on our Mental Health
It’s true that social media can help connect and reconnect people; however, it may increase feelings of isolation or remind people of what they don’t have.
Because all seems merry and bright on social media, we may be tempted to compare ourselves (unfavorably) with those we perceive have more accomplishments, make more money, have nicer belongings, or boast more social media followers. When you find yourself envious of others, and feel jealous or inferior, you are most likely experiencing a negative social comparison.
Social Media Pros and Cons
Researchers discovered that social networking sites such as Facebook have psychological benefits like connection, communication, and a sense of belonging. However, several studies indicate that prolonged use of the internet might be associated with signs and symptoms of depression and low self-esteem and loneliness.
So, what’s a poor social media user to do? There are ways to navigate tricky post-holiday times. The key is awareness.
Limit Social Media Influence on Mood
As mentioned earlier, there are circumstances when social media can help with the blues. However, for those who are vulnerable to negative social comparison, they should take steps to protect themselves. Here are a few recommendations:
This instruction establishes the policy for person-to-person deployment mental health assessments for each member of the Military Services deployed in connection with a contingency operation according to Section 1074m of Title 10, United States Code (Reference (b)).
Overview of the Integrated Mental Health Strategy presented to the Defense Health Board
Reissues DoD Instruction 6490.4 (Reference (b)), establishing policy, assigning responsibilities, and prescribing procedures for the referral, evaluation, treatment, and medical and command management of Service members who may require assessment for mental health issues, psychiatric hospitalization, and risk of imminent or potential danger to self or others.
Defense Health Board Update on DoD Mental Health Policies and Programs
Defense Health Board: Management of Traumatic Brain Injury in Tactical Combat Casualty Care
Omega 3 Fats Physical and Mental Health Benefits briefing presented to the Defense Health Board Nov. 14, 2011
This instruction provides guidance for balance between patient confidentiality rights and the commander’s right to know for operation and risk management decisions.
Defense Health Board: DoD Psychotropic Medication Prescription Practices and Complementary Alternative Medicine Use
Psychiatric Medications and Complementary and Alternative Medical Treatments briefing presented to the Defense Health Board Aug. 18, 2010
Defense Health Board: Metrics for DoD Mental Health Preclinical Program Effectiveness and Clinical Program Outcomes
Army Behavioral Health Integrated Data Environment briefing presented to the Defense Health Board May 11, 2010
Handout on Managing Suicide Risk in Primary Care Practice for Behavioral Health Consultants briefing presented to the Defense Health Board March 11, 2010
Military Culture Mental Health Stigma and new approaches to Mental Health Service Delivery briefing presented to the Defense Health Board March 11, 2010
Summary of Key Findings from the Mental Health Advisory Team 6 OEF and OIF presented to the Defense Health Board January 15, 2010
DHA Address: 7700 Arlington Boulevard | Suite 5101 | Falls Church, VA | 22042-5101
The appearance of hyperlinks does not constitute endorsement by the Defense Health Agency of non-U.S. Government sites or the information, products, or services contained therein. Although the Defense Health Agency may or may not use these sites as additional distribution channels for Department of Defense information, it does not exercise editorial control over all of the information that you may find at these locations. Such links are provided consistent with the stated purpose of this website. | https://health.mil/News/Articles/2019/02/13/Its-complicated-Our-relationship-with-social-media?page=5 |
MENTAL HEALTH & Its Economic, Societal, and Individual Costs – Part 5
According to the MHCC, mental health issues cost the Canadian economy $50 billion each year. The NIMH reports that these costs to the U.S. economy was $100 billion in 2002.
Read part 4 to learn more about the critical role of financial resources, stigmatization and availability of competent mental health care providers.
Mental Health: The Cost
Approximately 20-25% of the population in North America experience some mental health issue each year. That, in itself, is an appreciable number of people. However, mental health problems and illness do not occur in isolation. They occur within the framework of society, work, and relationships with friends and family. This means that those suffering mental health problems and illness aren’t the only ones who are impacted. Mental health problems impact relationships, schools and workplaces, and society. Everyone is impacted. This, of course, makes mental health the concern of everyone. It also means that there mental health problems and illnesses have a cost.
- Direct and Indirect Impact on the Economy
It is estimated that in 2010, the cost of mental health problems and illness to the world economy was 2.5 trillion dollars. It is further predicted that the financial burden of mental health on the world economy will be $16.1 trillion over the next 20 years. According to the MHCC, mental health issues cost the Canadian economy $50 billion each year. The NIMH reports that these costs to the U.S. economy was $100 billion in 2002. All indications are that these costs will be increasing over the next couple of decades if the status quo is maintained. Human resources account for 80% of these costs.
This financial impact reflects both direct and indirect costs. For example, it is estimated that $6 billion of annual costs to the Canadian economy are indirect, whereas the NIMH reports that in 2002 serious mental illness produced additional indirect costs of $193.2 billion for lost earnings and $24.3 billion in disability benefits.
Direct costs of mental health problems and illnesses result from hospitalization and other residential costs, professional care, drugs, insurance, and community-based mental health organizations. Indirect costs include impacts upon business in the form of disability benefits and lost productivity e.g. absenteeism, presenteeism, and turnover, legal/law costs e.g. court costs and incarceration, drain on educational systems, and loss of family revenue as a result of assuming caregiver responsibilities for a family member. There are other indirect costs that don’t lend themselves readily to being measured in dollars and cents. These intangible costs address quality of life and are important to the individual with a mental health problem or illness, as well as to those around the individual.
- Intangible Costs
- Impact on Workplace Culture and Productivity
Untreated mental health problems and illnesses can result in loss of productivity for the individual. Because of the potential to negatively impact the workplace culture e.g. lowering morale or introducing dysfunctional coping behaviors, there can be a loss of production seen in coworkers as well.
Although serious mental illnesses have the potential to produce considerable harm in the workplace, these mental health concerns are likely to receive appropriate treatment if the individual is to maintain their employment. Mental health issues that may be overlooked and can negatively impact the workplace include anxiety or other factors associated with mental health problems e.g. feelings of stress or helplessness. Given that 36% of Canadians report experiencing stress and 23% report feelings of worthlessness or helplessness, these “part of life” psychological experiences can impact a large portion of the work force.
Mental health problems in the workplace can either arise from various dysfunctional behaviors or be the cause of those behaviors. For example, workplace bullying is relatively common and can have a negative impact upon the workplace culture. Although bullying may be seen at first glance as a voluntary behavior, it is often a result of challenges in an individual’s personal life e.g. problems in their marriage or other relationships, feelings of low self-esteem or helplessness, or an inability to manage one’s emotional state in a constructive manner.
Businesses and the resultant employment are generally viewed through fiscal glasses. As a result, the financial costs found in lost productivity tend to be the focal point of discussions of mental health problems and illnesses. Fifty years ago, when the primary model describing the employer-employee relationship as a money for-service model, this limited analysis was justified. However, during the latter part of the 20th century, other models have been developed and integrated into the relationship between employer and employee. These other models emphasize intangibles as well as monetary compensation. For example, people may see their place of employment as a place to meet their social needs i.e. the so-called Japanese model. For others, work is a place to develop a sense of achievement and self-esteem by successfully meeting challenges and making goals or being able to contribute to the decision process. Some will seek self-improvement/growth needs through the educational opportunities offered by their workplace. When mental health problems and illnesses are not addressed in the workplace, not only does the bottom line of the business suffer, but so does the ability of coworkers to achieve these intangible needs.
- Impact on Marriage and Other Intimate Relationships
The ability to form and maintain intimate relationships based upon trust is one of the key characteristics that differentiate human beings from other social animals. As a result, intimate relationships play a critical role in human happiness and wellness. Research has demonstrated that intimate relationships, such as marriage, can contribute significantly to our engaging in healthy behaviors or positive coping strategies as a way of dealing with stress and other challenges life throws our way. Fractures in this type of relationship can result in negative ramifications in other aspects of a person’s life.
Mental health problems and illness have the potential to destroy intimate relationships. Perhaps a husband develops schizophrenia. A lack of knowledge about this disorder and its treatment may result in fear and uncertainty in the wife. This fear and uncertainty may, in turn, create distance between her and her husband, perhaps even leading her to leave him. The loss of this social support mechanism may impede the husband’s attempts at recovery.
Alternatively, mental health problems and illnesses may have a more direct impact upon intimate relationships. If one or both individuals have low emotional intelligence, their inability to manage their emotions in a constructive manner may result in fracturing of their relationship as well as negatively impacting other areas of their lives, e.g. work and family.
- Impact Upon Family
For most people, families are the first social group that we belong to. Families are where we learn many of our behaviors for social interactions. If the behaviors that our families display are dysfunctional, there is a high likelihood that, not only will we adopt those behaviors, but we will pass those behaviors down to our children. Mental health problems tend to cluster in families. Although genetics may play a role in the amount of risk a child has in developing psychological and emotional problems, growing up in a family where dysfunctional behaviors are the norm poses challenges to the child developing psychologically healthy.
Outside of intimate relationships, families play a significant role in helping us cope with life and maintaining our health. Mental health problems and illnesses interfere with the ability to benefit from the social support that families can provide. Because mental health issues disrupt familial connections, the feelings of joy and connectedness that family can offer are unavailable.
- Impact on Interpersonal Relationships
People who are clinically depressed can be difficult to be around. It is not a natural state for people to seek out sadness, unhappiness, and feelings of aloneness. Unfortunately, these sorts of feelings are what those who are clinically depressed are immersed in, making it hard for others to want to connect with them.
A major outcome of mental health problems and illnesses is the loss of friendship and the general decline in interpersonal relationships. Whether it is dysfunctional behaviors and cognitions or the embarrassment of the stigma of having a mental health problem or illness, those who have mental or emotional problems tend to lose their connections to others. Alternatively, many who have suffered mental health problems or illnesses since childhood may never have learned how to develop healthy and strong relationships in the first place.
Friendships and other interpersonal relationships are important for psychological, physical, and emotional health. They provide the sense of community that is essential to the well-being of every human being. The isolation that results from the lack of healthy relationships or the destruction of existing ones place us at greater risk for poor physical health and increased risk of psychological, behavioral, and emotional problems.
Stay connected with our next blog to get more information about mental health & strategies for achieving better mental health. | https://aliveforwellness.life/mental-health-struggle/mental-health-economic-societal-individual-costs-part-5/ |
I'm a Senior CBT Therapist and Mindfulness Teacher. I help modern women overcome perfectionism, anxiety and low self-esteem.
Welcome to my blog!
Hi, I'm Natalie
Self-esteem is how you value and perceive yourself. It’s based on your opinions and beliefs about yourself. These can feel very difficult to change, but healthy self-esteem is key to positive mental health and wellbeing. It’s critical for cultivating a satisfying life, and it’s also a predictor of performance and success. People with healthy self-esteem show higher levels of resilience in the face of challenges and setbacks. Research also connects self-esteem to open-mindedness and self-confidence.
‘Low self-esteem is having a generally negative overall opinion of oneself, judging or evaluating oneself negatively, and placing a general negative value on oneself as a person.’
Centre for Clinical Interventions (CCI)
It can be easy to dismiss low self-esteem as ‘just the way you are’, like a character trait, or even mistake it for being humble. But low self-esteem can have a wide-reaching impact on your life. It isn’t a mental health problem itself, but it can certainly lead to issues.
Recognising the signs of low-self-esteem is the first step towards growing your confidence and feeling worthy. Here are a few things to look out for. Some may be harder to spot than others…
Many of the beliefs we have about ourselves are based on conclusions we’ve reached because of experiences in our childhood. Our family, our peers, wider society and the schools we went to can all influence our thoughts and beliefs. If you encounter negative experiences, you may have formed very negative thoughts and beliefs about yourself. Negative experiences in adulthood such as abuse, prolonged stress or trauma can also influence your beliefs about yourself.
But why do we continue to struggle with low self-esteem once we’ve moved through these negative experiences? Unfortunately, they can create negative core beliefs – firmly held, strongly ingrained evaluations of our worth and value as human beings. These often take the form of ‘I am…’ statements (e.g. ‘I am a failure, ‘I am not good enough’, ‘I am worthless’).
Understandably, these negative core beliefs can make us feel very bad about ourselves. To protect ourselves and ensure we can continue functioning, we begin to develop rules and assumptions for how we live our lives. They’re designed to guard and defend us from the truth of our negative core beliefs. For example, if you believe you are ‘worthless’, you may develop rules such as ‘I must please other people’ or ‘I must not express my needs’, and assumptions like “people will only like me if I do things perfectly’. These rules and assumptions guide your behaviour and determine what you do on a day-to-day basis.
Sadly, some people constantly feel like they’re ‘worthless or ’not good enough’. For others, low self-esteem is more complex. On the surface, you may feel fairly good about yourself as long as you’re meeting your self-imposed rules and standards. However, to manage your self-esteem, you’ll be putting yourself under a lot of pressure. Following your rules and assumptions also keeps your negative core beliefs intact because you never challenge or test them. This means your low self-esteem is lying dormant, waiting to be awakened by the slightest bump in the road.
1. Identify and Challenge Negative Beliefs About Yourself
Changing your negative core beliefs and the associated rules, assumptions and behaviours is important for developing healthy self-esteem. CBT is great for this and it’s one of my favourite things to work together on with someone in therapy. Learn more about CBT and how it works here.
2. Acknowledge Your Positives
Many people who suffer from low self-esteem only pay attention to things that confirm their negative view of themselves. To counter this, try keeping a ‘positive qualities record’. List all the positive qualities you can come up with, no matter how small, insignificant, modest, or unimportant you think they are.
Journaling is another useful tool for self-discovery, healing and overall wellbeing. Using specific journal prompts is a great way to focus your writing on an area that needs a bit of development. Try my 5 prompts to boost your self-esteem.
3. Take on Challenges to Boost Your Confidence
It’s normal to feel nervous or afraid to do things at times. However, people with healthy self-esteem do not let these feelings stop them trying new things or taking on challenges. Try setting yourself a simple goal, such as joining a new class or attending a social occasion. Achieving this goal will help increase your self-esteem.
4. Cultivate Self-Compassion
Self-compassion has a lot of benefits for our mental health and wellbeing, including making us happier and more resilient to life’s challenges. Instead of meeting our failures and imperfections with self-blame and criticism, we can bring mindful attention to our experiences and a sense of love and care to ourselves. In other words, it’s a secret superpower you can use to drown out your inner-critic and boost your self-esteem! Learn how to cultivate more self-compassion here.
5. Stop Comparing Yourself
Constantly comparing yourself to others is a sure-fire recipe for low self-esteem and unhappiness. It’s a tough habit to break, especially if you use social media and are exposed to the ‘insta-perfect lives’ of the people you follow. The trick is to start noticing when you compare yourself to others. Once you’ve developed more awareness, the next step is to consciously stop yourself and then start thinking about all the great things you do have. The things you love, the people in your life, and the experiences you’re grateful for. If you can make this a regular practice, you’ll start to feel happier and more content.
If you’re feeling motivated and inspired after reading this article, I have plenty of other tools and resources designed to help people with their mental health maintenance. There’s my free guide to mindfulness, fortnightly newsletters and masses of information on my Instagram page, the.perfectionism.therapist. And if you’re looking for a therapist, you can book a free consultation with me here. | https://natalieenglander.com/5-ways-to-tackle-low-self-esteem/ |
For six or more hours a day, sophomore Kelly Barnes’ life becomes engulfed in an array of memes, television shows and pictures of friends.
Despite her choice to spend her time connected online, Barnes said being on social media for long periods of time leaves her feeling drained. Though, she said she likes connecting with her brothers who live out-of-state and her grandparents.
Instagram came in last in the worst social media sites for mental health, following YouTube, Twitter, Facebook and Snapchat, according to a study by the Royal Society for Public Health and Young Health Movement.
Some negative aspects associated with these sites include poor sleep quality, bullying, body image and the fear of being left out. The Instagram models and users who think they need to look a certain way demonstrate to Barnes why individuals may have poor self-esteem because of social media.
Keeping up with friends on social media often comes along with the fear of missing out, where a user perceives themselves as being in a lower social rank, The Washington Post reported. This negative reaction stems from people seeing their friends attending an event without them.
Barnes said the reaction to seeing other people’s lives put out on social media can cause individuals to think others’ lives are perfect;. She realizes, however, social media are simply superficial snapshots.
How does social media impact authenticity?
How important is your social media to you? Let us know in the comments below. | http://www.bearingnews.org/2019/03/student-reflects-on-social-media-use-impact-on-adolescents/ |
As the mythology goes, Narcissus fell in love so much with his own reflection in a pool of water that he was unable to do anything else but admire himself. Eventually, he withered away and died staring at his reflection. Did Narcissus have excessively high self-esteem? Was that his main issue? Or was it something else?
For many years, psychologists and the media alike have treated narcissism as representing "inflated self-esteem", or "self-esteem on steroids". In the past few years, however, there have been some serious challenges to this view. The latest research suggests that narcissism differs significantly from self-esteem in its development, origins, consequences, and outcomes. This has important implications for our understanding of narcissism, and for interventions to increase healthy self-esteem.
Both narcissism and self-esteem start to develop around the age of 7. At this age, children draw heavily on social comparisons with others and start to evaluate themselves along the lines of "I am a loser", "I am worthy", or "I am special". Children come to view themselves as they perceive they are seen by others.
Whereas self-esteem tends to be at its lowest in adolescence, and slowly increases throughout life, narcissism peaks in adolescence and gradually declines throughout the lifespan. Therefore, the development of narcissism and high self-esteem show the mirror image of each other throughout the course of human development.
The development of self-esteem and narcissism are also influenced by different parenting styles. Narcissism tends to develop in tandem with parental overvaluation. Parents who raise children who exhibit high levels of narcissism tend to overclaim their child's knowledge (e.g., "My child knows everything there is to know about math"), overestimate their child's IQ, overpraise their child's performances, and even tend to give their children a unique name to stand out from the crowd. Eventually, the child internalizes these self-views, and they unconsciously drive the child's interactions with others.
In contrast, high self-esteem develops in tandem with parental warmth. Parents who raise children who exhibit high levels of self-esteem tend to treat their children with affection, appreciation, and fondness. They treat their children as though they matter. Eventually, this parenting practice leads to the child internalizing the message that they are worthy individuals, a core aspect of healthy self-esteem.
The prototypical grandiose narcissist is characterized by arrogance, superiority, vanity, entitlement, exploitativeness, exhibitionism, and the incessant need for acclaim from others. Those scoring high on measures of self-esteem, however, tend to feel satisfied with themselves but do not necessarily see themselves as superior to others.
For instance, the most widely administered test of self-esteem-- the Rosenberg Self-Esteem Scale-- has items such as, "On the whole, I am satisfied with myself", "I feel that I have a number of good qualities", and "I am able to do things as well as most other people." These items are not about being superior to others, but about having a healthy level of self-worth and self-competence. As Rosenberg put it, "When we deal with self-esteem, we are asking whether the individual considers [themselves] adequate-- a person of worth-- not whether [they] consider [themselves] superior to others."
While narcissism is positively correlated with self-esteem, the association is actually small. This suggests it's possible to think you are superior to others, but still not view yourself as a worthy human being. On the contrary, it's possible to think you are worthy and competent without thinking you are better than others.
A very interesting recent paper further sheds light on the similarities and differences between narcissism and self-esteem. Self-esteem and narcissism were both related to agency, assertiveness, positive emotions, and a drive for rewards. But that's essentially where the similarities ended. In fact, narcissism and self-esteem differed on 63% of the other traits that were assessed.
Self-esteem was much more strongly linked to conscientiousness and perseverence than narcissism. Also, whereas narcissism was negatively associated with agreeableness (i.e., narcissists were more antagonistic), the relationship between self-esteem and agreeableness was small but positive.
In regards to interpersonal functioning, narcissism and self-esteem differed on 75% of the measures. Narcissism, but not self-esteem, was associated with experiencing and expressing anger, and confrontational responses such as yelling, threatening, and physical aggression. Narcissism, but not self-esteem, was also related to a drive for acquisition of disproportionate resources as well as greater relationship problems.
Narcissism was related to feeling central to one's social networks, and also perceiving others in one's network as narcissistic, neurotic, disagreeable, and disinhibited. Narcissism was also related to more frequent arguing and social comparisons than self-esteem. The opposite was true for self-esteem. Self-esteem was related to feeling close to others in one's social network, and perceiving others in one's social network as attractive, high status, high in leadership, intelligent, likeable, and kind.
There were also clear differences in terms of psychopathology. Narcissism and self-esteem differed on 100% of the measures relating to internalizing psychopathology. Whereas self-esteem was strongly related to lower levels of anxiety, depression, and global distress, narcissism was only weakly related to these outcomes. Narcissism was much more associated with externalizing behavior, including alcohol/substance abuse, antisocial behavior, and aggression.
In terms of pathological traits, narcissism was related to a higher score on every single pathological trait, whereas self-esteem showed negative correlations with all 30 pathological traits. Self-esteem was particularly negatively associated with detachment, disinhibition, and psychoticism, whereas narcissism showed substantial positive relations to these traits. Narcissism also showed a strong relationship to histrionic personality disorders, whereas self-esteem was either unrelated or unrelated to histrionic behaviors.
It's very clear from this analysis that narcissists are much more driven to get ahead than to get along. Narcissism is associated with the need to dominate others and the need to achieve superior resources. In contrast, high self-esteem is much more associated with the desire to establish deep, intimate relationships with others.
Should We Be Trying to Raise Self-Esteem?
What are the implications of these findings for the way we think about raising self-esteem? In order to answer this question, I think it's important to look at history. For a good 20 years in U..S history (from the 70s to 90s), the self-esteem craze was definitely a thing. There was such a focus on feeling good about yourself as the answer to all of life's problems.
Rightly so, there was a backlash against this simplistic view. Roy Baumeister and colleagues did a systematic review of the self-esteem literature and found that the effects of self-esteem aren't as pervasive as generally thought: self-esteem was most strongly correlated with enhanced initiative and happiness. But correlation doesn't equal causation, and they found little evidence that interventions designed to boost self-esteem actually cause benefits. So what should be the status of self-esteem in our psychological interventions?
"Interventions can teach parents and educators to express affection and appreciation for children without proclaiming them to be superior to others. By doing so, parents and educators may help children feel happy with themselves without seeing themselves as better than others."
I view self-esteem boosts like taking a vitamin. If you are very deficient in self-esteem, there are really important consequences for health outcomes. For instance, low self-esteem is a significant risk factor for depression, regardless of whether or not one is narcissistic. However, once a person has a basic level of healthy self-esteem, the constant pursuit of self-esteem can be very costly. When our goals are to validate our self, or to constantly feel good about ourselves, rather than to learn and grow, we actually undermine our learning, relationships, authenticity, ability to self-regulate our behavior, and mental and physical health.
It seems that a better alternative, once you have a sufficient belief in your self-worth, is to focus on accomplishing challenging, valued activities and fostering your relationships. Let authentic pride and strong positive feelings about oneself be the natural outcome, instead of driving force. To get you through the difficult times and self-doubt, work on increasing your self-compassion, not self-esteem.
Hopefully through our understanding of the different pathways of narcissism and self-esteem, we can have a more realistic understanding of the impact of raising self-esteem, and can target practices to help people make sure they are increasing their self-esteem in the most healthy, productive, genuine, and authentic fashion. | https://blogs.scientificamerican.com/beautiful-minds/narcissism-and-self-esteem-are-very-different/?error=cookies_not_supported&code=5ffccbfc-7302-40ef-a1f7-bc77415021cd |
At the first glance, it seems that by connecting on Facebook and Instagram, just to name a few examples, we can better our staying in touch with peers. We have the feeling to be part of their lives and yet share ours with them, at least to some extent.
But taking a closer look, we have to admit those parts of our life that we actually expose to the public are almost exclusively special occasions shared as texts or pictures on Facebook such the like.
Images of must-see subtropical beaches, dinners in pricy restaurants, party pictures or glamorous moments on a festival.
It’s only really only the tip of the iceberg that we share with others, and what is more, we prefer our sunny side over the shady bits of us.
Considering our own behaviour, we can assume our peers do just the same.
Although we rather perceive the dull everyday life of our own, we compare it with the bright moments in other people’s lives. As a result, we feel disregarded. In our own lives, not everything is hip and shoe-shine.
At least can claim this to be true. If so in your lives: Congrationlations. You’ve made it.
But most likely, reality looks and feels different. For most people, one highlight just doesn’t follow after the other, and a life at its peak is far away from the truth.
But why do we compare ourselves with such an illusion of our peers’ lives? Wouldn’t it be much more beneficial to compare yourself to reality? And, taking it a step further, to keep away from the illusion of others?
Every person has a different course of life, their own precious skills and of course their own genuine worries.
We think that, in order to get a solid reference, there is no other option than comparing yourself… well, to yourself.
I. e. you can do that by asking yourself: “How was I last year? How have I changed since then?“ This approach will help you on your way. Also, it will promote you with to prosper and grow.
And if you now ask yourself what all this has to do with the skills you need to maintain relationships, please carry on reading.
Taking solid and realistic values into account as basis for comparisons, at best with ourselves, will promote our self-esteem and self-confidence.
A good self-esteem will help us avoid questioning ourselves and feeling hurt when people fling their unfounded gobbledegook at us.
That little doubtful voice in your head will grow mute.
We will grow the skills to become more authentic and attract people to our lives who really fit in. People who are fond of us because of who we are.
Those people who like our outward appearance usually aren’t the ones who would like us for real. With those people, the bare attempt of starting a relationship is in vain.
When we know our true value, we are less likely to fall into jealousy when our partner socialises with others, having a good time of laughter and merry-making.
Jealousy occurs when we feel less worthy than others.
If we don’t feel worthy of ourselves, we become jealous of those of whom we suppose they have a better life than we do etc..
This discord between our values creating by comparing ourselves with others via the social media weakens our self-esteem and thus the skills we need to live in a relationship.
A healthy partnership should be grounded on an equal basis. When two individuals value themselves and each other alike, they are able to prosper in equality – without jealousy or the need to control the other in order to compensate their own insecurities.
With this mindset and a more sensitive approach to using social media, we can can find a way to live our lives in an authentic way, despite being online in the virtual world.
It always is a question of our own mental stability how strong its impact is on us. As long as our self-esteem closely correlates with the number of likes on, it is time to make up your mind and take a break.
In the meantime, a growing number of supporting schemes are offered to people who seek help in grooming their self-esteem and self-confidence in order to man up against the flood of manipulating information.
The best conditions for a healthy relationship to grow is between two individuals who are firm and stable in their beliefs, not depending on a relationship in order to be happy or lucky.
Your Kopfrichter, | http://kopfrichter.com/how-social-media-can-dissociate-people |
Little is known about the comparison processes used in their daily lives—to whom individuals compare the targeton what individuals compare the attribute and how they compare comparison appraisal. Based on the analysis of 20 in-depth grounded theory interviews with to year old boys and girls, we suggest that comparison processes are used for the purpose of identity development core category. Given the opportunity, adolescents spontaneously describe a variety of targets, comparison attributes and comparison appraisals.
This article has been cited by other articles in PMC. Abstract Health Issue Body weight is of physical and psychological importance to Canadian women; it is associated with health status, physical activity, body image, and self-esteem.
Although the problems associated with overweight and obesity are indeed serious, there are also problems connected to being underweight.
Weight prejudice and the dieting industry intensify body image concerns for Canadian women and can have a major negative impact on self-esteem. Key Findings Women have lower BMIs than men, a lower incidence of being overweight and a higher incidence of being underweight.
However, women across all weight categories are more dissatisfied with their bodies. Sixty percent of women are inactive, and women with a BMI of 27 or higher are more likely to be inactive than women with lower BMIs. The data show that women are aware of the health benefits of exercise, but there is a gap between knowledge and practice.
When asked about barriers to health improvement, Data Gaps and Recommendations Weight prejudice must be made unacceptable and positive body image should be encouraged and diversity valued.
Health policies should encourage healthy eating and healthy activity. Health curricula for young students should include information about healthy eating, active lifestyle, and self-esteem.
Physical activities that mothers can participate in with their families should be encouraged. Research should be funded to elucidate the most effective methods of getting women to become and remain physically active without focusing on appearance.
Overview Body weight is of both physical and psychological importance to Canadian women; it is associated with health status, physical activity, body image and self-evaluation. The body mass index BMI is the most common method of describing body weight standardized for height and is often used to derive "healthy" weights and to establish health risks.
The Canadian standard for categorizing BMI is as follows: These new guidelines are not reflected in this report. This section reviews some of the available evidence on body weight, body image and physical activity, and presents the results of an analysis of data from the National Population Health Survey NPHS— Body Weight and Health Considerable attention has been focused on the association between body weight and health.
An article published in Health Reports identified a number of chronic conditions that were associated with being overweight.
For obese individuals, additional health risks included heart disease, urinary incontinence, ulcers and bowel disorders. In addition, the literature includes well-documented links between obesity and increased mortality and morbidity due to hypertension, dyslipidemia, diabetes mellitus, coronary heart disease, congestive heart failure, stroke, gallstones, osteoarthritis, sleep apnea, cancer e.
However, Ernsberger and Koletsky [ 4 ] argue that dieting behaviour may represent an alternative explanation for some of the negative consequences that have been linked historically with overweight and obesity.
Also of interest are studies indicating that individuals who are overweight or obese are protected against certain conditions, including infectious diseases, chronic obstructive pulmonary disease, osteoporosis, mitral valve prolapse, intermittent claudication, renovascular hypertension, eclampsia, premature birth, anemia, type 1 diabetes, peptic ulcer, scoliosis and suicide.
A quantitative meta-analysis of 23 major studies showed a U-shaped curve for both men and women, with increased risk of death when BMI was less than 23 or greater than Following an extensive review of this literature, Miller [ 11 ] reported that "each review article on the effectiveness of diet and exercise for weight control over the past 40 years concluded that diet and exercise are ineffective in producing substantial long-term weight loss for a majority of the participants.
Body Image Our current cultural preoccupation with thinness extends beyond the health risks associated with obesity.
Nearly one half of North American women experience some degree of body image dissatisfaction. The majority of them will be unsuccessful in this endeavour, will remain dissatisfied with their bodies, and will blame themselves. Weight Prejudice Unfortunately, weight prejudice continues to be culturally condoned in our society.
One particularly destructive mode of transmission is through teasing. Although girls with a higher BMI are more likely to be teased, body dissatisfaction is more strongly predicted by teasing than by BMI.
In this regard, Sherwood and Neumark-Sztainer [ 26 ] have shown that and year-old girls who were considered dieters had greater internalization of the socio-cultural ideal than girls who were not dieters, even though both groups had similar exposure to teen magazines. Additional research is needed to clarify the mechanisms by which weight prejudice and the idealization of thinness are selectively internalized.
Physical Activity A large body of literature provides evidence that moderate physical activity has both physical and mental health benefits, including stress reduction and the prevention of heart disease, cancer, diabetes, osteoporosis and depression.
In fact, while the majority of procedures are performed on women, men’s use of cosmetic procedures has increased 20 percent since the year (Atkinson ). Opinion is divided on the benefits of cosmetic surgery. Some suggest that cosmetic procedures can improve self-esteem and . Social Comparison Theory and Body Image: The Consequences of Cultural Influence By Lori Thomson, MS, RN, CPNP. Social Comparison Theory •Developed by Leo Festinger in the ’s Social Comparison an Women •Women compare themselves intentionally and unintentionally everyday. Although a considerable body of work on body image in the last few years has focused on social comparison theory and its potential to illuminate the influence of media and peers on body image perception, very little qualitative work has been conducted.
Increased physical activity results in improved health at all body weights, including obesity.Functionalism claims that social solidarity, the uniting of people in society is an important part of maintaining social order, which is a functional pre-requisite for society to survive.
In addition, Functionalists use the term, ‘Organic Analogy’, which is the .
Recent Body Image Articles Recently published articles from Body Image. The mediating role of internalized weight stigma on weight perception and depression among emerging adults: Exploring moderation by weight and race.
Thompson and his colleagues have developed a sociocultural model which suggests that the extent to which women internalize the largely unattainable societal standards for thinness will have a big impact on their body satisfaction (Thompson, , Thompson et al., ).
Now, that body image issues could be as simple as not liking the color of their eyes, the shape of their nose, hair color, the length of their legs in comparison to the length of their body or vice versa, being too fat, too skinny, too short, too tall, too flexible, too inflexible.
Body image is a major personal concern for young Australian males and females. Media and advertising has a powerful effect on contributing to a negative body image amongst adolescents.
Media and Body Image: Opinion Piece According to the National Eating Disorders Association (NEDA), 80 percent of women are unhappy with their appearance and approximately 45 percent are dieting on any given day (Chittom). | https://ruhuzezygah.pfmlures.com/the-societal-perspective-on-the-issue-of-body-image-and-a-comparison-between-the-opinions-of-women-a-30654qh.html |
No one wants to hang out with me. I’m a failure at school. All my other friends seem happy. What’s wrong with me?
These kinds of negative thoughts are becoming more common in our homes and schools. Teens are experiencing increased anxiety, and studies indicate that college students in Canada, the United Kingdom, and the United States are becoming more perfectionistic over time, measuring themselves against unrealistic standards.
Why is this happening? We can’t say for sure—but we do know there are steps teens can take to improve their mental health.
A 2018 study of early adolescents suggests that self-concept (your perception of self) plays a central role in emotional well-being. According to the study, a supportive classroom environment and positive social relationships also affect teen well-being—but the impact is indirect. Positive self-concept seems to be the key variable in the well-being equation. If a student feels good about herself, then she may be more likely to connect with others and benefit from the supports provided at school.
So, how can we influence how students think about themselves? This may feel like a very tall order; yet there is a lot of research out there that provides some clues for supporting the teens in your life. Here are five ways to help tweens and teens move toward a more positive self-concept.
1. Get physical
Although you may have heard this before, kids really can benefit from regular exercise (especially when their tendency is to sit in front of a screen). A recent review of 38 international studies indicates that physical activity alone can improve self-esteem and self-concept in children and adolescents.
Apparently, the exercise setting also matters. Students who participated in supervised activities in schools or gymnasiums reported more significant growth in self-esteem than those who exercised at home and in other settings.
Adolescents’ self-concept is most strongly linked to their sense of physical attractiveness and body image, an area where many people struggle. So, encourage more regular exercise programs during and after school, and support team sports, strength training, running, yoga, and swimming—not just for their effects on the body but on the mind, as well. Getting out and engaging in some form of exercise can make us feel stronger, healthier, and more empowered.
2. Focus on self-compassion (not self-esteem)
Because self-esteem is a global evaluation of your overall worth, it has its dangers. What am I achieving? Am I good enough? How do I compare with my peers?
What would happen if we could stop judging ourselves? Researcher Kristen Neff claims that self-compassion—treating yourself with kindness, openness, and acceptance—is a healthy alternative to the incessant striving and performance orientation often tied up with self-esteem.
In her study of adolescents and young adults, she found that participants with higher self-compassion demonstrated greater well-being. Why? They were okay with their flaws, acknowledged that they struggled just like those around them (“Everybody makes mistakes; you are not alone”), and treated themselves with the same kindness they would extend to a friend (“It’s okay; you did your best”).
If you are interested in specific techniques and strategies for enhancing self-compassion in teens, take a look at the work of psychologist Karen Bluth. She recently developed a program called Making Friends with Yourself. Youth participating in this eight-week program reported greater resilience, less depression, and less stress at the end of it. However, if there isn’t a program near you, consider sharing this self-compassion workbook with the teens in your life.
3. Avoid social comparison
When we focus on self-esteem, we tend to get caught up in comparing ourselves to others. Teens, in particular, often sense an “imaginary audience” (i.e., “Everyone is looking at me!”) and can become highly sensitized to who they are relative to everyone around them.
Instagram and other social media platforms don’t necessarily help. Some research suggests an association between social media and depression, anxiety, loneliness, and FoMO (fear of missing out) among teens. Their posts may not rack up the number of “likes” that their friends’ posts do, or they may feel excluded when they see pictures of classmates happily spending time together without them.
A new app for teen girls called Maverick may be a healthier option than Snapchat or Instagram. On this social media platform, teens can connect with role models (called “Catalysts”) and explore their creativity (such as designing their own superhero or choosing a personal mantra). Of course, there is always the option of taking a break from social media, as well.
Regardless of what teens choose to do online, many of our schools are also structured for social comparison. Grading, labeling, and tracking practices (grouping students based on their academic performance) don’t necessarily honor the stops, starts, and inevitable mistakes that are a natural part of the learning process.
Here are some school-based alternatives designed to reduce social comparison:
- Don’t make grades public.
- Provide opportunities to revise and redo assignments.
- Avoid ability grouping as much as possible.
- Focus on individual growth and improvement.
- Acknowledge students’ small successes.
4. Capitalize on specific skills
If you keep your eye out for teens’ talents and interests, you can support them in cultivating their strengths. Your son may think he is a terrible athlete, but he lights up when he works on school science projects. Then there’s that quiet, disheveled ninth-grade girl who sits in the back of your class. She may feel socially awkward, but she wows you with her poetry.
Researcher Susan Harter has studied adolescent self-esteem and self-concept for years. She claims that self-concept is domain-specific. Our overall self-esteem or sense of worth tends to be rooted in eight distinct areas: athletic competence, scholastic competence, behavioral conduct, social acceptance, close friendship, romantic appeal, job satisfaction, and physical attractiveness.
Talk to the teens in your life. What are their personal values and priorities? Share surveys with them like the VIA (which identifies character strengths like bravery, honesty, and leadership) or have them take a multiple intelligences quiz. Celebrate their talents and tailor activities and instruction around their abilities as much as possible.
It may not be easy to shift teens’ global sense of self-worth, but we can certainly highlight and encourage areas of interest and particular skill sets so that they feel more confident, capable, and inspired.
5. Help others (especially strangers)
Finally, when teens reach out to others, they are more likely to feel better about themselves. A 2017 study of 681 U.S. adolescents (ages 11-14) examined their kind and helpful behavior over a four-year period. Researchers found that adolescents who were kind and helpful in general had higher self-esteem, but those who directed their generosity toward strangers (not friends and family) tended to grow in self-esteem.
Last Friday, I joined my daughter and her peers during the “action” phase of their “Change the World” project. Their social studies teacher, Tim Owens, tasked the eighth graders with choosing a sustainability issue, researching the problem and possible solutions, planning action, and implementing the action.
These middle schoolers spent a full day canvasing their neighborhoods to advocate for policies that protected people they don’t know, like local refugees and homeless youth—as well as animals used for product testing. I’ve never seen my daughter and her friends more energized, confident, and engaged with their community.
As adults, we can actively support service learning projects in our schools and our teens’ interests in advocacy and civil engagement. Adolescents around the world can also work remotely with non-profit organizations like DoSomething, “a digital platform promoting offline action” in 131 countries. On this site, young people can choose a cause, the amount of time they want to commit to it, and the type of help they would like to provide (e.g., face-to-face, improving a space, making something, sharing something, etc.)
When teens regularly contribute to a larger cause, they learn to think beyond themselves, which may ultimately help them to be more positive, empowered, and purposeful.
As many teens struggle with anxiety and perfectionism, our urge may be to jump in and fix their problems, whatever we perceive them to be. But a better approach, one that will hopefully help reverse these worrying trends, is to cheer them on as they develop the mental habits and strengths that will support them throughout their lives. | https://greatergood.berkeley.edu/article/item/five_ways_to_help_teens_feel_good_about_themselves?utm_source=Greater+Good+Science+Center&utm_campaign=132a1f0ab8-GGSC_+Ed_Newsletter_May_2018&utm_medium=email&utm_term=0_5ae73e326e-132a1f0ab8-52046087 |
There is a well-known discrepancy between the number of service members with sub-clinical mental health symptoms and those who actually seek care. Research estimates that more than half of service members exhibiting clinically significant mental health symptoms do not seek mental health care. This underutilization of care may be attributable in part to mental health stigma, the process of stereotyping, in which negative labels (i.e., dangerous, unpredictable, violent) are attached to a category (i.e., posttraumatic stress disorder and other mental health disorders), thereby differentiating individuals as abnormal or unusual. Mental health stigma can manifest itself in three ways:
1. Public stigma is the process by which the general public engages in stereotypes of mental health conditions and the result is discrimination (e.g., “He/she has a mental health disorder and is therefore dangerous”).
2. Self-stigma occurs when individuals internalize negative perceptions and therefore discriminate against themselves (e.g., “I am different and will never be normal”). A consequence of self-stigma is often low self-esteem or self-efficacy.
3. Institutional stigma can result from the policies and/or the culture of an organization that intentionally or unintentionally reflects negative attitudes and beliefs about mental health disorders (e.g. the military practices strength, therefore seeking help for mental health is weak). This type of stigma can result in restricted opportunities or options.
Negative labeling can occur across all three types of stigma, as seen in the examples. For individuals being labeled, these cognitive processes often translate into label avoidance or the attempt to avoid stigma by denying their status as a member of a group (e.g., individual with a mental health condition/disorder) and refraining from seeking care or discontinuing services all together (e.g., “A mental health diagnosis means I’ll be crazy, so I won’t go to be evaluated or seek treatment”).
Stigmatizing labels
Research indicates there are three overarching themes with regards to how individuals with mental health conditions are labeled:
1. Individuals are seen as unable to take care of themselves and therefore, irresponsible.
2. Individuals with mental health conditions should be feared and are dangerous.
3. Individuals with mental health conditions are seen as childlike, naïve, and innocent.
Clearly not all individuals with mental health conditions fit these characteristics. For example, most individuals with a mental health condition are not prone to violent tendencies. In fact, people with mental health conditions are more often the victims of crimes and more vulnerable to attacks. Similarly, a minority of individuals with a mental health condition need others to take care of them; mental health conditions are treatable and manageable.
Literature also suggests that one pervasive way in which health care providers unintentionally create institutional stigma is through their word choices. Using outdated terms such as “the handicapped” or “mentally ill” or using a diagnosis to describe someone (e.g. the schizophrenic) reduces a person to a diagnosis, implying that a person is defined by this one condition. Similarly, language that ties mental health disorders to one’s character or moral turpitude implies that a history of mental health disorders is related to someone's moral character. This type of labeling also can have far-reaching consequences. As such, person-first language (e.g. person with schizophrenia versus schizophrenic) has been championed by organizations such as the Centers for Disease Control and Prevention (CDC) as the preferred way of writing or speaking about someone with any kind of medical condition. This language clarifies that the person has a condition that can be evaluated, managed or treated.
Clinical recommendations
Military mental health providers have a duty to avoid labeling and ultimately dispel myths and stereotypes about mental health conditions and treatment, which in turn can help combat underutilization of health care services and decrease stigma. Consider the following recommendations:
1. Policies impact military culture, therefore providers should seek to take a closer look at their organizations’ policies related to mental health for potentially stigmatizing language and labels.
2. Words do matter. Providers should work to try and choose their words more carefully. Be cognizant of inadvertent labels and potential negative terminology. People-first language is preferable to combat labeling.
3. Finally, service members should avoid self-labeling. Engaging in the process of treatment will likely help to build service members’ self-esteem by the potential to gain more self-control and overcome self-judgement by taking care of their health.
Ms. Lauren Restivo is a health systems specialist at the Psychological Health Center of Excellence. She has a master’s degree in criminal justice with a specialty in victimology and substance abuse.
The views expressed in Clinician's Corner blogs are solely those of the author and do not necessarily reflect the opinion of the Psychological Health Center of Excellence or Department of Defense.
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Defining by the terms of the dictionary, loneliness means the feeling of sadness because one has no company. However, a person can be surrounded by all his dear and near ones and yet feel lonely. There are signs of loneliness which we often overlook that might later interrupt our normal functioning. Loneliness and depression are terms that are often used interchangeably but the actual meaning of the two differ.
Depression is a mood disorder that negatively affects the way one thinks, feels, and acts. Depression causes feelings of sadness and it makes an individual lose interest in activities they once enjoyed. Loneliness and depression affect our mental health adversely and that too in a negative way.
Momentary episodes of loneliness can happen to numerous individuals eventually in their lives. These sorts of emotions are ordinarily short and not thought about as ongoing.
However, chronic loneliness is connected to expansions in cortisol levels, that is the stress hormones, causing depression, anxiety, stomach-related issues, coronary illness, insomnia, and weight gain, further making an expanded danger of stroke and cardiovascular sicknesses, hypertension, elevated cholesterol, and obesity. It impedes the body’s immune system, thus increasing the risk of falling sick.
Signs of Loneliness
1. Failure to Associate with Others
The individual having feelings of loneliness might not be able to connect with others on a more profound, more personal level. Possibly you have loved ones in your day-to-day existence, yet commitment with them is at a surface level. Your relationships don’t feel satisfying and there seems no way out.
2. Fragmented or Broken Sleep
Loneliness leads to a broken sleep cycle or more micro-awakening. One might think to themselves that they slept the entire night because the amount of time they were awakened in between was very less, but that little time period of being awake interrupts with the completion of a full sleep cycle. It has been found that lonely people don’t rest well just as people who feel more associated with others. Fragmented sleep is one of the common signs of loneliness yet it is overlooked.
3. Feelings of Self-doubt
One might start to question their worth or go into self-doubt as a result of loneliness. Lonely people usually tend to be extremely self-critical. They have a feeling of not being enough. Individuals suffering from loneliness tend to spend more time on social media and then they compare their lives with others. Supplanting your genuine associations with online media use is unfavorable for one’s well-being.
4. Attachment to Inanimate Objects
When individuals retract themselves from social interactions they tend to get involved in material possession love or attachments to inanimate objects. Loneliness causes materialism in individuals. Individuals might suddenly start to focus on materialistic things, might go on a shopping spree very frequently to fill the void, or be start being possessive about their things.
5. Increased Stress and Overthinking
Loneliness may lead an individual to social isolation which in turn gives them ample time to think about things that are trivial, or in simple terms individual starts to overthink more. Lonely people report more elevated levels of apparent stress in any event when presented to similar stressors as non-lonely individuals, and in any event, when they are resting.
6. Weight Gain
Lonely people tend to get through their random blues with the help of food. Loneliness is perhaps the greatest drive toward gorging or overeating. When we are lonely, we crave social connections, and unable to get that we turn to food to support and sustain us.
7. Hyper-vigilance.
Individuals after socially isolating themselves tune into a self-preservation mode, as a result of which their brain constantly searches for possible threats in their environment. Individuals become highly sensitive to their surroundings. Not being able to adapt to any changes in the surrounding environment because one is constantly scanning for unknown danger is one of the signs of loneliness.
8. Steamier and Longer Showers
The lonelier the individual gets the longer the time they spend in the shower and also they tend to take shower with hotter water than normal. In general, lonely people take more showers or baths. Researchers have also found a connection between social and physical warmth. if one feels lonely, or socially cold, he or she tries to compensate for the lack of social, emotional warmth by providing themselves with physical warmth, by taking long, hot baths and showers.
9. Burnouts
Burnout is the state of complete physical, mental and emotional exhaustion. A lonely individual feels burnt out when tries to engage in social interaction. In any social setting, a lonely individual will start to feel like their energy is draining and there will come a point where they start to feel drained physically, mentally, and emotionally too. A mere social interaction with even a dear one might be dreaded by a person experiencing feelings of loneliness because that will end up making them feel burnt out.
10. Frequent Sickness
We, humans, are social animals, and having a social network or the need for belongingness is a fundamental need. Just like food and water, social connections are needed by an individual to survive. Thus, loneliness might cause a downfall in one’s immune system causing the individual to fall sick frequently. It can turn into an endless loop, as remaining at home with a virus will segregate you from others, thus expanding loneliness.
The signs of loneliness or its symptoms can put you at greater risk for far more serious clinical and emotional problems including depression. Mental health experts say that depression is complexly related to loneliness. The signs of loneliness can be assumed as signs of depression by a layman.
Signs of Depression
1. Feelings of Emptiness and Gloominess.
This can incorporate sensations of disappointment and a conviction that nothing will improve. Individuals experiencing depression regularly feel despondent with no purpose.
2. Loss of Interest
Individuals with depression lose the feeling of joy they used to get from their favorite activities or by engaging with their dear ones.
3. Slowed Sensory or Motor Behavior.
The ones who feel depressed often show slowed body responses and sometimes they take longer to talk even solitary sentences.
4. Anxiety and Guilt
People with depression are either constantly feeling anxious about the future or are in guilt about their past mistakes. They fear failure more than normal.
5. Baffling Physical Pain
Depression might cause unexplained backaches, stomach aches, and headaches, though these physical symptoms are often unclear or have no logical clarification.
6. Fatigue
Individuals with depression often feel drained out and find it difficult even to get out of their bed, let alone get through the day.
7. Change in Appetite
Depression causes a drastic change in a person’s appetite. Individuals either start overeating or might eat a negligible amount of food.
8. Insomnia or Hypersomnia
People suffering from depression either sleep a lot to avoid things or procrastinate or they cannot sleep at all because of the unwanted thoughts in their minds. One should keep in mind that fragmented sleep is one of the signs of loneliness and not confuse it with insomnia or hypersomnia.
9. Trouble Concentrating and Remembering
When individuals fail to hold their focus on any given task or tend to forget things or have difficulty in remembering, retaining information, it is also a sign of depression.
10. Suicidal Thoughts.
When one severely suffers from depression, they tend to get frequent thoughts about death or about ending their lives.
Loneliness and depression are such things that can affect anyone, irrespective of their age, caste, creed, gender, race, or ethnicity. Due to the stigma surrounding mental health even the ones who discover the signs of loneliness and depression turn a blind eye towards it and let it slide by or think that it’ll get better with the passage of time. One thing that they are unaware of is that with the passage of time and no proper treatment it will just get worse.
As the saying goes, “Prevention is better than cure”, we should look out for the hidden or even the symptoms at the surface level of not only loneliness and depression but of any other mental illness and get help for it. We need to rise above the stigma and normalize taking help to deal with mental illness as it is normal to visit a doctor for any kind of physical difficulty. After all mental health is as important as physical health.
Any information found on the site does not constitute legal or medical advice. Should you face health issues, please visit your doctor to get yourself diagnosed. Icy Health offers expert opinions and advice for informational purposes only. This is not a substitute for professional medical advice. | https://icyhealth.com/hidden-signs-of-loneliness-and-depression/ |
Articles about star
What do you want to see?
Star Trek: Best movie of 2013?
Of all the movies come out this summer which one is truly the best? Star Trek: Into Darkness has been hailed by many as the best movie of 2013, but is it really? How does it compare to the original? And, most importantly, is it worth the watch?
Constant Comparison: An Academic Dilemma
Academic success in colleges has been dropping dramatically. Test scores and grade point averages are at sub par levels and people are beginning to wonder why. The reason is low self-esteem in our youth. This low self-esteem is directly correlating with the worsening of academic performances in even our finest universities. This self-esteem is perpetuated by a variety of factors: mental, social, even educational but they all have one thing in common; an obsession with comparison. | http://www.infobarrel.com/articles-related.php?tags=star&member=1874708 |
What are examples of catharsis?
Catharsis Examples
- In Oedipus Rex, a Greek tragedy, Oedipus unknowingly marries his mother.
- At the end of Romeo and Juliet, the two lovers have sought release from their “crossed” love by killing themselves.
- In Julius Caesar, Brutus experiences catharsis, also, through suicide.
What does catharsis mean?
Catharsis (from Greek κάθαρσις, katharsis, meaning “purification” or “cleansing” or “clarification”) is the purification and purgation of emotions—particularly pity and fear—through art or any extreme change in emotion that results in renewal and restoration.
What is catharsis in Shakespeare?
Catharsis is the process of releasing strong or pent-up emotions through art. Aristotle coined the term catharsis—which comes from the Greek kathairein meaning “to cleanse or purge”—to describe the release of emotional tension that he believed spectators experienced while watching dramatic tragedy.
Why do authors use catharsis?
The concept of catharsis was introduced by the Greeks and is, in fact, the most important element of Greek tragedy. The use of catharsis as a way to cleanse one’s soul is prevalent even today, and the mark of a good playwright or author is to successfully make his character relatable to the audience or reader.
What is the purpose of catharsis?
The Meaning of Catharsis
The purpose of catharsis is to bring about some form of positive change in the individual’s life. Catharsis involves both a powerful emotional component in which strong feelings are felt and expressed, as well as a cognitive component in which the individual gains new insights.
How is catharsis used today?
When used by modern psychologists, catharsis means discharging negative emotions to relieve intense anxiety, stress, anger, or fear. Psychoanalysis still focuses on getting over negative events and feelings, but not necessarily in a cathartic way.
Why is catharsis not healthy?
The Effects of Catharsis on Psychological Health
Studies have examined the psychological health of people who react cathartically very often. Despite what Freud believed, catharsis triggers more thoughts and emotions of the same nature. This can lead to chronic anger problems, which is not at all healthy.
Is crying cathartic?
Psychologists have largely found the that far from being cathartic, crying often ends up making you feel worse.
Is catharsis Webtoon over?
Catharsis was a Fantasy Webtoon Original created by Ahniki; it concluded on May 1, 2019.
How is catharsis used in Macbeth?
Tragedy set out to stir up feelings of fear and pity in the audience – this is known as catharsis. All of these things can be seen at work in Macbeth. Macbeth is basically a good man who goes wrong. He is driven by a need for power which eventually sets him on a path to his own destruction.
How is catharsis related to Romeo and Juliet?
Answer Expert Verified
The way that catharsis is related to Romeo and Juliet is that the moment of catharsis in the play occurs when Romeo and Juliet kill themselves. The audience usually cries and feels pity after something sad has happened, and that moment is called catharsis.
What is the definition of catharsis The Tragedy of Julius Caesar?
Catharsis. The effect of emotional cleansing achieved by tragic drama; Aristotle wrote that a tragedy should succeed in “arousing pity in fear in such a way as to accomplished a catharsis of such emotions”
What is another term for catharsis?
SYNONYMS. purging, purgation, purification, cleansing, release, relief, emotional release, freeing, deliverance, exorcism, ridding. abreaction. rare depuration, lustration.
Does catharsis reduce aggression?
According to experimental studies, physical catharsis is a counterproductive practice in aggression: instead of reducing anger, it reinforces it. Aggressive behaviors like yelling and punching feel good because they elevate testosterone levels and trigger a fight-or-flight response.
Is there catharsis in Macbeth?
William Shakespeare wrote two famous examples of catharsis. One of these catharsis examples is his tragic drama Macbeth. The audience and readers of Macbeth usually pity the tragic central figure of the play because he was blinded by his destructive preoccupation with ambition. | https://www.inkbottlepress.com/interesting/what-does-catharsis-mean-in-literature.html |
Does Aristotle's schema of the elements of tragedy have any relevance today?
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In order to discuss the relevance of Aristotle's definition of tragedy, we should first review that definition and break it down into its key parts:
Tragedy, then, is an imitation of an action that is serious and complete, and which has some greatness about it. It imitates in words with pleasant accompaniments, each type belonging separately to the different parts of the work. It imitates people performing actions and does not rely on narration. It achieves, through pity and fear, the catharsis of these sorts of feelings. (Poet. 1449 b21–29)
Aristotle defines tragedy as a genre in which a significant part of the main character (tragic hero) is dramatized ("imitates people performing actions and does not rely on narration"). Through watching the drama, the audience experiences "catharsis," a purging of emotions, which is felt while watching the downfall of the tragic hero.
We can take as a sort of case study the very famous Greek tragedy Oedipus the King by Sophocles. Oedipus is a tragic hero who begins the play as the respected King of Thebes; he became king by saving the city from the Sphinx. However, it turns out that Oedipus fulfilled the prophecy given to his parents at his birth: he would kill his father (Laius, former King of Thebes) and marry his mother (Jocasta, Queen of Thebes). This significant act occurred before the play begins, but we see Oedipus vow to find the murderer of Laius in order to end the plague in Thebes, inadvertently cursing himself. The action of the play revolves around Oedipus investigating and then learning the horrible truth of his past. As a result, the audience (and the Chorus) experiences pity and fear. The audience feels bad for Oedipus because it seems he has been cursed by the gods unjustly. We fear what will happen when he discovers his past actions. We pity him when he learns what he has done, when he blinds himself, and when he is exiled from the city. Oedipus experiences one of the most dramatic falls in the history of tragedy. After the play, the audience returns to their average lives, purged of the emotions felt during the play through the experience of watching Oedipus's downfall.
In some ways, this story may not seem relevant to us today because we are not as attached to ideas of fate as the ancient Greeks were. However, we do still experience tragedy and loss. We are aware in our own lives of falls from greatness or power. We suffer, and we are sometimes unjustly tasked with overcoming experiences that we feel we should not have to face. We also still feel catharsis when we watch tragic stories, whether real ones (news, documentaries) or dramatized ones (plays, television shows, movies). In more ways than one, the definition of tragedy posited by Aristotle applies to our lives and the forms of entertainment that we enjoy today. | https://www.enotes.com/homework-help/aristotles-schema-elements-tragedy-have-any-1021878 |
It is known that Aristotle, the famous Greek philosopher has written extensively on different subjects including physics and metaphysics, theatre and music, ethics and logic, politics and rhetoric, biology and poetry. The most important ideas of Aristotle concerning poetry can be found in Poetics, his book of literary theory. In this book, the famous Greek philosopher discusses the structure, major purpose and intended effect of tragedy, one of the art forms focused on human sufferings. Although there are a great number of literary works written in the form of tragedy, one can find certain differences between them. The famous Athenian tragedy Oedipus the King written by Sophocles and performed in c.429 BCE and the popular Shakespeare’s tragedy Othello written in 1603 have very much in common, but at the same time there are a lot of differences between them. The major goal of this paper is to conduct a comparative analysis of the tragedy in Sophocles’ Oedipus the King and Shakespeare’s Othello, using Aristotle’s notion of tragedy.
ARISTOTLE’S NOTION OF TRAGEDY
According to the ideas of Aristotle represented in his work Poetics, tragedy is always a rather serious literary work which is characterized by dignity and includes the main “great” character who faces a reverse of fortune. Moreover, he considers that a reverse of fortune can be represented in different ways: from bad to good, and from good to bad. The last one is more tragic as it develops fear and pity in spectators. Besides, tragedy as a form of art always results in catharsis, an emotional cleansing of the spectators as response to the sufferings of the main character of the tragedy. Aristotle wrote in Poetics, “Tragedy, then, is an imitation of an action that is serious, complete, and of a certain magnitude; . . . through pity and fear effecting the proper purgation of these emotions” (Aristotle 21). According to the ideas of Aristotle, the structure of the tragedy should be complex and should represent a number of incidents “arousing fear and pity – for that is peculiar for that form of art” (Aristotle 43). As a rule, a reverse of fortune is the result of some action that is inevitable for the main character. The tragic hero is always a character of noble stature. It means that he should hold the high status position in the society, but he is not perfect. The main character’s downfall may be due to his own fault or the result of some free choice, but not of accident. However, his downfall is not pure loss for the tragic character, as the main character has a chance to develop awareness. So, the main five elements or criteria of the tragedy according to Aristotle include the existence of the tragic hero or main character of noble birth, the tragic flaw, the main character’s downfall, the moment of remorse or awareness, and the catharsis (Jones 12).
SOPHOCLE’S TRAGEDY OEDIPUS THE KING AND ITS MAIN FEATURES
The Greek tragedy Oedipus the King written by Sophocles is a literary work which adheres to all five elements of Aristotle’s tragedy (Jones 56). It is known that in Poetics, the Greek philosopher defines this tragedy as a true example of Aristotelian tragedy with its forms and purpose. The plot of the tragedy is a complex one. First of all, Oedipus is really a noble hero. He is brave and active leader who takes care of his country and his people. However, he is not a perfect man. He has a fiery temper and he is ready to kill everybody who ignores or offends him. For example, he kills Laius the King because of their quarrel concerning the issue: whose chariot has the right of way. He is the son of Laius, the powerful King of Thebes, but does not know the truth about his birth parents. The second element, the tragic flaw is also found in the tragedy. According to Sophocles, Oedipus kills Laius, his birth father being unaware of their identity, and marries Laius’ wife Jocasta, who is his true mother. Of course, Oedipus is unaware of this fact. The main character’s downfall is when Oedipus learns that his wife Jocasta is his mother and that Laius the King is his father, but he cannot change the situation. His father is dead and his mother kills herself when she learns the truth. The moment of remorse is when Oedipus makes a decision to plunge the long gold pins of Jocasta’s dress into his eyes and become blind. He says, “No more, No more shall you look on the misery about me, The horrors of my own doing! Too long you have seen, Too long been blind to those for whom I was searching! From this hour, go in darkness!” (Sophocles 152). The catharsis, the fifth element in the tragedy is when the spectators realize that Oedipus deserves pity. It means that the tragedy Oedipus the King “arouses the emotions of pity and fear, wonder and awe” (Aristotle 10). At the beginning of the tragedy, he is a powerful King who has a beautiful wife and children. At the end of the tragedy, Oedipus is shown as a blind bagger who wants to forget the murders he did, but he cannot do it. He knows that it is his fate and that he deserves this punishment (Jones 37).
SHAKESPEARE’S TRAGEDY OTHELLO AND ITS MAIN FEATURES
The play Othello written by William Shakespeare has many elements or criteria of Aristotle’s tragedy. As an excellent playwright, William Shakespeare uses Aristotle’s guidelines to tragedy in his play Othello. It is known that the play has its tragic hero Othello, a noble Moorish general, whose tragic flaw changes his life and transforms him from a respectful nobleman into a rather destructive creature that will lead him to his downfall at the end of the play. The transformation of the tragic hero creates a complex plot of the play from the beginning to the end of the story. The tragic hero makes the audience feel pity for him and fear for themselves and for other characters including Desdemona and Emilia who are severely killed by their husbands. The downfall of Othello is when he learns the truth about innocence of his wife and the mean plans of Iago and Rodrigo. The moment of remorse of the main character is when Othello makes a decision to kill himself with a sword. He says, “I kissed thee ere I killed thee, No way but this, Killing myself, to die upon a kiss” (Shakespeare 142). He realizes that he cannot live when his innocent wife is dead. Being in anger, Othello smothered Desdemona to death when she tried to explain him the truth (Hall 14). The catharsis of the tragedy is represented in the last scene when the audience response to the sufferings of the tragic hero. The catharsis shows the spectators’ pity towards the tragic end of the story as well as fear for their own life. The tragedy Othello can be considered as one of the greatest tragedies written by Shakespeare because the author follows the guidelines of Aristotle’s tragedy (Hall 11).
SOME SIMILARITIES AND DIFFERENCES BETWEEN TWO TRAGEDIES
Both Sophocles’ tragedy Oedipus the King and Shakespeare’s tragedy Othello can be defines as narrative poems which discuss and describe the downfall of the main characters. Moreover, the main characters of both tragedies are great men. Othello and Oedipus are two noblemen who are rather powerful and brave. Although these tragedies are written by different authors and in different periods of time, there are many similarities between them in terms of Aristotle’s criteria to tragedy. Thus, both Othello and Oedipus are considered to be tragic heroes. Othello is a highly respected general who served in the Venetian Army, while another hero Oedipus is the king of Thebes (Hall 32). Each of these heroes is respected and honored by the members of their community. Both of them had to overcome many obstacles in order to gain their high positions. The stories of these two characters are similar. Each of the young men has troubles in revealing the truth. Moreover, the wives of both characters played an important role in the tragedies as both of them were dead at the end of the stories. However, there are certain differences between them. It is known that Oedipus’ wife Jocasta committed a suicide, while Othello’s wife Desdemona was murdered. It means that Oedipus and Othello are different tragic heroes. Othello was moved by jealousy when he killed Desdemona. In both tragedies the family and friends of the main characters played an important role as they were active participants of events. Oedipus married his mother not knowing about this fact, while Othello killed his wife according to the severe plans of his companions (Smith 3).
Both Othello and Oedipus are the victims of the tragic downfall which transformed their personalities. However, there are certain differences between them. Othello killed himself because he could not live with such sins, while Oedipus decided to become blind because he did not want to see anything anymore. Both Othello and Oedipus allow the pride to rule their lives. Othello showed his pride when he believed that those people around him would never betray him. Oedipus was too proud of his origin that he could not believe that his birth father was killed by him and his birth mother was his wife (Segal 12).
Both tragic heroes have their tragic flaws that lead to their downfall. According to Aristotle, in tragedy the main characters who are tragic heroes always face a reverse of fortune. In Shakespeare’s Othello, the tragic hero is too violent, self-confident and trustful. He does not believe his wife who is a faithful woman. That is why his fate is so cruel to him. In another tragedy Oedipus the King, the tragic hero also faces a reverse of fortune. Oedipus is sure that his birth parents are King Polybus and his wife Merope. When the Delphic Oracle tells him that he is destined to kill his parents, the young man leaves Corinth and tries to avoid the prophecy of Oracle. However, he could not escape from his fate. Besides, according to Aristotle, the reverse of fate in the tragedy can be represented from good to bad. Both tragedies, Othello and Oedipus the King, have the same reverse of fate – from good to bad (Hall 34).
Both tragedies result in catharsis, when the spectators feel pity for the fate of the main characters. Othello is too trustful, while Oedipus is the victim of the tragic circumstances. Of course, catharsis is obvious in both tragedies.
CONCLUSION
In conclusion, it is necessary to say that both literary works discussed in this paper, Sophocles’ Oedipus the King and Shakespeare’s Othello are written in the form of tragedy. Both works are written according to Aristotle’s criteria of tragedy, including the existence of tragic hero, the tragic flaw, the reverse of the fate, the downfall of the tragic hero, and the catharsis. The only difference between two tragedies is that in Oedipus the King, the tragic hero blinds himself, but he does not commit a suicide, while in Othello, the tragic hero kills himself. It means that both heroes realize their mistakes and deserve punishment.
Works Cited
Aristotle. The Poetics. Createspace. 2011. Print.
Hall, J.L. Othello: A Guide to the Play. Greenwood Press. 1999. Print.
Jones, J. On Aristotle and Greek Tragedy. Oxford University Press. 1987. Print.
Segal, C. Oedipus: Tragic Heroism and the Limits of Knowledge. Oxford University Press. 2001.
Shakespeare, W. Othello. Wordsworth Editions. 2010. Print.
Smith, S. Love, Pity and Deception in Othello. Papers on Language & Literature. Vol.44(1).2008.
Sophocles. Oedipus the King, Oedipus at Colonus, Antigone. 2nd Edition. Grene, David and Lattimore, Richard, eds. Chicago: University of Chicago, 1991. Print. | https://essay4you.net/blog/comparative-analysis-of-the-tragedy-in-sophocles-oedipus-the-king-and-shakespeares-othello/ |
Catastrophe is a dramatic genre where which the hero has a hard time in the face of a fantastic trial just to be beat in the end. The defeat, however, is viewed as a victory instead of a loss because the focus ought to be on the quality of the struggle not completion, and the purpose of an effective disaster is to touch the audience and make them empathize with the main character’s fall under anguish or death.
Aristotle specifies classical Greek tragedy in his work Poetics. According to him, a catastrophe should, initially of all, be a major and intricate piece. Every component of the drama, from plot to character to language, should comply with this quality of stateliness or grandness. The play must likewise elicit fear and pity amongst the audiences due to the fact that just when these are accomplished does the play successfully accomplishes catharsis, another important component of a disaster according to Aristotle. Catharsis takes place when the audience identities with the hero’s failure and while doing so, cleansing and releasing the audience’s own worries and pity.
To even more enhance this particular impact, Aristotle recommends that the plot needs to only happen in a single day. Finally, the downfall of the hero need to be caused by a mistake of some sort– something that is beyond the control of the awful hero.
Like the classical catastrophes, William Shakespeare’s awful plays likewise employ the exact same grandness and severity in language, plot and characters.
Nevertheless, Shakespeare’s tragedies have jesters in them to offer comic (though still extensive) relief and the plot take place in days or months, with every act representing an episode. Often he has several actions taking place in different places at the same time.
Another is that the tragic Shakespearean hero is himself accountable for his awful end although there is constantly the premonition because the very first act that whatever the hero does, he is fated to pass away in the end. Shakespeare’s skill in character development makes generating catharsis very reliable. Classical disaster highlights action to affect the audience but Shakespeare utilizes effective soliloquies more than action.
A tragic hero is one who experiences a reversal of fortune, usually from good to bad. The downfall is brought about by a mistake not an immoral act or a conscious effort to fight with society. He is thrown into a situation that he does not expect yet he will struggle stubbornly and vigorously to rise above it. It could be a fight against fate or the will of the gods or authorities like the king or church. To make the fall more pronounced and elicit empathy tragic heroes are kings, princes, or persons of rank and their fall is sudden and deep, not through something slow as disease, poverty or vice.
Of the famous literary characters in tragedies, Hamlet stands out as the best exemplification of the tragic hero, both in the classical and Renaissance sense of the term. Hamlet is a prince. He is very intelligent, proud and honorable. To contemplate killing his uncle is against the values he grew up with so that he is torn between doing something socially unacceptable to obeying the request of his father’s ghost.
His actions through out the play are the results of deep internal struggles revealed through his soliloquies. Although it veers from Aristotle’s definition of tragedy as to be plot-driven, Hamlet’s troubled emotions and hesitations expressed in Shakespeare’s exquisite language effectively make the audience identify with the character thus eliciting the cathartic effect that is a primary ingredient in a good tragedy. | https://studymoose.com/tragedy-as-literary-genre-essay |
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a serious play with an unhappy ending, especially the death or downfall of the main character. Aristotle gave the classic definition of tragedy. He said it represents an action that is serious and complete in itself. The tragic hero should be a good man of high rank, and he will be brought low, partly through circumstances beyond his control, and partly through a tragic flaw in his own character. The audience will experience pity for the suffering of this tragic hero and fear lest they should likewise be brought low. This experience results in catharsis or purification of the emotions. All Shakespeareâ??s tragedies conform to this pattern. In Othello, for instance, the hero is brought to the point of murdering the wife he loves deeply, because he is jealous and credulous and because Iago is evil. Many modern tragedies stretch the definition, however, e.g. in Millerâ??s Death of a Salesman, the tragic hero is of ordinary rank and experiences problems that many contemporary people feel.
the analysis (evaluation) of a piece of a literary text such as a novel, poem or play, which can...
See prop.
(also called a memoir) a book about the life of a person, written by that person.
in photography and filmmaking, the image can differ in terms of sharpness and clarity. A number...
See eye-level angle. | https://x-kit.pearson.com/glossary/tragedy |
This was a tragic play which means it has a tragic hero. Tragic play is similar to tragedy means, “drama that deals with sad or terrible themes, as opposed to comedy.”(SD,332) A tragic hero normally has the characteristics of a person of noble stature, not an ordinary person, someone who is good but not too good, causes his own destruction for a greater cause, and the death will be seen as a waste of human potential. The tragic hero in this play would be John Proctor because he has a high social status, is good but not too good, and the audience shows pity for him. John Proctor has been illustrated to have a high social status in Salem, Massachusetts by owning land and having a well respected name. In the sixteen-hundreds owning land gave you high social rank.
In the allegorical story, “The Masque of the Read Death”, Poe, tries to express the human desire to avoid Death. The place and the time of the story portray social ignorance, since in the past death was a taboo that provoked terror in humanity. The consternation causes motivation in issues such as death dissolution or prevention. Poe finds himself motivated by death; in this work, his character Prince Prospero has strange tastes that represent death symbolically and makes a great effort to avoid it. First and foremost, the name Prospero is a metaphor; closely related to wealth and material prosperity.
An example of a tragic hero is Oedipus from Sophocles’ Oedipus the King. A tragic hero, according to Aristotle, is usually noble by birth, has hamaria, has peripeteia, his actions usually result in self awareness, and the audience feels pity or fear for him. A more modern tragic hero would be a man of noble stature or is extraordinary, good but not too good, his destruction proves a point, and his downfall is his own fault but also his own choice. In Arthur Miller’s The Crucible, the protagonist,
Ego is a weed we cultivate for it to ultimately be destroyed. It is said to be the root of our sins, but is really the cause of individuality in this world. Egoists tend to separate themselves from others; we made egos to experience ourselves as different, rather than the ordinary being. Egos are depicted to reflect a bad connotation. In the novella Anthem by Ayn Rand, the protagonist, Equality 7-2521, is an egoist, but not in the way expected.
As you can tell, his personality dramatically changed from the start of the story to the end. Overall, despite the name of the tragedy, Antigone is not the tragic hero. Due to the definition of a tragic hero as defined in the beginning, Creon would be the tragic hero, because of his fatal flaw, personality change, and inability to be replaced in the story. While yes, he can appear to be antagonistic, he is
His struggles begin when he looses his job, at the end we expect him to kill himself, which he does. According to Aristotle, tragic hero should be able to arise the feelings of pity and fear in the minds of audience. Willy’s failure to accept his own inadequacy is what causes catharsis that characterizes a tragedy. Catharsis refers to purification or cleansing and purgation of emotions, especially pity and fear. It is Willy Loman’s hamartia that evokes the feelings of pity and fear in audience’s emotions.
Hamlet is a sort of amalgamation of the two, a bundle of contradictions thrown together into one conflicting but very human mess of a character. The quote, "We admire Hamlet as much for his weaknesses as for his strengths", aptly describes my feelings towards this troubled young prince. It is simply impossible to characterise Hamlet as good or bad, strong or weak. It is my aim to show the depth of Hamlet 's personality and to explain to the best of my ability the traits which make him who he is. Hamlet is the neither the hero nor the villain of his story- he is simply a victim, a young man slowly losing his grip on sanity over the course of the play.
Though some critics speak in favor of the popular account of the cause of his death being his excessive obsession with so called the American dream and the 'capitalist oppression ' ; however, many still refuse to ascribe the cause of his death to capitalist oppression, which I will use synonymously with American dream here. About the cause of Willy 's death, critic like Bert Cardullo, in his article subtitled The Swollen Legacy of Arthur Miller, argues that: …The salesman figure that comes through is not of a typical grunt brought down by financial failure but of an exceptional invalid, in whom the stress of business only increased existing psychological imbalances ( ' 'Death of a Salesman
Antony by turning Brutus and Cassius into villains. He sparked rage into the minds of the plebeians and then turned that rage against the conspirators by accusing them of being high and mighty against the emotions of the people. He states that he wishes not to go against the wishes of “honorable” men which has been proven at this point to be an ironic statement. Antony’s statement goes further to insight rage in the minds of the plebeians with the idea that to mourn their
The play is consequently written not about the down fall of its hero but around the chronological stages by which Bolingbroke threatens, captures, and retains the crown. Throughout a tragedy play readers suffer with the hero and feel sympathy for the hero but it does not happen with Richard II. So the play cannot be claim as a tragedy. From the point of view of Harold Bloom, it can be mentioned that Richard II is not a character of a real tragic hero because of its having lack of the qualities of a tragic hero. In the same way he is an incomplete politician also.
Because he don not want any one know about he said the lie, and he want to teach his children be a good person in the world Although "The Crucible" is a powerful drama, it stands second to "Death of a Salesman" as a work of art. Mr. Miller had had more trouble with this one, perhaps because he is too conscious of its implications. The literary style is cruder. The early motivation is muffled in the uproar of the opening scene, and the theme does not develop with the simple eloquence of "Death of a Salesman." ---------By BROOKS
Actions speak for one’s character. It shows their morals, and what they value. A tragedy is a drama that can focus on a character’s flaw in order to emphasize the trait that leads them to failure (Ribkoff, 2000). Willy Loman is a character that is striving for the American Dream. His fatal flaw is his inability to succeed. | https://www.ipl.org/essay/Death-Of-A-Salesman-Tragedy-Analysis-FKSG7U74AJFR |
Any serious and dignified drama that describes a conflict between the hero(protagonist) and a superior force(antagonist), and reaches a sorrowful conclusion that arouses pity or fear in the audience(catharsis).
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Aristotle’s Definition of Tragedy
Tragedy is an imitation of an action that is serious, complete, and of a certain magnitude; in language embellished with each kind of artistic ornament, the several kinds being found in separate parts of the play; in the form of action, not of narrative; through pity and fear effecting the proper purgation of these emotions.
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Aristotle’s Poetics: Basic Concepts
Complex plots are better than simple ones Suffering is to be included in a tragic plot which should end unhappily. The pity and fear from which the tragedy evokes, should come from the events, not from the mere sight of something on stage.
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Recognition and Reversal
Recognition is a change from ignorance to knowledge. The new knowledge often identifies an unknown relative or dear one whom the hero should cherish but was about to harm or has just harmed. Reversal is a change of a situation to its opposite.
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Characteristics of the Tragic Hero. The Character…
Is not all good or bad Is of the noble class or highly renowned and prosperous Has a tragic flaw Recognizes his error and accepts the consequences Arouses the audience’s pity and fear
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Since its birth thousands of years ago, tragedy has evolved. From the classic Greek tragedies to the contemporary American tragedies, tragedy has mutated with the changing issues and questions of the periods and locations. The dimensions and components of Aristotle’s tragedy differ greatly from those of Arthur Miller’s tragedy. Classic and modern tragedies, according to the definitions of Aristotle and Miller respectively, are exemplified in the Sophocles’ Oedipus Rex and Miller’s The Crucible. In “The Poetics,” Aristotle states that in order for a work to be a tragedy, it must follow a very specific and structured format.
His definition names the necessary ingredients of a tragedy:Tragedy, then, is an imitation of an action that is serious, complete, and of a certain magnitude; in language embellished with each kind of artistic ornament, the several kinds being found in separate parts of the play; in the form of action, not of narrative; through pity and fear effecting the proper purgation of these emotions. (2)Aristotle considers Sophocles’ Oedipus Rex to be the perfect tragedy, meeting all the qualifications of the definition (McAvoy x). It is drama in the form of action, addressing such serious subjects as famine, murder, incest, and fate.
The episodes of action and dialogue are ornamented with the poetry and song of the chorus’ stasima. Aristotle praises the complex plot of Oedipus Rex and its simultaneous occurrence of Recognition and Reversal of Situation, their combination causing the catharsis of emotions in the audience (5). The purgation of pity and fear also arises from the audience’s sympathy for the characters, namely the tragic hero. The tragic heroes of the Greeks are valiant, superhuman men in pursuit of renown and honor through courageous actions and sacrifices (McAvoy ix-x).
Aristotle adds that besides being “highly renowned and prosperous” (6), a tragic hero is of good purpose, true to life, and has propriety and consistency (7). Oedipus, then, is a perfect example of the tragic hero of Sophocles’ era. Not only is he the noble king of Thebes, but he frees his people from the curse of the Sphinx with his superior intelligence. Upon learning that his abominable actions are the cause of the present plague on Thebes, he begs to be exiled or executed, the ultimate sacrifice for his people. The actions which bring about his downfall and exile are not entirely his fault, however.
For the Greek tragic hero, his source of misfortune is the gods’ interference in the lives of humans (McAvoy x). Oedipus’ fate to kill his father and marry his mother, although he tries to escape it, is inevitable, demonstrating the power of the gods over humans. Yet Oedipus helps to bring about his misfortune through the ignorance of his actions, his resolution to reveal the truth, and his temper. These are his tragic flaws, according to Aristotle, bringing about his downfall “not by vice or depravity, but by some error or frailty” (6).
Somehow, despite his flaws and incredible misfortune, Oedipus gains stature as a character. He retains his dignity in his decision to keep on living and to accept his fate and his inferiority to the gods. The valiant and melodramatic actions of Oedipus would not be practiced by the modern tragic hero. In fact, today’s tragic hero is far from superhuman. With the introduction of realism (McAvoy xiv) and the adoption of purely psychiatric or sociological views of life in literature, the calamities of the Greek tragic heroes have become extinct (Miller 70).
In “Tragedy and the Common Man,” Miller states that “the common man is as apt a subject for tragedy in its highest sense as kings were” (69). He reasons that the mental processes and emotional situations of the high-bred and the lowly are the same, otherwise tragedies would not be cherished by all audiences if they were incomprehensible to the common human. To him, tragedy is experienced by one ready to lay down his life to secure his personal dignity (69). Thus, Miller’s definition of tragedy is simply “the consequence of a man’s total compulsion to evaluate himself justly” (69).
His belief in the heroic qualities of common humans is exemplified in The Crucible. The hero, John Proctor, is a poor farmer, but his social status does not prevent him from performing heroic actions. When his wife is sentenced to hang, he boldly challenges the bloodthirsty court, which results in his own sentencing. To the audience, he is one of the only rational people amidst the hysteria of the Salem witch trials. To Miller, he is the individual in question of what has been unquestioned, what he has had to accept out of fear, insensitivity, or ignorance (69).
He has the chance to save his life if he only signs a confession of witchcraft, but he cannot degrade himself and his name. And this is his tragic flaw, according to Miller, not a vice or an error, but just his “inherent unwillingness to remain passive in the face of what he conceives to be a threat to his dignity” (69). This struggle of a person against the “‘unchangeable’ environment” (69) causes a production of emotion in the audience much like Aristotle’s catharsis. According to Miller, a man’s revolutionary questioning of his seemingly stable environment terrifies, while his “thrust for freedom” exalts (70).
John Proctor is one man against insanity. His attempt to reveal the truth is a risk that claims his life, yet his unwillingness to surrender to lies increases his size. The audience is also able to experience the terror of revolution and the joy of seeing the hero in the common person and to learn that the individual is worth the struggle against his environment. Modern tragedy is, ironically, optimistic; it promotes man’s need to recognize himself as the only “fixed star,” and his duty to question anything that threatens his dignity (70).
Thus, classic and modern tragedy, according to the definitions of Aristotle and Miller respectively, are exemplified in Sophocles’ Oedipus Rex and Miller’s The Crucible. They are very different in their ingredients, yet they both present the struggle of the tragic hero against his environment. Although the heroes fall, they becomes larger, more admirable characters. Audiences of all both periods can recognize and learn from the struggle and the exalting of the individual. | https://artscolumbia.org/a-comparison-of-classic-and-modern-tragedy-essay-44386/ |
What is an example of Anagnorisis?
Anagnorisis often occurs in tragedies. Examples of Anagnorisis: Examples of Anagnorisis from Literature: In The Wizard of Oz, Dorothy, who has been on a journey to the wizard so that he can help her get home, realizes that the wizard does not possess the power to help her go home.
What is Anagnorisis and Peripeteia?
Peripeteia is the reversal from one state of affairs to its opposite. Some element in the plot effects a reversal, so that the hero who thought he was in good shape suddenly finds that all is lost, or vice versa. Anagnorisis is a change from ignorance to knowledge.
What is Peripeteia in literature?
Peripeteia, (Greek: “reversal”) the turning point in a drama after which the plot moves steadily to its denouement. It is discussed by Aristotle in the Poetics as the shift of the tragic protagonist’s fortune from good to bad, which is essential to the plot of a tragedy.
What is a catharsis in literature?
Catharsis, the purification or purgation of the emotions (especially pity and fear) primarily through art. In criticism, catharsis is a metaphor used by Aristotle in the Poetics to describe the effects of true tragedy on the spectator.
Who used the term Anagnorisis?
Aristotle first discussed anagnorisis, a Greek word meaning “recognition,” in his work Poetics in which he explores dramatic and literary theory.
What is hubris in literature?
Hubris is a word with Greek roots. It means arrogance and excessive pride. This can be something a character feels internally, but it usually translates to the character’s actions.
What is an example of Peripeteia?
For example: A very wealthy man has been making money for decades by taking big risks in the stock market. Suddenly, the stock market crashes and he is launched into poverty. In this example, peripeteia is a drastic change in circumstance, as a once wealthy man becomes poor.
What is Hamartia in literature?
Hamartia, also called tragic flaw, (hamartia from Greek hamartanein, “to err”), inherent defect or shortcoming in the hero of a tragedy, who is in other respects a superior being favoured by fortune.
How do you use Anagnorisis in a sentence?
Sentences Mobile
Aristotle considered anagnorisis, leading to peripeteia, the mark of a superior tragedy. In his Poetics he discusses as the supreme moment of the plot what he calls anagnorisis. Aristotle was the first writer to discuss the uses of anagnorisis, with peripeteia caused by it.
What does Peripety mean?
Peripeteia /ˌpɛrəpɪˈtaɪ. ə/ (Greek: περιπέτεια) is a reversal of circumstances, or turning point. The Anglicized form of peripeteia is peripety.
What does Hamartia mean?
Hamartia arose from the Greek verb hamartanein, meaning “to miss the mark” or “to err.” Aristotle introduced the term in the Poetics to describe the error of judgment which ultimately brings about the tragic hero’s downfall. As you can imagine, the word is most often found in literary criticism.
What does denouement mean?
1: the final outcome of the main dramatic complication in a literary work In the denouement, the two lovers commit suicide. 2: the outcome of a complex sequence of events.
What literature means?
Literature broadly is any collection of written work, but it is also used more narrowly for writings specifically considered to be an art form, especially prose fiction, drama, and poetry. In recent centuries, the definition has expanded to include oral literature, much of which has been transcribed.
What does cathartic mean in English?
/kəˈθɑːr.tɪk/ involving the release of strong emotions through a particular activity or experience: a cathartic experience. 6 дней назад
What is climax in literature?
Climax, (Greek: “ladder”), in dramatic and nondramatic fiction, the point at which the highest level of interest and emotional response is achieved. Climax. Dramatic literature. Anticlimax. | https://www.inkbottlepress.com/useful/quick-answer-anagnorisis-definition-literature.html |
Traditionally, a tragic hero is the main protagonist of the genre of tragedy. This type of hero was developed by the ancient Greek tragedians – Sophocles, Aeschylus, Euripides, and others. Aristotle developed tragic heroes in his works, as well as the methodological tools of creating them. According to the great philosopher, a tragic hero has to evoke the feeling of pity and fear in the reader. This is a kind of character involved in an insoluble conflict that causes loss or severe suffering. This, in the majority of tragic heroes examples, results in the death of a generally decent and deserving of deep sympathy person. At the same time, Aristotle notes that the tragic hero must be virtuous, but never to the highest degree.
According to the theory of tragedy as a genre, one of the central parts in creating the tragic effect belongs to catharsis, which is the extreme feeling of fear, sadness, and pity evoked in the reader at the moment of the hero’s downfall. Three unities are invlolved in leading to catharsis:
Contrary to the popular opinion, not all the unities were suggested to be an indelible part of any piece of drama by Aristotle. He put forward the unity of action and the limited volume of the dramatic work. The unity of time that shouldn’t exceed 24 hours was first proposed as an obligatory dramatic rule by the Italian researchers of Aristotle’s works Robortello and Maggi in the mid 16th century. However, the rule of three unities can be observed in ancient drama long before it was conceived. It was also adopted by classicists in 17-19 centuries, who imitated ancient models. In this pattern, all the events of a play are to develop according to established rules for a brief period of time and in the same place.
The clash of characters, their inner struggles, and the aspirations of the protagonist lead to a single goal. All their actions are combined into a single action developing during the play. The demand for the unity of time and place was relevant in the ancient drama. The plays were staged in the daylight, and there were neither artificial lighting on the stage nor changing scenery in those days. This requirement retained its importance in the theater of classicism. So, a lot of tragic heroes examples of that times were suitable to these requirements. Later, the unity of time has lost its meaning and a tragic hero has changed.
However, the sources of tragedy in literature remained the same even for modern tragic hero examples. They are:
In the tragedy of Sophocles, the main character is Oedipus, the ruler of Thebes. We see Oedipus as a virtuous king, as he is worried about the problems of his people and the destiny of each. He sincerely tries to help them the best way he can. All his life, he acts in the strict accordance with the moral virtues he believes in. To prevent the predestined villainy, Oedipus leaves his home and goes far away. He decides to punish himself for the crimes that he committed unconsciously. His punishment is cruel but symbolic. When the hero is blinded physically, he begins to see spiritually. He has nothing to lose and the fate teaches him his lesson: trying to see the invisible, you can completely lose your sight.
Although the character goes through terrible circumstances and the reader sympathizes with him, his image does not seem pathetic, but, on the contrary, majestic and monumental. This, probably, the only thing that differs Oedipus from Aristotle’s definition of this kind of a hero. However, Aristotle himself claimed that Sophocles’ character is a perfect tragic hero. Therefore, Oedipus is one of the perfect hero examples for a heroic essay.
Though it is clear how the examples of tragic heroes are created in ancient and classic literature, it is still difficult for students to choose hero examples for a heroic essay. If you don’t want to write about characters that were discussed numerous times in such essays, you might want to choose a hero yourself. As we have mentioned above, the rule of three unities is not the only thing that the tragedy of a hero is based on. And, as time passed by, it has become unnecessary.
There are more aspects that can help you pick one from the list of tragic heroes in the world literature. One of the main characteristics of a tragic hero is hubris, which is arrogance and pride that leads to breaking the law, either natural or human. As a result, the reader can observe nemesis, a situation inevitably caused by the hero’s hubris or the clash of the hero and his or her enemy (an antagonist, if a hero we describe is the main character.) The hero experiences the life-changing revelation, which is called anagnorisis. A peripeteia in a hero’s life means that his or her life is changed forever and will never be the same. Then, we become witnesses of hamartia, the flow of events that, one way or another, results in the tragic end. Catharsis, the highest point of revealing any of hero examples for a heroic essay, as discussed earlier, may or may not be based on the three unities anymore. But it is always preceded by the aspects described above.
The list of tragic heroes was expanded by Seneca, William Shakespeare, Goethe, Schiller, and other artists working in the genre of tragedy. But tragic heroes examples can be found in more than one genre.
A tragic hero can commit awful things. One of the most prominent examples of tragic heroes who commits a crime is Shakespearean Macbeth. But the crimes of tragic heroes are usually interpreted as his or her delusions. A hero, therefore, becomes the victim in the end.
If you want to look for tragic hero examples in the works of overseas authors and don’t know where to start, the best option is to turn the famous Crime and Punishment by Dostoyevsky. The main character is quite easy to reveal as one of the tragic hero examples for a heroic essay.
In the center of Dostoevsky’s novel, there is a poor student Rodion Raskolnikov. Close to the very beginning of the story, Raskolnikov kills an old lady and her half-sister. As the old lady was his money-lender, it seems that he did this for money, but as you read the novel, you can’t see Raskolnikov as a villain. Dostoevsky endowed his hero with excellent human qualities. Raskolnikov is exceptionally handsome, but this, unlike with other characters we know, like Wilde’s Dorian Gray, doesn’t make him vain. In his actions and words, we can sense the highest human dignity, true nobility, and total unselfishness. Raskolnikov feels that someone else’s pain is sharper for him than that of his own. He risks his life, saving children from the fire. He gives all the money he has for Marmeladov’s funeral. In other words, he is not the kind who passes by human sufferings indifferently. So, there are no traits of a villain in Raskolnikov’s nature. He commits a murder embodying an absurd idea born of social injustice and despair. His own poverty and misery and the miseries he sees at every place he goes bring him to the theory that this murder will make the world a better place. As his crime leads the character to catharsis (which, in this case, is a psychological illness), one can add Raskolnikov to the list of tragic heroes which suit a hero essay the best.
Today, tragic heroes don’t only manifest themselves in the genre of tragedy given that some of the rules are no longer significant. It doesn’t only concern literature. Media is plentiful with modern tragic hero examples. They are rarely main characters, which is also a deviation from the initial rules. Tragic protagonists, however, were popular in the 20th century. One of the most colorful tragic hero examples of that time is F. Scott Fitzgerald’s Jay Gatsby. The GREAT Gatsby! The hubris that creates the character is seen right from the title. The novel has all the other aspects of revealing a tragic hero in the protagonist:
Nemesis: The rivalry between Gatsby and Tom.
Anagnorisis: Gatsby understands that he is not satisfied with the relationship he craved for all his life.
Peripeteia: Daisy declines to say that she has never loved her husband. Gatsby understands that all his pains to win her love have been in vain.
Hamartia: Gatsby takes the blame for Daisy and claims that it was him who accidentally killed Myrtle.
Catharsis: He gets shot by George who was desperate both with his wife’s death and her disloyalty. And we do feel pity for Gatsby, mainly, because of the only noble thing he did.
One can’t deny that modern tragic hero examples are very different from those in the past. There are almost no books in which all the events take place in 24 hours (like in ancient tragedies) or, at least, all MAJOR events happen in the same place (like in The Great Gatsby.) Plus, apart from evoking the deepest sympathy in the reader, a contemporary tragic hero gets worshiped. One of the main reasons for this is that the majority of books are put on screen. Thus, the passion to the cinema gets mixed with the passion of reading. And, eventually, we don’t see much difference between a literary and a staged character.
One of the most discussed modern tragic hero examples is Severus Snape of Harry Potter book series. But to make your writing more interesting, you can search for some of the less obvious tragic hero examples for a heroic essay even in the same book, like Albus Dumbledore. He becomes a tragic hero in his background story which is revealed in the seventh book. His catharsis is the decision to live a solitary life without any close relationship. This results from the mistakes he committed in his life. His pride blinded him. And Dumbledore trusted a person who he shouldn’t have trusted, as he saw him as the only equal. This all led to the tragic death of Dumbledore’s beloved sister. | https://wikiessays.com/tragic-hero-examples/ |
Christopher Marlowe gives the concept of his tragedy through his famous drama Doctor Faustus. It is said that conflict is the kernel of tragedy and the source of this conflict may be on two levels: external and internal.
The external conflict normally arises among two opponents and the internal conflict arises between two opposing opinions, impulses, and feelings. Christopher Marlowe has used this internal conflict in a very impressive way to show the tragedy of Doctor Faustus.
Doctor Faustus is not a Greek tragedy but an Elizabethan tragedy:
Christopher Marlowe’s “Doctor Faustus” is possibly one of the prominent tragedies in the history of English literature. It certainly departs from the conventional Greek tragedy as Faustus is not a noble birth like an emperor and Prince etc. Furthermore the heroes in Greek tragedies no doubt endure but by the end of the play everything is put into restoration. But Marlowe’s “Doctor Faustus” exhibits some divergences. That is why we cannot call “Doctor Faustus” an out and out tragedy in the traditional sense of the term but it is an Elizabethan tragedy with ingredients of religious beliefs and Renaissance spirit.
Read More: Dr. Faustus as a renaissance man
Faustus symbolizes the Renaissance man who is torn between the christianity and the Renaissance tendency. Doctor Faustus, like the heroes of Greek tragedies, has one deadly flaw that brings about his downfall. One can say that his tragic flaw is not only his desire to obtain ‘infinite knowledge’ but also his excessive pride that is regarded as the most dangerous of all seven deadly sins. He is liable to be overly proud of his knowledge and accomplishments. Due to this tragic flaw, Faustus does commit a streak of more errors consecutively. Faustus later regrets his actions, but by then it is too late. Catharsis is a very important aspect in the Elizabethan tragedy and by Faustus’s tragic death he attains the audience’s sympathy and evokes catharsis.
Read more: Renaissance in English Literature
Exceptional desire and audacity of Faustus:
Marlowe’s play “Doctor Faustus” revolves around its protagonist and portrays the inner spiritual conflict that causes his downfall. Because Faustus was a renaissance hero, therefore, Faustus yearned for ‘knowledge infinite’. According to Faustus, logic, medicine, law, etc. can give knowledge but cannot give power. Faustus, thereby, switches to magic and is delighted by its promises of pleasure, esteem, gain, and power.
Deep internal conflict:
Throughout the play, we can see in Faustus the battle between his conscious self and his subconscious self. This continuous struggle between doubt and faith is suggested by the advice of the Good Angel and the tempting of the Bad Angel. Mephistopheles explains to Faustus about hell, but in his blind hubris, Faustus does not pay much attention to his words and follows him blindly. Indeed, Faustus, at the end of the play, eventually endures deep spiritual conflict borne out of his logical and spiritual selves.
Read More: Humanism renaissance in English Literature
An inherent fragility of Faustus:
Faustus is governed by the aspiration to obtain ‘knowledge infinite’ and by way of this to acquire magical strength and satisfy his sensuous desires of life. It is not that this weakness of Faustus came after his deal with the devil. The seeds of lust and desires were already in his character. Faustus was not able to see the consequences of his actions. This is the tragedy of Doctor Faustus. His physical gratification overrules all other desires and unsighted him to the horrible truth. The sight of Helen masks the sight of definite truth from Faustus’s mind. What is even more tragic on Faustus’s part is that he is aware of his own weakness but has no power to manage his desires.
Read More: Aristotle’s concept of tragedy
The emotions of pity and fear:
One of the characteristics of a great tragedy is that it should create emotions like pity and fear in the audience and the audience should also feel sympathy for the hero. As a great tragedy demands, the death of Faustus also evokes pity and fear. The signing of Faustus’s treaty with the devil, his desire for Helen, and finally his downfall, all these scenes are the best scenes of Doctor Faustus in which sorrow, intensity, regret, elation, and fear are delineated with so much of firmness and conviction that give these scenes a position among the prominent scenes in Elizabethan drama. The final monologue of Faustus is unparalleled because of its utter suffering and panic. As Faustus screams with desperation:
“O I’ll leap up to my God, who pulls me down?
See, see where Christ’s blood streams in the firmament,
One drop would save my soul, half a drop, ah, my Christ….” (Doctor Faustus, Christopher Marlowe)
Although Marlowe’s play “Doctor Faustus” appears to propose a very Christian meaning – that one should keep away from allurement and evil and repent if one cannot evade allurement and evil – its ending can be seen as deviating from conservative Christian belief in order to comply with the basic form of tragedy. In a conventional tragedy, as proposed by the Greeks, a hero meets his downfall due to a sequence of mistakes and realizes his mistakes only when it is too late. According to Christian belief, until a person dies, he or she always has a chance to repent and he or she can be rescued even at the last minute. Even so Faustus in the final hour realizes his mistakes and pleads for a possibility to repent; it is too late and Faustus is dragged off to hell. So Christopher Marlowe denied the Christian belief that until a person dies, he or she always has a chance to repent. Thereby it can be said that In the last hours of Faustus, he is aware of his perdition, but still he could do nothing about that.
Conclusion:
In the end, we can say that Doctor Faustus is the tragedy of such an ambitious man who wanted to have infinite knowledge and power. But this desire of his causes his downfall because man, by his very nature, is limited. Marlowe conclusively conveys in “Doctor Faustus” the hopelessness of the pursuit for indefinite knowledge and the inescapable consequence of breaking up with moral integrity. | https://thinkingliterature.com/doctor-faustus-as-a-tragedy/ |
Since the days of ancient Greece, tragedy has been regarded as the highest form of literary art. But what is tragedy? Many definitions have been offered, but the most influential is the one presented by the philosopher Aristotle in his work entitled Poetics. Having read Oedipus the King, to which Aristotle frequently refers, you might now consider his definition of tragedy—not because it is the final word on the subject, but because it contains fundamental ideas with which all later definitions of tragedy must come to terms.
In the sixth chapter of the Poetics, Aristotle presents his definition:
Tragedy . . . is an imitation of an action that is serious, complete, and of a certain magnitude; in language embellished with each kind of artistic ornament . . . in the form of action, not of narrative; with incidents arousing pity and fear, wherewith to accomplish its catharsis of such emotions.
Aristotle then goes on to explain his definition. Let us examine his explanation.
First of all, let us clarify several phrases. By “a certain magnitude” Aristotle refers to the scope of the action in a tragedy. There must be a convincing chain of events to change a given situation from good to bad fortune. In the phrase “language embellished,” he indicates that tragedy should be expressed in poetry. And when he speaks of “the form of action, not of narrative,” he means that the lines must be acted, not simply read.
Tragedy, according to Aristotle, is an imitation. It is not life itself; it is life imitated on a stage. Moreover, it is an imitation of an action, not merely a revelation of character, although character is expressed through action. Thus he regards the plot, “the structure of the incidents,” as the most important part of a tragedy. Indeed, he tells us, “the plot ought to be so constructed that, even without the aid of the eye, he who hears the tale will thrill with horror and melt to pity at what takes place.”
An effective plot, we are told, will be both “complete” and “complex.” By “complete,” Aristotle refers to the order of incidents. The plot must have “a beginning, a middle, and an end.” That is, the beginning must be understandable without knowledge of earlier incidents and must lead naturally to what follows; the middle must follow from the beginning and point toward the end, and the end must follow naturally from what has gone before and conclude the action. Elementary, perhaps, but these are the requirements for a well-constructed plot.
The plot should also be complex. A simple plot is one that moves in a straight line directly toward a conclusion. A complex plot is one that moves in various directions by means of what Aristotle calls reversal and recognition. Reversal “is a change by which the action veers round to its opposite”—as in Oedipus the King, where the accuser becomes the accused and the prosecutor becomes the defendant. Recognition “is a change from ignorance to knowledge.” This, too, can affect the direction of the plot, as when Oedipus comes to realize who he actually is. According to Aristotle, these shifts in direction increase the tragic effect of the drama.
The word serious in the first line of Aristotle’s definition refers both to the quality of the action and the characters involved. The action must end unhappily, but to be properly tragic it must have profound consequences involving people whose fate affects many beyond themselves. We may infer that Aristotle would find sadness in the death of a child in an automobile accident or of a policeman shot down in the line of duty, but he would not find these events tragic. Only in something as monumental as the assassination of a President, which alters all our lives, would he find the stuff of tragedy.
In Aristotle’s day, the appropriate tragic figure would be a king, but he must be one whose fate would excite feelings of pity and fear in the audience. Thus a virtuous man whose fortune changes from prosperity to adversity will not do. Such a fall merely shocks us. Nor is the fall of an evil man properly tragic. Such a fall can please our moral sense, but it does not create the effect of tragedy. The proper tragic figure, then, is one who is neither evil nor extremely virtuous, one “whose misfortune,” in the words of Aristotle, “is brought about not by vice or depravity, but by some error or frailty.”
Finally, Aristotle tells us, tragedy should arouse “pity and fear” through which it accomplishes “its catharsis of such emotions.” The subject matter of tragedy is painful. Characters make mistakes, suffer, and are destroyed in various ways. Yet audiences regard tragedy as the highest form of theatrical experienced. Why is this so? That was the question Aristotle asked himself and his definition attempts to answer it.
Aristotle speaks constantly of pity and fear—the pity we feel for the tragic character and the fear that his fate arouses in us. The pity is obvious, and we fear that what can happen to him can also happen to us. But what makes the experience bearable, even exhilarating? According to Aristotle, great tragedy provokes those feelings so strongly that the audience expends its emotions in the theater and leaves having been purged of them at least temporarily.
In daily life we live constantly with occasions that evoke pity and fear—auto wrecks, deaths by cancer, wars, all the personal and social disasters that fill newspapers week after week. These events do not create the effect of the tragedy that Aristotle speaks of, but once in a long while, we may be lucky enough to see represented on stage a structuring of disaster that purges our pity and fear, allowing us to depart more buoyantly than we had entered. Hence those feelings of exhilaration, even exaltation, that many have testified to experiencing in the presence of supreme tragic art when superlatively performed.
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One of the reasons why Shakespeare is so thoroughly read today is because of his ability to portray human nature so accurately through his characters. Shakespeare's play, King Lear shows us that humans are treacherous and selfish. We can also relate to the play because of the family issues that Shakespeare incorporates throughout the work. Lear's family is definitely a dysfunctional one. However, the disrupted family unit is the basis for the play's tragedy. The Contemporary Guide to Literary Terms defines tragedy as "a piece of writing that inspires fear or pity, through which the audience/reader experiences catharsis" (a purging of emotions). Tragic plots should have a clear beginning, middle and end that all involve the protagonist in some way. It is essential in this play for King Lear to have serious family problems in order for him to become a tragic hero. The whole premise of the plot is based on his conniving daughters (with help from Lear's ego). These family problems turn Lear into a tragic hero. Much the same could be said about Gloucester, which will also be examined in this paper.
It is universally agreed that the primary source for the story of King Lear and his daughters was the anonymous earlier play known as The True Chronicle History of King Leir (usually abbreviated to King Leir or just Leir), which was not published until 1605 but was probably performed in 1594 or earlier (Thompson, 13). Shakespeare's King Lear is a detailed description of the consequences of one's man actions, and the behavior of his family. Lear is the king of England in this play, who decides to distribute his kingdom amongst his three daughters...
... middle of paper ...
...otagonist in the work who suffers great emotional and physical pain, which the reader/audience can identify and sympathize with. This hero must also suffer and/or die, which is unacceptable but inevitable. King Lear is such a hero, the result of both egocentrism and family problems.
Works Cited
Frey, C. Experiencing Shakespeare. Columbia: University of Missouri Press, 1988.
Granville-Barker, H. Prefaces to Shakespeare. London: B.T. Batsford INC, 1984.
Halio, J. The Tragedy of King Lear. Cambridge: Cambridge University Press, 1992.
Kimbrough, R. Shakespeare and the Art of Human Kindness. NJ: Humanities Press
International, 1990.
Thompson, A. King Lear Criticism. NJ: Humanities Press International, 1988.
Vickers, B. Appropriating Shakespeare. New Haven: Yale University Press, 1993.
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He determines that tragedy, like all poetry, is a kind of imitation mimesis , but adds that it has a serious purpose and uses direct action rather than narrative to achieve its ends. The aim of tragedy, Aristotle writes, is to bring about a "catharsis" of the spectators — to arouse in them sensations of pity and fear, and to purge them of these emotions so that they leave the theater feeling cleansed and uplifted, with a heightened understanding of the ways of gods and men. This catharsis is brought about by witnessing some disastrous and moving change in the fortunes of the drama's protagonist Aristotle recognized that the change might not be disastrous, but felt this was the kind shown in the best tragedies — Oedipus at Colonus, for example, was considered a tragedy by the Greeks but does not have an unhappy ending.
6 Elements of Tragedy
The genre of tragedy is quite well theorized unlike many other genre. Generally, it incorporates powerful episodes of suffering, losse s etc. In literature, a tragedy is a drama that shows the protagonist involved in a significant event and meeting his spectacular downfall. It is dotted with ideas of fate, sacrifice, destiny, and duty. The defeat also urges the hero to search for answers regarding the relationship between human beings and the Creator.
Literary Theory and Criticism. He asserts that any tragedy can be divided into six constituent parts. The Plot is the most important part of a tragedy. Normally the plot is divided into five acts, and each Act is further divided into several scenes. Characters are men and women who act.
The Definition of Tragedy This chapter opens with Aristotle's famous definition of tragedy: Tragedy, then, is an imitation of an action that is serious, complete, and of a certain magnitude; in language embellished with each kind of artistic ornament, the several kinds being found in separate parts of the play; in the form of action, not of narrative; through pity and fear effecting the proper purgation of these emotions. The first in the discussion is spectacle , which includes the costuming of the actors, the scenery, and all other aspects that contribute to the visual experience of the play. Next come song and diction. Song obviously refers to the vocal compositions incorporated into the performance, and diction refers to the metrical composition of the spoken lines. Aristotle moves on to elements relating to the humans represented in tragedy, thought and character. Character includes all qualities we associate with individuals represented in the play; the meaning of thought is more elusive, but it seems to indicate the processes of reasoning that lead characters to behave as they do.
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Cathartic Aspects in Confessional Writings:
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Cathartic Aspects in Confessional Writings:
CHEHRI, Youcef
URI:
http://e-biblio.univ-mosta.dz/handle/123456789/17176
Date:
2020
Abstract:
The cathartic and healing experience in art are often linked to watching tragedies, listening to music, painting, or writing confessions. Research has shown that when beholding a tragedy, it constitutes a healing result which is described by Aristotle as a catharsis of negative emotions. This particular use of this word has given rise to the richest and most extensive discussion of Aristotle’s Poetics in the secondary sources, partly because Aristotle provides no explanation of it, and partly because it is considered a powerful metaphor that people are led to seek in it the meaning of their own healing experience in response to tragedies. This study aims at finding a relation between Catharsis and the confessional tradition, for it investigates the cathartic aspects in confessional writings: in De Profundis by Oscar Wilde (1905) and A Sister’s Confession by Guy de Maupassant (1883) and it evaluates both the readers and the confessional writer’s shared cathartic experience. Based on a review of the literature on Aristotelian Catharsis, theories on the effects of tragedy, and the confessional tradition, a thorough analysis was executed on the two designated works: De Profundis and A Sister’s Confession to reveal their cathartic aspects despite being works of prose and not drama, by accentuating on the tragic element that both works introduce and seem to offer. The analysis of these confessional works demonstrated a common point that of ‘tragedy’, which, essentially, evokes pity and fear for readers and cleanses negative emotions of that sort. The results indicate that the chosen materials possess a healing element that of catharsis.
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We toured the cloud forest today and saw a variety of unique insects, animals, and birds. According to our tour guide, we were very lucky to see the Quetzal bird. This is the national bird of Guatemala, but many people travel to the mountains of Costa Rica for an easier view. (I can understand why, its appearance is breathtaking!)
The cloud forest is large in Monteverde, yet only a small portion of it is open for the public to explore. This is due to the delicacy of the land and conservation efforts that continue to exist today. According to Don Guillermo, small conservation efforts in Monteverde have existed since the founders settled the early 1910’s but the Quakers officially began the movement. They could not practice sustainability initiatives without the help of fellow Ticos, so the locals have a large role in making conservation a priority for the land. The work of the previous generations of Quakers and Ticos greatly benefit Monteverde today. Despite their initial intentions, Monteverde has become a destination of ecotourism. This has brought visitors of various backgrounds to this area and consequently, boosted the economy. Depending upon the occupations of the workers, the transformation of the Monteverde economy could be a positive or negative aspect. If people were farmers, this may have negatively impacted their business as dairy farming has decreased and been replaced by tourism. Tourism also opened the area up to more civilized lifestyles and created different opportunities for small business owners.
The conservation efforts in Monteverde that began with the Quakers has contributed to the reputation of Costa Rica as they are known for their progressive sustainability initiatives worldwide. Quakers introduced a drive for all people of Monteverde to protect the beautiful landscape and produce goods in the most environmentally mindful way. Ironically, Wilford Guindon, the father of our speaker Don Ricardo, originally brought the chainsaw to Monteverde. Later, he became one of the biggest conservation advocates and worked alongside fellow Quakers to establish the Cloud Forest Reserve. The hanging bridge and trail that we explored today was named after Wilford Guindon to honor his dedication and contribution to this environment.
Furthermore, since tourism is popular in Costa Rica and especially growing in Monteverde, the area is becoming more Americanized. I noticed in Monteverde that there were many signs in English, more bilingual workers, and items priced in American currency. This is different from Heredia, a less common place for international visitors. The more Americanized that Monteverde becomes, the more foreign investment that is introduced to this terrain. With a Mexican company purchasing the cheese factory and a Chinese company buying a hotel, there is a shift from local benefit to commercialized success. Small companies such as Life Monteverde cannot compete with the capital and innovation of international investors. Although they do not provide the same cultural experience, small businesses may be ran out of the area if the trend continues. There is also a risk that the foreign investors purchase many of these businesses, and in turn, lose the rich culture or misrepresent Monteverde. After visiting this location I have a deep respect and honor for the area’s humble beginnings. | https://pittplus3.blog/2019/05/11/into-the-jungle/ |
Located between Nicaragua and Panama in Central America, Costa Rica (meaning “Rich Coast”) is a country with a population of just over 4.75 million. Costa Rica is the most visited Central American country because of its breathtaking beauty, friendly citizens, and reputation as a safe and family-friendly destination — for these reasons and more, it’s a great place for first-time international travelers to visit.
Costa Rica is also very well known as a nation at the forefront of environmental protection and sustainable policies, and its unforgettable natural beauty as a result. The west side of Costa Rica borders the Pacific Ocean, and the east borders the Caribbean Sea. While Spanish is the official language, many Costa Ricans also speak English, therefore it is generally easy for English speakers to get around. The official currency is the Costa Rican Colón (CRC).
Bodhi Surf + Yoga is proud to call this country home, and excited to share our little corner of it with our guests in an intimate and exciting way.
COSTA RICAN HISTORY & INDIGENOUS PEOPLE
Prior to the the arrival of Christopher Columbus in 1502, the country that is now known as Costa Rica was inhabited with different indigenous groups, though there is debate about the population number as few survived contact with European settlers. For the next 300 years, Spain administered the region as part of the Captaincy General of Guatemala, under a military government. The Spanish optimistically called the country “Rich Coast.” Finding little gold or other valuable minerals in Costa Rica; however, they turned to agriculture. Many factors, including Costa Rica’s isolation from the Spanish colonial centers in Mexico and the Andes, contributed to the development of a relatively autonomous, individualistic, and egalitarian agrarian society.
Costa Rica joined other Central American provinces in 1821 in a joint declaration of independence from Spain. In 1838, long after the Central American Federation ceased to function, Costa Rica formally withdrew and proclaimed itself a sovereign nation. An era of peaceful democracy in Costa Rica began in 1899, and continues today with only two lapses: 1917-1919, when Federico Tinoco ruled as a dictator; and 1948, when Jose Figueres led an armed uprising in the wake of a disputed presidential election. The victory from this 44-day civil war led to a constitution guaranteeing free elections with universal suffrage and the abolition of the military. The absence of a military continues to be a source of great national pride, and Costa Rica has conducted international public relations campaigns to encourage other nations to follow suit for the purpose of global peace.
The Costa Rican government has been very involved in managing the economy since the 1948 revolution. The government operates many state monopolies, including banking, insurance, and telecommunications. They control the prices of a number of goods and services; and maintain protectionist trade laws. Government policy in the 1960s and 1970s focused on making Costa Rica more self-sufficient, and the nation has enjoyed a gradual upward economic trend. However, with the increase in oil prices in the 1970s and the sharp decreases in international coffee, banana, and sugar prices, Costa Rica’s economy collapsed in 1980. Warfare in neighboring countries in the 1980s also affected the Costa Rican economy and society, shattering regional trade and bringing a large number of refugees and illegal aliens, particularly from Nicaragua, to the country. To quell the regional violence, President Oscar Arias Sánchez (1986-1990) promoted a successful regional peace plan that resulted in his being awarded the Nobel Peace Prize in 1987. Since 1948, Costa Rica has held 16 successive democratic presidential elections, more than any other Latin American country, and is known as the region’s most stable nation-state.
There are around 110,000 indigenous people in Costa Rica today, or around 2.4% percent of the total population. Even prior to the arrival of the Spanish in the early 1500s, the indigenous population in Costa Rica was small, and they lived in separate rather than larger groups. Like in the rest of the Americas, population decreased significantly after the arrival of Europeans due to contact with new germs. In 1977, the Indigenous Law was established in Costa Rica to try to stop the indigenous peoples’ loss of land, and ensure their survival and wellbeing.
Compared to other Latin American countries such as Guatemala, Panama, or Peru, Costa Rica is not particularly known for its indigenous population — probably due to the fact that they are a smaller group and are therefore less visible. There are 22 reserves located in Costa Rica, and they are divided into 8 ethnic groups, Bodhi Surf + Yoga is located nearest to the Boruca and Terraba reserves:
- Chorotega
- Maleku
- Bribri
- Cabécar
- Guaymí
- Boruca
- Térraba
- Huetar
There aren’t too many artifacts that remain from the pre-Hispanic era in Costa Rica, some pottery and simple ornaments are what have endured. However, one of the most notable cultural sites exists in our corner of Costa Rica, the South Pacific Zone. They are the legendary stone spheres of Costa Rica, which are made from gabbro, limestone, and sandstone, and range in size from from a few centimeters in diameter to over two meters. There are many myths and theories as to how and why these spheres were made, how they were transported, and why. These spheres have fascinated locals, visitors, and researchers alike for years, and in 2014, were declared a UNESCO World Heritage Site. Located a 45-minute drive from Bodhi Surf + Yoga is the National Museum of Costa Rica’s exhibition at Finca 6 in Palmar Sur.
IS BODHI RIGHT FOR YOU?
Learn what makes Bodhi different from other surf and yoga camps
Protected areas in Costa Rica
In the early 1970s, faced with a decline in natural resources and the shrinking of the natural habitat, Costa Rica began making systematic changes to protect what was left and rebuild what had already been lost. The result of these continued efforts is that Costa Rica has a number of protected areas: over 25% of the country’s territory falls under government protection, be it a national park, protected area, refuge, monument, or reserve; two of its parks have been declared World Heritage Sites by UNESCO. In fact, Costa Rica has a larger proportion of protected areas than any other country in the world, and this is one of the major reasons that it is such a popular tourism destination.
Most of these protected areas are easily accessed by the public, a major draw for tourism both on a national and international level. Bodhi is privileged to be located near several of these areas of conservation:
- Marino Ballena National Park
- Corcovado National Park
- Isla del Caño Biological Reserve
- Terraba Sierpe Mangroves Wetlands Refuge
Travel information
Costa Rica is a popular tourist destination not only because of its stunning beauty, but because it is easily accessible and very safe for travelers. Costa Ricans are of the warmest and most welcoming around; they will go out of their way to make you at home in their country. Costa Rica’s weather makes it a prime tourist destination, especially for those coming from cooler climates. Being so close to the equator, their seasons are a bit different from those in the U.S., Canada, and Europe. Keep in mind, Costa Rica is a tropical country so neither their rainy nor dry season would be considered “winter” by the standards of most Canadians, Americans, or Europeans.
Popular activities in Costa Rica
Year after year, Costa Rica is a top destination for vacationers of all types who are looking for a beautiful, accessible, clean, and safe country to visit. These characteristics make Costa Rica an easy choice for families, honeymooners, student groups, and many other types of travelers. For whatever your proclivity, Costa Rica has an activity for you.
Costa Rica is one of the top destinations in the world for people who love the great outdoors and want to spend their time doing activities that allow them to get up close and personal with Mother Nature in all her glory. That might mean hiking through the luscious jungle, hurtling down a river rapids with just a raft keeping you afloat, zipping over a viridescent canopy, or just lazing on a palm lined beach. Costa Rica is a diverse country, so here are some of the top activities you can do in the Southern Pacific Zone, Bodhi Surf + Yoga’s neck of the woods:
REASONS TO CHOOSE BODHI
When it comes to surf and yoga tourism, Bodhi is in a class of its own.
Get to know us to find out what sets us apart.
IS BODHI RIGHT FOR YOU? | https://www.bodhisurfyoga.com/costa-rica |
Costa Rica accounts for only 0.03 percent of the earth’s surface (has only 51.100km2). However it contains nearly 6 percent of the world’s biodiversity. Its natural wealth, both in species and ecosystems, is partly explained by its geographical position.
How much of Costa Rica is biodiversity?
Costa Rica represents less than one percent of the world’s land mass, yet it contains five percent of the Earth’s biodiversity. Protected forests and reserves make up more than 25 percent of the country, too.
What percent of the world’s biodiversity does Costa Rica hosts?
Half of that protected land is within the national park system. Costa Rica has quite a rich and diverse environment. While occupying only . 01 percent of the earth’s landmass, Costa Rica hosts 5 percent of the world’s biodiversity.
How does Costa Rica protect its biodiversity?
Costa Rica channels funds from a fuel tax, car stamp duty and energy fees to pay for nature reserve management and environmental services like clean air, fresh water and biodiversity protection. … Landowners are paid to preserve old-growth forests and to plant new trees.
Is Costa Rica a biodiversity hotspot?
Costa Rica is a global biodiversity hotspot where an estimated 4% of all known species can be found. … Costa Rica has been a pioneer in Payment for Ecosystem Services.
Why does Costa Rica have a lot of biodiversity?
Costa Rica supports an enormous variety of wildlife, due in large part to its geographic position between the North and South American continents, its neotropical climate, and its wide variety of habitats.
Is Costa Rica carbon neutral?
In February 2021, the Government of Costa Rica gave an update on their progress on their aims for carbon neutrality. … Costa Rica also implemented 43 of the target 69 fast-power centers needed to charge these vehicles, reaching a 62.3% success rate on this goal to be completed by 2022.
What percent of land in Costa Rica is protected?
Costa Rica has protected approximately 28% of its land in national parks, reserves, and wildlife refuges. Just under half of this (12 %) is in a system of national parks. These parks are spread throughout the country in many different ecoregions.
Why is there deforestation in Costa Rica?
While cattle ranching is by far the primary cause of deforestation in Costa Rica, banana plantations have also significantly contributed to the problem. Lowland rainforest has been most affected where 130,000 acres (530 km2) of previously forested land (primarily in the Atlantic and Northern regions) have been removed.
How does Costa Rica protect the environment?
Costa Rica’s environmental credentials are impressive: more than 98 per cent of its energy is renewable, forest cover now stands at more than 53 per cent after painstaking work to reverse decades of deforestation and around a quarter of the country’s land has been turned into protected parks and reserves.
Why is Costa Rica so sustainable?
Costa Rica produces most of its energy from renewable resources. Costa Rica produces nearly 93 percent of its electricity from renewable resources. Abundant rainfall and rivers allow for hydro power to meet most of the electricity demand, followed by geothermal, wind, solar and biomass.
Why is Costa Rica known as a biodiversity Mecca?
Although this small country represents only a tiny fraction of the world’s land mass, with a land area of around 51.100 kilometers, it is a biodiversity Mecca. Its geographical position has provided it with numerous and varied micro-climates and a great amount of natural wealth.
Is Costa Rica really eco friendly?
With over 500,000 different species of animals and plants, Costa Rica houses at least 5% of the world’s biodiversity. … However, biodiversity in this beautiful country–considered the ultimate eco-friendly destination–does not only include animals.
How many ecosystems are in Costa Rica?
Costa Rica is on the top 20 list of the most biodiverse countries in the world. Here’s the lowdown on its 12 ecosystems.
How diverse is Costa Rica?
The majority of the Costa Rican Population comes from Europe since it was a Spanish colony for a long time. 83.6% of the Ticos are white or mestizo, 6.7% mulattoes, 2.4% Native American and 1.1% black or Afro-Caribbean. This makes Costa Rica one of the most ethnically homogeneous countries in Central America.
How many volcanoes does Costa Rica have?
There are five active volcanoes in Costa Rica: Turrialba Volcano, Poas Volcano, Arenal Volcano, Rincon de la Vieja Volcano, and Irazu Volcano. | https://belizeinamerica.net/central-america-countries/best-answer-how-much-biodiversity-does-costa-rica-have.html |
Is Costa Rica carbon neutral?
In February 2021, the Government of Costa Rica gave an update on their progress on their aims for carbon neutrality. … Costa Rica also implemented 43 of the target 69 fast-power centers needed to charge these vehicles, reaching a 62.3% success rate on this goal to be completed by 2022.
How is Costa Rica becoming carbon neutral?
Costa Rica’s progress towards carbon neutrality is influenced by many factors. Costa Rica’s abolition of its army allowed the government to put more money towards initiatives that increase carbon neutrality. Costa Rica’s geography provides the country with bountiful resources for renewable energy production.
What has Costa Rica done to stop climate change?
Costa Rica was the first tropical country to stop and reverse deforestation. … And in 2019, it became one of the first countries to craft a national decarbonization plan — written by Meza in her previous job as director of climate change — which aims to reach net zero carbon emissions by 2050.
How close is Costa Rica to carbon neutral?
According to our analysis, under a pathway following the current NDC commitments, Costa Rica would achieve carbon neutrality in 2085. However, if Costa Rica were to implement all the new policies mentioned in its new Decarbonisation Plan, it could achieve carbon neutrality 35 years earlier, i.e. by 2050.
When did Costa Rica become carbon neutral?
In 2015, Costa Rica pledged to become carbon neutral (the result of a net zero release of carbon dioxide into the atmosphere) by 2021: the latest chapter in this small Central American country’s contribution to the climate change agenda.
How is Costa Rica so green?
Costa Rica produces most of its energy from renewable resources. Costa Rica produces nearly 93 percent of its electricity from renewable resources. Abundant rainfall and rivers allow for hydro power to meet most of the electricity demand, followed by geothermal, wind, solar and biomass.
What is being carbon neutral?
Carbon Neutral – or Net Zero Carbon – is a term used to describe the state of an entity (such as a company, service, product or event), where the carbon emissions caused by them have been balanced out by funding an equivalent amount of carbon savings elsewhere in the world.
What are some environmental issues in Costa Rica?
Costa Rica – Environment
The result has been soil erosion and the loss of soil fertility. Another serious problem, according to the UN, has been contamination of the soil by fertilizers and pesticides used in growing important cash crops, such as bananas, sugarcane, and coffee.
How does Costa Rica protect its biodiversity?
Costa Rica channels funds from a fuel tax, car stamp duty and energy fees to pay for nature reserve management and environmental services like clean air, fresh water and biodiversity protection. … Landowners are paid to preserve old-growth forests and to plant new trees.
What will Costa Rica look like in 2050?
The study shows that Costa Rica’s Decarbonization Plan will bring USD 41 billion in net benefits within three decades through energy savings, reduced cost of accidents and time wasted in congestion, and improvements in ecosystem services and agriculture yields.
Is Costa Rica threatened by climate change?
Costa Rica´s size located between two oceans make it a highly vulnerable country to the adverse impacts of climate change. In recent years (between 2001 and 2008) floods and storms have had the highest human and economic impact in Costa Rica.
What does Costa Rica do to protect the environment?
Costa Rica’s environmental credentials are impressive: more than 98 per cent of its energy is renewable, forest cover now stands at more than 53 per cent after painstaking work to reverse decades of deforestation and around a quarter of the country’s land has been turned into protected parks and reserves.
Is Costa Rica the most eco friendly country?
With over 500,000 different species of animals and plants, Costa Rica houses at least 5% of the world’s biodiversity. … However, biodiversity in this beautiful country–considered the ultimate eco-friendly destination–does not only include animals.
Why Costa Rica has no army?
On the first of December in 1948, the then President of Costa Rica, José Figueres Ferrer, declared the end of the military force. This decision was made after a violent civil war stemmed from politics. This military abolition was added to the Costa Rican Constitution in Article 12 in 1949.
What is Costa Rica known for?
Costa Rica is known for its incredible national parks, where tourists can enjoy some thrilling activities like river rafting, canyoning, cave tubing, and zip lining. It’s also one of the best places for animal lovers to discover some interesting wildlife like macaws, sea turtles, and adorable sloths. | https://belizeinamerica.net/central-america-countries/what-are-the-neutral-in-effect-in-costa-rica.html |
The beauty of Latin America demands preservation, so a number of countries in the region have developed eco-friendly initiatives that not only seek to protect the natural resources they have, but also provide alternative modes of energy generation and ways of living.
Finding eco-friendly highlights when you travel around Latin America is easy. From the local farmers selling their organic goods on the side of the road to the purpose-built green spaces in places like Mexico City, Latin America has a wealth of options.
In this Nearshore Americas article, Pravina Chetty looks at how Costa Rica, Brazil, and Mexico are focusing on eco-friendly developments, as they move their countries to more sustainable models and protect the beauty of their environment. | https://nearshoreamericas.com/recap-three-latin-american-countries-going-eco-friendly/ |
The need to relax and reset has perhaps never been greater. The latest industry research reveals that 33% of American...
Costa Rica
Breaking news from Costa Rica – Travel & Tourism, Fashion, Entertainment, Culinary, Culture, Events, Safety, Security, News, and Trends.
Costa Rica is a rugged, rainforested Central American country with coastlines on the Caribbean and Pacific. Though its capital, San Jose, is home to cultural institutions like the Pre-Columbian Gold Museum, Costa Rica is known for its beaches, volcanoes, and biodiversity. Roughly a quarter of its area is made up of protected jungle, teeming with wildlife including spider monkeys and quetzal birds.
A DHL Boeing 757-200 cargo plane broke in half after skidding off the runway as it was attempting an emergency landing at Juan...
A family-owned and operated boutique hotel located in the Monteverde region of Costa Rica’s cloud forest, Hotel Belmar, has won...
Russian Prime Minister announced today that starting from April 9, Russian Federation will lift travel curbs on flights to 52...
As travel is picking up again, arrival regulations and travel protocols tend to change from destination to destination. The following...
Beginning April 1, 2022, Costa Rica will no longer require travelers to completean online Health Pass when visiting the destination....
The International Air Transport Association (IATA) released 2021 safety performance data for the commercial airline industry showing strong improvement in...
The ceremonial signing of the decree took place in the Galapagos Islands, with the presence of Ivan Duque, President of Colombia, and the Foreign Ministers of both Panama and Costa Rica. Former United States President, Bill Clinton, witnessed the signing.
Costa Rica closed its borders to international arrivals as of March 19th, 2020, and reopened to international tourists arriving by air as of November 2020. It reopened its land borders in April 2021
A new day for World Tourism! A new day for UNWTO! A new Day for Costa Rica Tourism! The world of tourism is in for a game changer with Costa Rica taking the lead in the upcoming election process at the UNWTO General Assembly in Madrid.
The Hon. Gustav Segura Costa Sancho, minister of Tourism for Costa Rica, is in the center of world tourism today. He is taking a giant step for the future of world tourism in demanding a secret vote for the upcoming UNWTO General Assembly confirmation hearing to confirm or reject Secretary General Zurab Pololikashvili for a 2022-2025 term.
All commercial establishments in Costa Rica will require proof of COVID-19 vaccination in an effort to protect the country’s locals and visitors, starting on January 8, 2022.
Nicaragua, Costa Rica all share the history of today's Guanacaste Day, a favorite for visitors and locals in Costa Rica
Southwest resumes service to Central America nonstop from both Houston and Baltimore/Washington
Daniel Oduber Quiros Internationa Airport provides travelers with free antigen testing
Costa Rica has become an ideal destination for foreigners who choose to work remotely
Category 1 status announcement today is based on the reassessments in 2020 and a January 2021 safety oversight meeting with the Directorate General of Civil Aviation (DGAC)
Jamaica Tourism Minister Bartlett is pleased with Marriott and Sunwing Travel Groups and their trendsetting marketing deal which he believes will help in his nation’s travel and tourism industry recovery.
As the cases of COVID-19 continue to accelerate in the America, the US CDC has instituted a new protocol for everyone enterting the country. All travelers will now be required to show proof of a negative COVID-19 test before travel commences. Countries around the world are beginning to respond.
The number of international travelers from Canada to Costa Rica is set to grow from 233,143 in 2019 to 360,344...
As of November 1, 2020, Costa Rica will open its borders to U.S. travelers, and no longer require a negative COVID-19...
On November 1, Costa Rica will reopen its air borders to all international countries, as long as they meet the...
Residents and citizens of all states within the United States will be permitted to enter Costa Rica beginning Nov. 1,...
Citizens and residents of Mexico, the third largest tourism market for Costa Rica, will be permitted to enter the country...
Six new US states, for a total of 12, are added to the list of territories whose residents will be...
Strong earthquake shook buildings in Costa Rica‘s capital city San Jose on Monday and was felt strongly throughout the country...
On August 1, 2020 Costa Rica opened its international airports: Juan Santamaría International Airport, Daniel Oduber Quirós Airport, and Tobías...
Costa Rica announced that the residents of just six US states will be allowed to visit the country starting on...
Jamaica makes its case at a high level discussion today with Caribbean and South American States to coordinate, learn and...
The President of Costa Rica, Mr. Carlos Alvarado Quesada, has appointed Gustavo Segura Sancho as the country’s new Tourism Minister...
Costa Rica has maintained one of the lowest COVID-19 fatality rates in Latin America, and its government has been recognized...
Some travelers specifically plan to travel to fulfill their sexual desires. Call it a sexually-indulgent holiday, if you will. They...
Travel and Security is a hot subject these days, whether it be deaths related to tainted alcohol or theft, rape...
An estimated area of 270 qm in Panama and Costa Rica has been exposed to hazard after a 6.3 magnitude...
Passengers flying with UNIGLOBE Premium Travel in Costa Rica now have free access to the newest airport lounge at Juan...
Rerouting of the Royal Caribbean's Empress of the Seas from Cuba to Ocho Rios, Jamaica meant to be a life-saving Christmas miracle for two sailors.
Traveling to Costa Rica and staying at an AIRBNB and taking an UBER may not be a safe decision. be A body was reportedly found Monday on the Costa Rican property where a Florida woman who recently disappeared was staying. A family is searching for answers after a Florida woman celebrating her birthday with her sister-in-law vanished last week in Costa Rica -- just hours before she was reportedly set to return to the United States.
RIU Hotels continues to work in contributing to the improvement and good maintenance of the destinations where it operates.
The latest statistics released by the Costa Rica Tourism Board (ICT) reveal that a total of 40,907 visitors from the UK travelled to Costa Rica in the first half of 2018 – representing an increase of 2.5% compared to the same period in 2017. This steady growth is a reflection of the upward trend in UK visitors to Costa Rica that has been seen in the last few years, enhanced by the launch of the BA direct flights from London in April 2016.
A 6.0 magnitude earthquake shook Costa Rica today, August 17, 2018, at 23:22:36 UTC near the border of Panama.
Costa Rica travelers wantingt to visit the USA, or simply make a connection there, must meet new restrictions for hand luggage,
In this week’s travel law article, we examine the case of Thackurdeen v. Duke University, No. 1:16CV1108 (M.D.N.C. 2018) wherein...
The newly-elected President of Costa Rica, Mr. Carlos Alvarado Quesada, has chosen María Amalia Revelo Raventós as the country’s new...
The Costa Rica Convention Centre (CRCC) has just opened its doors – a futuristic and sustainable 15,600-square-metre space located just... | https://eturbonews.com/region/costa-rica/ |
The proposed project was to be located on the Red River along the Louisiana Boardwalk.
Since its conception, many governments within the Developing World have embraced and encouraged ecotourism as a means of attracting foreign investment and exchange.
To be sure, the promotion of ecotourism in Costa Rica has led to several desirable outcomes. For example, the continued expansion of ecotourism has created opportunities for income generation and employment, at both the national and local levels.
Additionally, ecotourism has provided greater incentives for natural resource conservation in the form of state-protected areas and private lands. As a result, natural resource conservation is on the rise. Finally, heightened emphasis has been placed on environmental education.
As a result, fragile sites of ecological or cultural significance have been exposed to the threat of degradation by unregulated tourism development and over-visitation.
Clearly ecotourism is a multi-dimensional, complex practice that has resulted in tradeoffs, in costs and benefits for Costa Rica. All the same, it is a practice that is being promoted with increasing fervor by the Costa Rican government and the tourism industry. But how long can this practice sustain itself?
For that purpose, tourism, environmental, and economic transitions are critically researched, with an emphasis on how these transitions interrelate.
Findings and conclusions around the benefits and disadvantages of ecotourism are presented.
Based on these findings, this paper attempts to articulate creative and proactive policy measures for mitigating the drawbacks associated with ecotourism. Before entering into a detailed description of the various dimensions of ecotourism in Costa Rica, it is useful to have a clear understanding of what ecotourism is.
Essentially, critics believed that mass tourism -- characterized by package deals to familiar destinations, limited interaction with local populations, high levels of security, and a contrived experience with local life and culture -- was resulting in adverse ecological and socio-cultural effects, the results of which were only beginning to be observed.
These critiques emerged at a time when a larger, more global environmental movement was beginning to take shape. Eventually, this movement culminated in the creation of the report of the Bruntland Commission, which introduced the world to the notion of sustainable development.
This report also provided the first working definition for environmentally sustainable tourism, also known as alternative tourism, which differs from mass tourism in that it is characterized by a higher degree of risk, novelty, and interaction with local cultures.
Ecotourism is a form of alternative tourism which aims to achieve economic gain through natural resource preservation. It does not necessitate multi-billion dollar investments. Local, small businesses and entrepreneurs can successfully fulfill the demands of ecotourism, especially in the areas of lodging and food services.
As a result, ecotourism has become incredibly popular within the Developing World, particularly as a means of stimulating economic development. Struggling with severe balance of payments difficulties, ecotourism provides these countries with the opportunity to earn foreign exchange without destroying their environmental resource base.
For many destinations within the Developing World, ecotourism is becoming the most important tourism market segment. An Introduction to Ecotourism in Costa Rica Costa Rica is one Developing Country that has taken advantage of and benefited from the promotion of ecotourism.
That success is illustrated in a variety of ways. For example, sincetourism revenues in Costa Rica have grown significantly as can be seen in Figure 1 Tourism Transition in Costa Rica,International Receipts.
Similarly, frominternational tourist stayover arrivals skyrocketed, as illustrated in Figure 2 Tourism Transition in Costa Rica,International Stayover Arrivals, Source: Europa World Yearbook Selected Years.Because while Asheville’s total visitation numbers continue to rise, so do those of other destinations that are competing for the same tourist dollars.
Discriminant Analysis of Tourist Revisit-Intention for Effective ensuring that tourists are satisfied on visitation (Achieng, Hayombe, & Agong, ; Lai & Shafer, ). Effective marketing mix strategies should lead to high intention to visit and to revisit other things being equal (ÖZER, ). application and adaptation of marketing strategies to the promotion of heritage sites, either overcrowded or suffer from too low visitation. In either case, “management and has to be considered as a whole “visiting experience”5 and that the tourist product or experience is only created after an interaction, such as interpretation. Harford County Visitation Statistics Total Visits , (based on • The top four tourist activities in Maryland are dining, shopping, sightseeing, Top 5 Priority Destination Marketing Strategies for 1. Redesign kaja-net.com, boost search optimization and social.
marketing strategies. Nick Mattera is senior director, consumer marketing for Brand USA, the nation’s destination marketing organization with the mission of increasing international visitation to the United States, fueling the nation’s economy, and enhancing the image of the USA worldwide.
Strategies 21 a) Promotional Strategies 21 b) Destination Development Strategies 24 Visitation during the shoulder seasons has remained fairly static and there is a real opportunity Wine & Food Tourist Penticton.
travel. 5-year Destination Marketing Strategy. Harford County Visitation Statistics Total Visits , (based on • The top four tourist activities in Maryland are dining, shopping, sightseeing, Top 5 Priority Destination Marketing Strategies for 1. Redesign kaja-net.com, boost search optimization and social.
Victoria’s Tourism Strategy | page 5 Minister’s Foreword Victoria boasts an enviable collection of tourism, major event and business event experiences that attracts a significant number of domestic and international visitors to the State, and with a changing economic environment, increases in .
Government KPI. Agriculture & Food. Agricultural Land # of common wheat farms # of farms with arable crops # of greenhouses farms # of industrial plants farms. | https://vefawydyrylikovor.kaja-net.com/marketing-strategies-of-tourist-visitation-in-15594ym.html |
Where is Costa Rica and Why Should You Go?
Costa Rica is a Central American country and the only Spanish speaking country in the region. It is popular for sport fishing, surfing, and it’s lush jungles.
The low crime rate and outstanding healthcare system make it a great choice for an extended holiday. The feeling of being close to nature will make the long flight time completely worth it.
The country has become a popular tourist destination due to its array of natural landscapes, wildlife, and eco-tourism opportunities that create an unparalleled experience for travelers from around the world.
What are the Best Things To Do in Costa Rica?
The question of what to do in Costa Rica is not difficult to answer. There are many things you can do but I will highlight some of the best.
First, visit the Arenal Volcano. It is located in the northern zone and it is one of the most active volcanoes in Costa Rica. You will definitely want to see it while you are visiting the country. Next, go see a live volcano at night called Volcan Poas. The mountain is open only at night so you should plan your trip accordingly. Then head down south and visit Manuel Antonio National Park for some beautiful views and wildlife that cannot be found anywhere else on earth. Lastly, take a boat trip on Lake Arenal which has an active volcano underneath it!
The best thing to do in Costa Rica is to experience the rainforest. So if you have the chance, go on a boat ride through the rainforest.
What is the Climate like in Costa Rica?
The climate in Costa Rica is tropical, but it varies depending on the region. The country’s climate is influenced by Pacific currents.
The Pacific trade winds are responsible for most of Costa Rica’s frequent rainfalls. These winds originate from the northwest Monsoon season, which lasts from December to April.
How Safe is it?
Costa Rica is a beautiful country with some risks people do not think of. The public transportation system is unsafe and many people are scammed when they visit the country. Although the country has its beautiful beaches and rainforests, There are also many risks people do not think of when they are planning their trip. The public transportation system is unsafe, so travellers are advised to hire a private driver or rent a car. Just be sensible – if you are going to an all inclusive resort, you will be completely safe. If you are trekking through a rainforest, make sure you are with a guided tour, that you have checked reviews of. Trailfinders have some great trips that will make you feel like you are in the jungle and experiencing the true Costa Rica, while keeping you safe. | https://chasingmysunshine.com/costa-rica-and-ts-attractions/ |
WWF statement on murder of conservationist in Costa Rica
Our thoughts are with Jairo’s family and friends during this difficult time.
WWF joins other groups calling on the Government of Costa Rica for justice and for bold security measures that assure a safe environment for those committed to working towards conservation.
“Stricter measures protecting civilians, as well as full enforcement of national laws protecting marine turtles, should be put in place to ensure incidents like this one don’t ever happen again,” said Dr Carlos Drews, Director of WWF's G lobal Species Programmme.
“Conservation should not be a dangerous job or activity, but unfortunately linkages between poaching and other forms of crime mean that protecting our natural world is increasingly risky. Wildlife crime is becoming more organized and life threatening than ever before. That is unacceptable.”
“Costa Rica enjoys a global reputation as an environmentally friendly country, and a prime ecotourism destination. Incidents such as Jairo’s death will quickly tarnish that reputation if Costa Rica fails
to act.”
“WWF will continue to partner with people around the world to stand-up and give voice to species in need. It's time for political leaders to take concrete action to protect wildlife, people and enforce the rule
of law,” Drews said. | http://wwf.panda.org/wwf_news/?208989/WWF-statement-on-murder-of-conservationist-in-Costa-Rica |
Every Tuesday Trav and Heather fill your heart with wanderlust and your head with knowledge.
Sometimes we’ll interview amazing travelers, like the guy who went around France on a little red scooter or the guy who spent 5 years going to every country in Africa (and climbing the tallest peak in each). Sometimes we’ll give you practical advice, like our 47 best gifts for travelers or 21 ways to survive a long haul flight. Sometimes we’ll drop some lists on ya (we love lists!) like our top 10 ice cream in the world or our top 25 breweries. And sometimes we’ll tell you all the best things to do at a specific destination, like the best seafood in Croatia or where to eat pizza in Rome.
But we’ll always have fun, always get (probably too) excited, and always say the word boutique wrong.
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Recent Episodes
5 Ways Travel Will Change Post-Pandemic
We have had quite some time to think about life post-pandemic but now that we are seeing the light at the end of the tunnel (thank you vaccine), we feel it is a great time to talk about how travel will have changed going forward.
Top 20 Songs
Today, Heather & I will be diving into our top 10 songs (20 between the two of us) and while this is something a little different in terms of topic, we do hope you get a kick out of whether we have ANY that are on both lists.
Destination Diary: Tamarindo, Costa Rica
Our destination diary on Tamarindo, Costa Rica has arrived and it is jam-packed with great places, ideas, eats, etc. Since we spent such a long time here we are giving you all the insights that we learned during this time. Enjoy!
The Friendliest Countries
We have another list episode but this is the first time we have dove into the friendliest countries we have been to.
What It’s Like To Get COVID In Another Country
You may be asking yourself “where the heck has EPOP been for the last few weeks?” well…Heather caught COVID.
Why We Traveled To Costa Rica During COVID
If you don’t follow us on Instagram then SURPRISE we are in Costa Rica and have been for over a month and today we are talking about how we came to the decision to come down here, the preconceived notions we had about the experience during COVID, and what it is like now that we are here and have been for a few weeks. We also may drop some hints on what our plan is moving forward.
Best Experiences: 2020 In Review
Each year there are always a handful of days that stand out. While 2020 definitely did everything in its power to limit those, they still prevailed in spades.
Best Meals: 2020 In Review
Today Heather and I are going to go through our top 8 meals of the year (each) for a total of 16 awesome places that you should definitely check out if you’re going to be in the neighborhood!
Best Desserts – 2020 in Review
Today Heather and I go through our top 5 desserts (10 total + 2 honorable mention (& 1 dishonorable mention) from 2020, from hometown to widely available to cities around the world if it’s delicious, it’s on the list!
Best Drinks: 2020 In Review
We’ve decided to bring all drinks into one episode due to the restrictions on travel we had this year because of COVID. Join us today as we bring you our tops spots for coffee, wine, and anything that wets your whistle. | https://extrapackofpeanuts.com/show/page/2/?et_blog |
An international coalition of 18 Marine Conservation Organizations (MCOs) has presented evidence to the Office of International Affairs, Trade, and Commerce (IATC) of the National Marine Fisheries Service (NMFS) that Costa Rica is in violation of at least two fisheries conventions as well as U.S. Public Law, and its actions threaten populations of endangered sharks and commercial billfish.
The coalition is calling on NMFS to present a negative finding against Costa Rica in its next Biannual Report in 2023 to the US Congress and maintain its status as a nation that repeatedly practices Illegal, Unreported, and Unregulated (IUU) fishing. NMFS had already identified Costa Rica as an IUU nation in its 2021 Congressional Report which also highlighted unsustainable fishing problems that the country has since failed to rectify.
IUU fishing remains one of the greatest threats to marine ecosystems, according to the Food and Agricultural Organization of the United Nations. Until these illegal practices are halted, Costa’ Rica’s fishery threatens marine biodiversity and regional fisheries within the Pacific Central American Coastal Large Marine Ecosystem (PACA). The issuing of a negative finding for Costa Rica by NMFS could deny Costa Rican fishing vessels access to U.S. ports and potential import restrictions on fish or fish products under the U.S. Moratorium Protection Act.
Costa Rican biologist Randall Arauz, leader of the coalition and Marine Watch International Policy Director in Costa Rica, said, ‘‘Costa Rica has long turned over the direction of fishery policy to the sole interest of commercial fisheries, disregarding science and ignoring the public interest, with the result that Costa Rica is now an international pariah when it comes to fisheries management. Endangered sharks and billfish are in greater threat than ever in Costa Rican waters,’’ lamented Arauz.
Specifically, the petition lists several violations under the International Commission for the Conservation of Atlantic Tunas treaty (ICCAT), including the illegal take of endangered hammerhead sharks, silky sharks, and thresher sharks, as well as illegal take of swordfish without a quota and overfishing of white marlin. Furthermore, it calls out Costa Rica’s failure to institute an onboard observer program after 12 years of promising one, without which it is impossible to properly document and manage its fisheries. Costa Rica is similarly in violation of its treaty obligations under the Inter-American Tropical Tuna Commission treaty (IATTC).
Todd Steiner, marine ecologist and Executive Director of Turtle Island Restoration Network said, ‘‘Costa Rica is killing sharks and sea turtles and undermining international fishing treaties designed to create sustainable fisheries. If Costa Rica cannot meet its international legal obligations, the U.S. should sanction Costa Rica and prevent the sale of its fish products into the U.S. marketplace. Americans don’t want to eat fish that are caught in ways that are destroying ocean wildlife,” said Steiner.
A negative listing should be a wakeup call for the Costa Rican government to take corrective actions and lead the process for other countries to take similar measures to comply with their international maritime agreements”, said a hopeful Joe Ryan, of Beyond the Se@. “This is what the world expects from Costa Rica,” affirmed Ryan.
“Costa Rican waters are a stronghold for many of the essential and endangered species in the sea, which make it high time to hold the country accountable for its IUU fishing activities” said Brock Cahill, Director of The SeaChange Agency. “Costa Rica has promoted and banked on its green reputation for years, but when it comes to the ocean, it is the wild west offshore, and the country certainly isn’t blue. We all know that without protections in the blue…there is no green”, denounced Cahill.
“By failing to address fisheries violations and not providing fishing data as required by its international commitments, Costa Rica is clearly giving up on protecting endangered marine species and seems determined to deface its reputation as a leader in the conservation of nature”, said Diego Jiménez, Director of Conservation Initiatives at SeaLegacy. “The U.S. can and should take immediate action to encourage Costa Rica to significantly strengthen its fishery management practices and guarantee the conservation of endangered species”, urged Jiménez.
The coalition further calls on the U.S. to encourage a list of actions Costa Rica can take to improve its fishery management practices and prevent a future negative listing including:
- Immediate implementation of an observer program and requiring the recording and monitoring of bycatch.
- Prohibition of directed and incidental fishing and commercialization of endangered sharks under Costa Rica’s Wildlife Conservation Law. Incidental catch of endangered sharks should be capped at a level that protects the species, with consequences for any exceedances.
- Catch limits must be established for sharks that are not listed as endangered to establish a sustainable fishery. Once these limits are surpassed, fisheries must be suspended.
- Immediate and permanent ban on the use of steel leaders.
- Implement a six-month Pacific longline seasonal closure (from May to October) during the time when mahi-mahi catch is at its lowest and shark catch is at its highest. Costa Rica´s endangered shark catches are increasing, and what is described as a mahi-mahi fishery actually targets endangered sharks.
- Promotion of green-stick yellow fin tuna fishing, or trolling, by Costa Rican fleets, and help Costa Rican longliners transition to this form of fishing when the longline fishery is closed during the months of May to October to protect sharks.
Visit our Coalition Websites:
https://theseachangeagency.org
https://fortheoceansfoundation.org
https://operationrichcoast.org
@Tiburonesvivos
@Algodonconsciente
@Fundaciongreenheart
https://nicavet2000.wixsite.com/www-beyond-the-se
###
Turtle Island Restoration Network is a global ocean conservation nonprofit with offices in California and Texas, whose mission is to inspire and mobilize people around the world to protect marine biodiversity and the oceans that sustain all life on Earth. | https://seaturtles.org/costa-rica-accused-of-international-and-u-s-fishing-violations/ |
If you have an upcoming trip to Costa Rica book with Green World Adventures or you are looking to visit this paradise, please read these new requirements very carefully. This post will be updated if requirements change or a new one is added....
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Tuesday January 26th, 2021
FAQ: New Covid-19 requirements for travel to the United States
Sunday October 18th, 2020
Volunteering in Costa Rica with GWA
Sunday October 18th, 2020
Costa Rican Slangs, Part 2
Sunday October 18th, 2020
Costa Rican’ Slangs
Sunday October 18th, 2020
Osa Peninsula, South Pacific.
Sunday October 18th, 2020
Exploring Manuel Antonio National Park, Central Pacific
Sunday October 18th, 2020
Jaco Beach again a safe destination! Central Pacific, Costa Rica
Sunday October 18th, 2020
Our team visited to Carara National Park
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The year 2016 brought many challenges, and a sense of loss to many people. Many of us will begin the new year wondering if the world—already girdled by too many borders and conflicts—will become a less welcoming place for some of us to travel.
Paradoxically, though, it’s times like these when travel is critically important. Nothing, as Mark Twain pointed out, shatters our prejudices and preconceptions more effectively than visiting foreign countries—or parts of our own country that seem foreign to us. Few activities are more useful than visiting these places with an open mind, and remembering that the humanity we share is stronger than any attempt at wall-building.
Today, more than ever, the people on this small and singular planet recognize how interconnected and interdependent we are. This becomes strikingly clear when we travel. We become both courageous and vulnerable; an unusual combination that makes us open to (and dependent on) random acts of generosity, sudden friendships, and the spontaneous invitations that Kurt Vonnegut Jr. called “dancing lessons from God”.
Every journey, if we wish it so, is a series of surprises. A life-changing encounter could be waiting in any museum, café or train car. It’s during times like these—when those in power seem most intent on accentuating our differences—that we instinctively express our solidarity. Whether we are traveling to Chile or China, to Mongolia or Mexico, we recognize the opportunity to unravel the knot that Pink Floyd’s Roger Waters defined in three words: Us and Them.
But travel is more than an opening for good will. It is one of the world’s most powerful economic engines, and can drive the way countries treat their citizens, indigenous peoples, wildlife and the environment. Travel is the world’s largest industry, with a trillion-dollar annual footprint. This means that travelers have enormous power. Where we put our footprints has reverberations reaching far beyond our personal experience. By “voting with our wings”—choosing our destinations well and cultivating our roles as citizen diplomats—we can help to change the world for the better.
Every year, Ethical Traveler reviews the policies and practices of over one hundred developing nations. We then select the ten that are doing the most impressive job of promoting human rights, preserving the environment and supporting social welfare—all while creating a lively, community-based tourism industry. By visiting these countries, we can use our economic leverage to reward good works and support best practices.
We urge you to explore these destinations, and to enjoy the wonderful sights, both scenic and cultural, that they have to offer.
Though we are diligent in creating this list, we must continually remind ourselves of something Einstein knew well: everything is relative. In other words, no country is perfect. All have genuine and often serious shortcomings. Each of our winners, however, is making a genuine effort to “do the right thing” in the areas we take into consideration. If they appear on the list more than one year in a row, it means they are actively improving their already excellent record. We sincerely hope that inclusion on this list will motivate the people and leaders of these nations to keep up their admirable work.
Ethical Traveler is an all-volunteer non-profit organization and a project of the Earth Island Institute. No money or donations of any kind are solicited or accepted from any nations, governments, travel bureaus or individuals in the creation of our annual list.
The Winners
Ethical Traveler congratulates the countries on our 2017 list of The World’s Ten Best Ethical Destinations. The winners, in alphabetical order (not in order of merit), are:
- Belize
- Cabo Verde
- Chile
- Costa Rica
- Dominica
- Mongolia
- Palau
- Tonga
- Uruguay
- Vanuatu
How the List Is Created
In the late summer of each year, Ethical Traveler surveys the world’s developing nations—from Afghanistan to Zimbabwe. We begin our research by focusing on three general categories: environmental protection, social welfare and human rights. In 2013, responding to requests from our members, we added animal welfare to our investigations.
For each category, we look at information past and present to understand not only the current state of a country, but how it has changed over time. This helps us to select nations that are actively improving the state of their people, government and environment. Our goal is to encourage the behaviors we see as creating a safer and more sustainable world.
In this first phase of our process, we consider country scores from a variety of databases related to our three categories, using information from sources like Freedom House, the Millennium Challenge Corporation, Reporters Without Borders, UNICEF, the World Bank and LGBT resources. After identifying about 25 “short list” performers, we turn to detailed case study research, focusing on actions these governments have taken over the past year to improve (or, in some cases, weaken) policies and practices in their countries. We use many strategies to finalize our list—including engagement with civic leaders, discussions with travelers and reviews of local English-language media.
For a country to make our list, of course, it must excel in more than metrics. Each Ethical Destination also offers unspoiled natural beauty, great outdoor activities and the opportunity to interact with local people and cultures in a meaningful, mutually enriching way.
Please note that this report is not an exhaustive explanation of our methodology, but an overview of how we conduct our research. An appendix listing our sources will be sent upon request.1
Environmental protection
In evaluating each country’s level of environmental protection, we looked at clear indicators of environmental health, preservation of resources and cultivation of beneficial, sustainable practices.
Our main resource is the Socioeconomic Data and Applications Center (SEDAC) Environmental Performance Index (EPI), a joint initiative between the Yale Center for Environmental Law & Policy and Columbia University’s Center for International Earth Science Information Network. The index uses indicators focused on (i) reducing environmental stresses on human health and (ii) promoting ecosystem vitality and sound natural resource management, allowing us to measure these countries against 25 separate indicators of environmental responsibility.
Equally weighted was the EPI trend rank, which monitors improving or declining performances in environmental protection. An additional environmental indicator was added to this year’s selection process: the percentage of terrestrial and marine areas protected. These parameters allow for a more accurate evaluation of a country’s environmental record.
Costa Rica scored highest in environmental protection among the Ethical Destinations, a significant improvement from last year, followed closely by Chile and Dominica. The countries of Barbados, Palau are to be commended for their perfect ratings in air quality, as are Chile and Uruguay, which also scored 100 per cent in forests. Additionally, Uruguay ranks 3rd of 146 countries for environmental sustainability.
So far, Dominica is the leader in renewable energy usage in the Caribbean Community (CARICOM), with its current renewable usage at 28 per cent; its goal is to become fully energy self-sufficient by 2020. Cabo Verde has committed is being completely free from oil-based energy by 2020, and is striving to be at the forefront of developing renewable energy technologies. Mongolia has established goals to reduce its carbon footprint by having 30 per cent of all energy output be from renewables by 2030, a significant increase from its current 7 per cent.
In 2016, Palau was the 2nd country in the world (after Fiji) to adopt The Paris Agreement; Uruguay continues to be at the forefront of the energy field, having slashed its carbon footprint in less than 10 years without government subsidies or higher consumer costs. Its head of climate change policy, Ramón Méndez, says that that renewables now provide 94.5 per cent of the country’s electricity, with prices lower than in the past relative to inflation. The World Wildlife Fund last year named Uruguay among its “Green Energy Leaders”, proclaiming that: “The country is defining global trends in renewable energy investment.” Still, Chile’s solar industry has expanded so quickly that it’s giving electricity away for free. The country has set a target of reducing greenhouse gas emissions by 30 per cent by 2030, and it is the first South American country to enact a carbon tax, designed to force power producers to gradually move to cleaner methods. Costa Rica plans to go carbon neutral by 2021, and officials claim it has reached 81 per cent of its goal. According to a report by Costa Rica’s National Centre for Energy Control, Costa Rica ran on 100 per cent renewable energy for 76 straight days between July and August of 2016.
Mongolia’s Minister of Environment and Tourism has made clear that the government intends to have reviews and oversight of mining explorations to increase the transparency of those operations.
Palau’s President Thomas Remengesau, Jr., known as a champion for the environment, established the first no-take zone, setting aside 80 per cent of Palau’s Exclusive Economic Zone (EEZ) as a national marine sanctuary. He also created the Marine Sanctuary Act to protect the oceans and marine life, encouraging other countries to follow suit. Praising Palau, the Deep Sea Conservation Coalition stated, “If all nations that purport to support urgent action to protect the biodiversity of the international waters of the world’s oceans from bottom trawl fishing were as consistent and persistent as the Republic of Palau, the deep sea habitats of the high seas would undoubtedly already be safe from high seas bottom trawling.” Belize’s government recently endorsed the National Sustainable Tourism Master Plan 2012–2030 (NSTMP), a strategic framework for sustainable tourism development.
Belize has several world-leading examples of sustainable tourism, and the organizations involved should be highly commended for their efforts, put forth as a true example of environmentally conscientious and sustainable tourism. Belize has also committed to the 10-Island Challenge, which challenges nations in the Caribbean to become 100 per cent reliant on renewable energy rather than utilizing fossil fuels. Dominica also has many assets to develop sustainable tourism, including energy policy focused on hydropower production, traditional agriculture without chemicals, and qualitative care facilities integrated into the landscape.
Social Welfare
Another critical point we consider is the social welfare of each country’s citizens. Social welfare includes quality of life issues such as unemployment numbers, social mobility and inequality, as well as government programs, like social security, healthcare and public education that provide a safety net in times of need. Quantifying this is not always a straightforward task. In order to gain the clearest picture of the situation, we combine respected global resources with our own country-by-country research.
The United Nations Development Programme’s (UNDP) Human Development Index (HDI) is a good indicator of social welfare, as it measures three metrics: life expectancy, average time spent in school and the standard of living based on the average gross national income. Of all the countries on our list, Chile scored highest, ranking 42nd out of the 187 countries. Uruguay was not far behind at 52nd.
Chile also enjoys modern medical care on par with that of the USA, is 28th in world rankings for life expectancy and has a very impressive literacy rate of 98 per cent. With a new president, Uruguay has renewed its dedication to positive progress and tops Americas Quarterly’s 2016 Social Inclusion Index for Latin American countries due to continued economic growth, job creation, improvements in women’s rights and protections for the LGBTQ community.
This year, we welcome Costa Rica back to our list. The nation recorded the lowest poverty figures in nearly a decade. They have also entered into an agreement with the USA and the UN to better protect Central Americans with “legitimate refugee claims” who are trying to make it to the United States.
Mongolia impressed us again this year with a huge investment in education projects for 457 schools, benefitting half a million students and teachers. In an effort to increase interest in the sciences, the Ministry of Education created 200 new physics labs in secondary schools across the nation. Education is also a priority in Tonga and Dominica, with impressive literacy rates of 99 per cent and 94 per cent, respectively—well above the global average of 84 per cent—and Vanuatu has announced it is extending free education through to the age of ten.
Although they suffered destruction from tropical storm Erika in 2015, the government of Dominica’s response to the event has been admirable: rebuilding schools, sheltering displaced citizens and creating jobs through road and infrastructure repair. Dominica also boasts a very high number of centurions (people living over 100 years) and consistently self-reports as one of the happiest nations in the world.
Cabo Verde continues its progress towards gender equality and women now hold nine out of 17 national cabinet positions, and three out of seven seats on the Supreme Court. History was made this year in the tiny country of Palau with the highest number of women ever to run for national election. At the end of November this year, a number of NGOs in Palau promoted “16 Days of Activism against Gender-Based Violence” in an effort to shine a light on the plague of domestic violence there.
Human Rights
Respect for human rights is a keystone for inclusion on our list. We consult respected resources such as Freedom House, Amnesty International, Human Rights Watch and Reporters Without Borders to evaluate the human rights record of each country. No country on the list has a perfect record; all have issues. However, we look for countries that have made concerted efforts to improve policies and protections over the last year.
In the Freedom House yearly report on civil and political rights, Belize, Cabo Verde, Chile, Costa Rica, Dominica, Palau, Uruguay, and Mongolia earned the highest possible score while Tonga, and Vanuatu follow with the second highest scores. These countries are beacons that we hope other developing countries will follow. We’re especially hopeful to see Mongolia move up in the Freedom House rankings, as they made human rights and political freedom a cornerstone of 2016’s parliamentary elections.
Cabo Verde improved its rankings in both press freedom and transparency since 2015, and Dominica is looking to be a leader in the area of gender equality by launching its first Gender Equality Indicators report this year. In Palau, the inheritance of property rank is matrilineal and women continue to receive equal pay for equal work.
Tonga is working to combat domestic violence and, in August 2016, they launched the Talitha Project, which aims to reduce domestic violence by providing a safe space for women to discuss challenges and possible solutions. In Vanuatu, nearly 100 chiefs and church ministers have committed to ending domestic violence.
Belize did not make the 2016 list, largely due to its failure to respect or guarantee LGBTQ rights. However, after a three-year legal challenge to the law criminalizing homosexuality, the law was overturned in 2016. Uruguay is also committed to protecting the LGBTQ community and in Americas Quarterly’s 2016 Social Inclusion Index for Latin American countries, Uruguay came out on top for LGBTQ rights. In 2015, Chile ratified a bill that granted rights to same-sex couples through civil union.
Unfortunately, the global refugee crisis continued in full force this year. In response, Costa Rica, along with eight other North and Central American countries, made a formal commitment to shelter and improve protections for refugees. They are also one of the few countries that are actively and sincerely trying to combat the human trafficking epidemic by arresting and breaking up the criminal groups responsible.
Animal Welfare
Compassionate travelers increasingly consider animal welfare when determining which countries to visit. Animal welfare (a broad term referring to the level of well-being with which an animal lives) varies greatly from country to country, and even within individual countries, depending on whether the animal in question is domestic, wild or working. The good news is that all of the countries on this year’s Top 10 list are making strides toward improving animal welfare in general and, with the exception of Cabo Verde, Mongolia and Palau, all of this year’s Top 10 have enacted animal welfare legislation that offers formal protection to at least some animals.
Animal welfare laws are often focused on domestic animals, especially dogs and cats. Yet, throughout the developing world, large numbers of stray dogs and cats face numerous threats including hunger, disease and injury due to traffic accidents or abuse, and, in some cases, are themselves a threat to native wildlife. Fortunately, nine of the countries on this year’s list have partnerships with local or international organizations to conduct spay/neuter campaigns aimed at reducing the overpopulation of dogs and cats humanely, rather than “culling” stray animals. Mongolia is the exception as some reports indicate that sharpshooters may still be employed to cull street dog populations in the nation’s capital city. We’ve also not found any evidence of public spay/neuter campaigns working to reduce the stray animal population in Mongolia, but there is some indication that private veterinary clinics are trying to advance domestic animal welfare there. This will definitely be followed closely when researching next year’s list.
Mongolia is, however, making progress when it comes to protecting wildlife, even despite a recent decline in central governance and a related reduction in hunting and trade enforcement. Several native Mongolian species face rapid population decline due in part to Chinese demand for traditional medicine ingredients and fur. The government of Mongolia is working with multiple national agencies and NGOs to monitor wildlife trade and increase enforcement of existing laws protecting threatened species.
Wildlife is a big tourist draw in many parts of the world and all of the nations on this year’s list are making efforts to protect native species, particularly marine life. Several of this year’s Top 10 countries are either island nations or have large coastal areas, and those countries have all established marine sanctuaries or marine animal protection laws. Of special note is Dominica’s ongoing stand against the whaling industry – which includes a nation-wide compulsory primary school curriculum aimed at teaching students to respect and care for whales and other marine animals.
Costa Rica did not make it to the Top 10 last year largely because no progress was made on preventing turtle egg poaching, and Costa Rica’s President had expressed his intent to weaken endangered shark protections. While there are still indications of ongoing sales of sea turtle eggs in some markets and the nation is under scrutiny for inconsistent support of international conventions on shark protection, there has been some progress. Costa Rican delegates lead international shark conservation measures at the February 2016 meeting of the Memorandum of Understanding on the Conservation of Migratory Sharks, and Costa Rica has reached an agreement with Ecuador and Colombia to increase the protection of the migratory routes used by sharks and sea turtles. Current Costa Rican President Solis committed to nearly quadrupling the Cocos Island National Park, where fishing is restricted to protect sharks. We will closely monitor these issues when we’re considering Costa Rica for the 2018 Top 10.
Working and farm animal welfare is often given little consideration, both in developed and developing nations, and we have not been able to find many indications of progress on that front in this year’s Top 10 list. The one exception is Chile, where a new Certified Humane company, Ecoterra, is trying to change the paradigm for egg-laying hens. It should be noted that Chile has received an A rating for protection of farm animals and B rating overall on World Animal Protection’s animal protection index. In contrast, the USA receives a D rating for both farm animal protection and overall animal welfare on that index.
We are encouraged by the progress that the nations on this year’s Top 10 list are making to protect domestic animals and wildlife. We suggest visitors consider volunteering for, or in other ways supporting, the many excellent organizations working on behalf of animals in these countries. We also hope that, in the coming years, farm animal welfare gains greater importance in these nations and around the world.
Addendum: Destinations of Interest
One of West Africa’s most stable countries, Senegal is a vibrant, welcoming destination that even has its own word to demonstrate its heartfelt hospitality: teranga. Rich in culture and history, it offers an intoxicating blend of elegance, music, spirited dancing, ancient monuments, tranquility, and exquisite beaches. Long considered one of Africa’s model democracies, Senegal has a tradition of stable governments and civilian rule and it has been a symbol of democracy as well as ethnic and religious tolerance. In the 2016 Ibrahim Index of African Governance (IIAG), Senegal was one of only six to achieve progress in the four key components of the Index (Participation and Human Rights, Human Development, Safety and Rule of Law, and Sustainable Economic Opportunity). However, there are two clear deal breakers that keep this promising country off the 2017 Top 10. Homosexuality continues to be criminalized in Senegal and prosecutions of LGBTQ people are frequently reported. In addition, despite previous promises to end female genital mutilation (FGM), there is no evidence that progress has been made. In the south of Senegal, up to 85 per cent of women and girls have undergone FGM.
While Ecuador definitely does not qualify as a top ethical destination because of serious environmental and human rights issues, we are including it as a Destination of Interest because of the important role of tourism in the recovery of the country after a destructive earthquake in April 2016. Before the earthquake, Ecuador attracted 1.5 million visitors and tourism brought in $1 billion in 2015, making it the fourth biggest source of income for the nation. Because of the high costs of rebuilding the affected areas, Ecuador might otherwise turn to other short-term income generating projects, such as the oil drilling under Yasuní National Park, one of the world’s biodiversity hotspots, which was initiated in September 2016. Ecuador has much to offer responsible travelers: the majestic Andean mountains, the Amazon rainforest, indigenous and colonial towns, beautiful beaches and the fascinating wildlife of the Galapagos Islands. Ecuador won the World Travel Award for South America’s leading green destination and Tren Ecuador won Best Responsible Tourism Project in the World and Best for Poverty Reduction and Inclusion at the 2016 World Responsible Tourism Awards.
-Written by Molly Blakemore, Karen Blansfield, Morgan Lance and Natalie Lefevre with Jeff Greenwald. All or part of this report may be reprinted with prior permission and clear attribution to Ethical Traveler.
© 2017 by Ethical Traveler, a project of the Earth Island Institute
Many thanks to our 2016/2017 Ethical Destinations research team:
Jessie Benson, Kirstina Bolton, Cecile Blot, Laura Carroll, Ellie Cleary, Kris Daniel, Maylette Garces, Katia Grigsby, Felix Ho, Rashaad Jorden, Jeremy Kressman, Kristin Laing, Denise Lewis,
Erin Milgram, Amanda Millin, Evelyn Paguagua, Isabelle Rodriguez, and Peggy Woodring.
Grateful thanks to AltruVistas, The Natembea Foundation, The craigslist charitable fund, Earth Island Institute, and Book Passage Marin for their support. Special thanks also to Laura Simpson Reeves for proofreading and longtime supporters Gary & Barbara Haber, Ray Rodney, and Elliot Marseille.
Read Ethical Traveler's Reprint Policy. | https://ethicaltraveler.org/reports/destinations/worlds-best-ethical-destinations-2017/ |
World Ocean’s Day 2017
Last year, in honor of the World Oceans Day, we paid homage to our Top 10 favorite national marine reserves in Latin America around the theme “healthy oceans, healthy planet.” The post, featuring 10 national marine parks taking action to ensure a healthy planet and oceans, as well as...
International Day for Biological Diversity 2017
Earlier this week, the world celebrated the International Day for Biological Diversity (IDBD). This event, held annually since 1993, was created by the U.N. General Assembly "to increase understanding and awareness of biodiversity issues." Although the day originally was commemorated in late December each year, it was...
Top Cruises in Latin America
People often think of cruises as massive floating hotels built to embark on ocean voyages carrying thousands of passengers across long distances. We all know the big cruise lines continue to build more and more lavish ships with all manner of activities, but this isn't the...
Costa Rica Vacation Spotlight
We're recently back from a week in the Guanacaste region of Costa Rica, so it only makes sense that part two of our destination spotlight series is about a Costa Rica vacation! This country may look small on a map, but it certainly packs a...
Top 10 Waterfalls in Central & South America
There are few things on the planet more mesmerizingly awe-inspiring than a waterfall. What is it about them that draws our collective attention and admiration? Why do travelers cross the world in search of them? Some say the aesthetic beauty invokes a sense of calm,... | https://vipjourneys.com/tag/central-america-travel/ |
Ghana’s Greenhouse Gas Inventory and Technology Gap Analysis for the Refrigeration and Air Conditioning Sector.
Institutional & regulatory frameworks required for sustainable management of refrigeration technologies in marine and off-shore fisheries in A5 countries: RAM Engineering Ltd (Ghana) perspectives.
Kigali Cooling Efficiency Program impact report. Scaling up clean cooling for all.
Experiences and case studies on energy efficiency in the refrigeration and air conditioning sector.
Environmentally Harmful Dumping of Inefficient and Obsolete Air Conditioners in Africa
2021 World LNG Report.
Energy efficiency of air conditioners in developing countries and the role of CDM (Clean Development Mechanism). IEA Information Paper.
IIR document
The use of natural refrigerants (hydrocarbons) in programs for recovery and recycling in Costa Rica and other Article 5 Countries.
Recognition of some of the exemplary projects that have been undertaken pursuant to Article 10 of the Montreal Protocol. Montreal Protocol 20th anniversary exemplary projects.
Refrigeration sector monitoring
21 results
ECOFRIDGES in Ghana: positive feedback from beneficiaries
A recent video updates on the ECOFRIDGES GO programme in Ghana, implemented by the Basel Agency for Sustainable Energy (BASE), UNEP’s United for Efficiency (U4E) initiative and the...
Ghana: over 5,000 old fridges seized by Customs
This is the result of a new law “LI Act 1932” which entered into force in January 2013 makes illegal the importation of old fridges and air-conditioning systems.
Ghana gets support to phase-out energy inefficient air conditioners
The German Government is partnering Ghana, under its “Green Cooling Initiative” to reduce or phase-out all energy-inefficient air conditioners that contribute significantly to global greenhouse gas emissions.
Market assessment and financial schemes for sustainable cooling in Ghana and Senegal
In partnership with the UNEP’s “United for Efficiency”, Ghana and Senegal have implemented financing schemes to replace obsolete ACs and refrigerators, as part of the ECOWAS Refrigerators and Air Conditioners...
Developing cold chain solutions in West Africa
African providers of cold storage solutions have entered into a strategic regional partnership to develop the cold chain business in African countries.
Hydrocarbons as refrigerants in air conditioning
Presentation of several initiatives to develop the use of hydrocarbon refrigerants – especially propane – in air conditioning in India, Indonesia, Ghana, Costa Rica and the Philippines.
Latest progress of the LNG industry in Africa
Africa is expected to increase its share of LNG production by 2050. Emerging infrastructures and gas-specific regulations suggest that the region will become a major LNG hub.
Initiatives to promote refrigeration technologies in the developing world
Focus on some initiatives to facilitate access to eco-friendly refrigeration technologies in hot countries.
Briefs: Solar vaccine fridges for hot countries
Storing vaccines can be difficult in areas with insufficient electric grids, and renewable energies are increasingly being used as a solution. Two companies specializing in renewable energy technologies are to supply vaccine fridges to Nigeria and...
Sustainable Africa scenario 2030: refrigeration drives households electricity demand
According to the IEA’s sustainable Africa scenario, refrigeration appliances, including air conditioners, will drive most of the increase in household electricity demand by 2030. The...
Global LNG market: review of 2021 and forecasts for 2022
According to the International Energy Agency (IEA), the global LNG market grew by 6% in 2021 in comparison with 2020. However, it is projected to slow down in early...
The global air-conditioning market in 2021: focus on Africa
126 million room air conditioners were sold in 2021 worldwide (+3% compared to 2020). The African market has seen a similar increase, but many of the units sold still have low energy efficiency and use obsolete...
The life cycle of fluorocarbons: case studies
The Climate and Clean Air Coalition has published a guide for policymakers in which good practices regarding the life cycle of fluorocarbons are discussed. Concrete examples of refrigerant recycling in...
More than one billion people are at high risk due to a lack of access to cooling
The annual Chilling Prospects report estimates that 355 million people living in poor rural areas and 732 million people living in poor urban areas are at risk due to a lack of access to cooling worldwide....
Slight increase in global LNG trade in 2020
Global LNG trade continued to grow in 2020 albeit at a slower pace than the previous year. Meanwhile, orders for LNG-powered vessels have increased significantly.
Encyclopedia of refrigeration
2 results
For IIR members only
Global cold storage capacity
This table presents the cold storage capacity in about 50 countries, based on data from the Global Cold Chain Alliance (GCCA).
Hydrocarbon refrigerants
Hydrocarbons such as R290 (propane), R600a (isobutane) or R1270 (propene/propylene) are low GWP non-toxic natural refrigerants with excellent thermodynamic properties. They offer an... | https://iifiir.org/en/search/Ghana |
I am writing this article looking out over the Pacific Ocean within the Punta Mita Resort in Mexico. I am here with a family member who is receiving healthcare far away from home. Last September, I was in Costa Rica doing the same thing. This is the perfect setting for medical care with an added recipe of wellness, relaxation, and recovery. Last fall, we traveled for a procedure that would have cost more than $50,000 USD in the US and which wasn’t covered by insurance; this time, it’s something that would have cost us more than $100,000 without any insurance coverage in the U.S.
Mexico has had overwhelming success during the pandemic and is going to continue reaping those rewards for years to come. Maintaining an open border policy where other countries were closed or had severe restrictions boosted Mexico to the top on the list for medical tourism in North America.
Will they be able to keep that standing as other destinations re-boot their medical tourism programs? Many countries, hospitals, and hotels froze their medical tourism programs and initiatives while some invested more. An example of this is South Korea, which continued to promote its medical tourism industry, boosting its ranking and reputation as a global leader in medical travel.
Let’s face it; It’s been a tough few years for medical tourism and wellness travel. Now everything is rebounding. As more countries open up, more medical travel is flowing. This will follow a similar trend to the tourism market, which has exploded this year. According to the UNWTO World Tourism Barometer, international tourism saw a 182% year-on-year increase in January-March 2022, with destinations worldwide welcoming an estimated 117 million international arrivals compared to 41 million in Q1 2021.
The pandemic potentially wiped clean the chess board for stakeholders in the medical and wellness travel industry. Will well-established destinations and players continue to be the leaders or will healthcare consumers travel to destinations that were open for business during the pandemic? Will individual players or destination government initiatives keep their positions, who will drop, and who will gain? What will happen next? What are the new rules of the game?
Going forward, trust is going to be a major determinant of a destination’s attractiveness and, in turn, success in the industry. This means no more wild west with no rules or processes. We need standards, best practices, and processes for medical tourism facilitators as well as healthcare providers.
The Medical Tourism Index had been a great tool to measure medical travel destinations by, using three factors to measure destination attractiveness and brand awareness. These key metrics include the medical tourism industry, destination environment, and the quality of services and facilities. These metrics were useful tools for health consumers and payers to make decisions about the best medical travel spot to receive affordable healthcare with quality comparable to that received from the most medically advanced countries in the world.
However, since the pandemic hit the globe, patients and health buyers have taken their requirements up and raised the bar/standard. They do not just want a hospital with the best medical equipment and best trained medical personnel, they want a medical travel destination that can create a worthwhile patient experience from departure to discharge.
Patients and health payers are now more conscious of their wellbeing. Seeing family, friends, and colleagues lose their lives to COVID-19 or develop intense mental stress due to the crisis has made people realize that getting healthcare abroad is not just about receiving prescriptions or undergoing a procedure and then getting discharged, it's much more than that. Simply put, medical travel is now about getting all-round wellness of mind, spirit, and body every step of the way.
People want to feel safe, people want to be confident in the medical travel destination’s capacity to not only provide the specific healthcare needs but also provide an environment that supports their overall wellbeing in all stages of care.
Are they treated for an orthopedic procedure and then have to deal with poor experience at their post-discharge hotel or do they receive a room that is not meant for this specific patient’s case? Do patients have to endure poor hotel service just after receiving treatment for a life-threatening heart condition? Are they left high and dry hustling and plunged into the hassle of providing transport for themselves before and after treatment? Does your medical travel program recognize the need for safety in the context of the pandemic? Are there visible structures to safeguard your patients’ health and mitigate infectious disease spread or do your patients also have to be worried about this?
I was recently at a hospital for medical tourism where they didn’t have the needed medication. Guess what they told the patient? Drive around town to the different pharmacies post-surgery and find the medication, we can’t help you. Wow!
Stakeholders need to up their game and prepare for the needs of patients and their families. What got them by before the pandemic won’t work anymore, there is a higher expectation by healthcare consumers and while it’s hard to gain their trust, it’s easy to lose it.
It's exciting to see the industry rebound and existing players investing in relationships and positioning to meet the new demands of consumers. What’s even more promising is new players entering the market. The industry has been in desperate need of new well-funded medical travel facilitators and we are starting to see these new players emerge.
Healthcare providers are now leveraging medical travel accreditations to get their medical travel programs on track to meet current patient demands and needs. Accreditation offers a third-party validation for a program’s commitment not only to quality healthcare but also to excellent patient experience and safety.
Global Healthcare Accreditation (GHA) continues to promote the growth and recovery of the industry as it drives more and more healthcare providers to recognize and adopt new standards of global medical travel. Many major players in the international patient care space are now seeking accreditation to demonstrate to the “post-pandemic” pool of health buyers that they prioritize quality, safety, and a wholesome patient experience.
The GHA Accreditation for Medical Travel offers hospitals and ambulatory centers a seal that displays their commitment to a top-tier patient experience from departure to final recovery. The accreditation does not just evaluate the quality of care offered in these centers but also carries out an in-depth review of the organization’s processes, procedures, and policies around treating international patients to ensure they meet global best practices.
Trust will drive a lot of business in the future and I feel GHA helps set the foundation of that trust. With some of my recent medical tourism excursions with family, I keep getting surprised at some of the most common sense things that healthcare providers don’t think about and don’t deliver to medical tourists that undermine the process. Many healthcare providers take for granted that they can treat international healthcare consumers the same as domestic. I think the biggest mistake healthcare providers make is not putting themselves in the shoes of the traveling patient and thinking of their concerns and needs, and learning and having empathy to make them feel totally protected and taken care of.
The rules are gradually changing for medical travel, and as the industry stages a comeback after the dark years of the pandemic, medical programs that have these certifications and accreditations will see a greater long-term sustainable growth from medical travel, as medical travelers have now experienced a paradigm shift in what they consider to be “health.” Stakeholders must keep adapting to these changes and position themselves to be key players in the industry or lose out to those who do. | https://www.magazine.medicaltourism.com/article/same-game-new-rules-medical-travel-in-the-post-pandemic-era |
The word anatomy automatically pre-supposes the idea of balance. The seesaw operates on the principle of physical balance. Similarly, we can extend this concept to layout design. A layout is said to be balanced when the elements on both of its sides are said to have equal weight. Balance can be symmetrical or asymmetrical. When the elements on either side of the axis line are the same the layout is said to be symmetrically balanced. This kind of symmetry can be used in website layouts by centering content or balancing it between columns. Other forms of formal symmetry are bilateral symmetry which exists when a composition is balanced on more than one axis and radial symmetry which occurs when elements are equally spaced around a central point.
Asymmetrical balance, on the other hand ranks high in popularity and is used much more widely for website design. An example of an asymmetrical website would be most websites which are built around two columns where the larger column is usually very light in color and serves as good contrast for the text and the main content. The smaller column is darker, has a border and stands out to create a balance in the layout.
Unity is one of the important factors to be considered in good website design. The whole is greater than its parts – that in a nutshell sums up the concept of unity. The elements in an unified design will vibe and interact with one another. They are not identifiable as separate pieces but rather act as a whole. Proximity and repetition are popular approaches to achieve unity within a layout. Objects, when placed together will create a focal point that will attract the eye. A pride of lions create a strong visual impact rather than a lone lion roaming the savannah. Similarly, repetition of colors, shapes, textures or similar objects create a visual synergy and cohesiveness that holds the viewer’s attention. Similarly, unity in text can be created by a bulleted list where the bullet that precedes each item in the list is a visual indicator that the bulleted items constitute only parts of a whole. Also, the direct center of a composition is the point at which users will look first and this is always the strongest location for laying emphasis. An element which lies far away from the center has the least chance of being noticed first.
Other important features to be kept in mind when designing a good website are Continuance, Isolation, Contrast and Proportion. When the eye starts moving in one direction it tends to continue along that path until a more dominant feature comes along. Continuance is often used to unify a layout where different elements on a web page form a vertical line down the left side of a page before any styling is applied. Isolation will make an element stand out from its surroundings and thereby command attention.
Defined as the juxtaposition of dissimilar graphic elements contrast is commonly used to create emphasis within a layout. The greater the contrast between a graphic element and its surroundings the greater it will stand out. Differences in color, size, shape and texture can go a long way in creating contrast. A good website can also make eye-catching use of proportion. Proportion has everything to do with the scale of objects. If we place an object in an environment that is of larger or smaller scale than the object itself, that object will appear larger or smaller than it does in real life. This difference in proportion will draw the customer’s attention as the object will seem out of place in that context.
Finally a word about screen resolution. A debate rages as to whether sites should be designed in such a way that people using a monitor resolution of 800 x 600 pixels can see the entire width of the content area when their browsers are in full-screen mode. We need to remember that the most important factor in web design is the end user. If the end user is the computer savvy web professional and people who are well-versed with the latest computer equipment and high resolutions, it maybe rational to stretch the design envelope to create designs wider than 800 pixels. The objective however is to prevent users from having to scroll from left to right in order to read content. | https://www.webguru-india.com/blog/principles-of-quality-web-design-part-ii/ |
Problem: Create a black and white, grid-based composition. Inspired by your favorite piece of music, use scale, variety, repetition, pattern and texture to demonstrate an understanding of visual rhythm.
Materials: Sketchbook, pencils, inking pens, Bristol Board 9×12″, ruler/t-square, tracing paper.
Concepts: Line, Rhythm, Repetition, Variety, Pattern, Grid, Modular Grid, Scale
Technical Skills: thumbnail sketching, mark-making, draughmanship with ruler/t-square, inking pens, digital imaging, animation
Design Process
- Discover: Listen & Draw
- Define: Refined Patterns & Textures
- Develop: Modular Grid Layout & Inking
- Deliver: Post and Comment
1. Discover
Listen and Draw
Find a place to work without visual or auditory distractions, if possible. Locate your favorite piece of music.
- In your sketchbook, while listening to your favorite piece of music, draw the sounds that you hear.
- Imagine what the sounds would look like if they were shapes, lines, dots, and patterns.
- Consider how the sounds relate to each other.
- Do you hear repeated patterns and an overall rhythm?
- Are some sounds rough or sharp and other smooth and flowing?
- Draw without thinking. Just let the music that you hear direct your pencil.
Write about it
Spend 10 minutes writing about your favorite song; describing it in terms of shapes, lines, dots, patterns, variation. Consider how some sounds repeat to create rhythm. How do these observations affect how you understand the meaning of the music or the intention of the composer/songwriter/artist?
Thumbnails: Pattern Squares
In your sketchbook, draw at least 24 squares. In each square create a unique pattern to represent the sounds you hear in your favorite piece of music. Try varying the line weight (thick and thin) and the spacing (tight and wide) between the lines. Experiment by drawing the same pattern light and dark. Let the rhythm of music influence the look and feel of your pattern squares.
Thumbnails: Texture Squares
On a few pieces of tracing paper, draw at least 24 squares. Using a soft graphite pencil, go around your apartment or out into the world and create rubbings of different textures that relate to your favorite song.
For example, if the song has a heavy, dark sound, perhaps you might do a rubbing from subway grate or bark from a rough tree. Or if your song has a light, delicate sound, perhaps you might do a rubbing from a leaf, lace curtain, or piece of jewelry. Let the rhythm of music influence the look and feel of your texture squares.
2. Define
Refine Patterns & Textures
Following the same layout that we used in Project #1, layout (2) pieces of sketchbook paper with 6 squares per page for a total of 12 squares.
- Top and sides: 1″ margin
- Bottom: 1.5″ margin
- Squares: 3″x3″ with 7/16″ margin between each square.
Lightly redraw a selection of 6 patterns and 6 textures, one in each square. Use your inking pens or a very black pencil to refine and finalize your patterns and textures. These should look neat and clean.
Grids for Composition
Research
A grid helps a designer organize information to provide a sense of unity, consistency, clarity, and hierarchy.
- Grid-Based Design
- 15 reasons why a grid based approach will improve your designs
- Thinking with Type: Modular Grid
- Modular Grid Layouts in Web Design
- Types of Layout Grids
- MOMA’s Grid Layout
Find at least 5 examples of grid-based designs in web design, magazine layout, poster designs, book designs, etc.
Copy
For each grid you find (print it out if it’s online), use a piece of tracing paper to copy the grid layout. Draw a box around each element in the layout.
Experiment with several different types of grids to see which ones you like best.
Iterate
From your collection of 12 patterns and textures, choose 2-5 that best represent the sounds in your favorite piece of music.
Using the modular grid template provided and several sheets of tracing paper, sketch out how each pattern or texture will fit within the grid.
Organize your patterns and textures to communicate the mood, feeling-experience, and rhythm of your favorite piece of music.
Create multiple mockups of your composition to get a sense of how your patterns will work within a grid layout.
Use each pattern at least twice, varying size and orientation, to create a sense of rhythm and to help unify the composition.
3. Develop
Grid Layout
Choose the best modular grid mockup to use as a guide. Trace (using the light table) or measure and lightly redraw the final grid and patterns onto a piece of bristol.
Ink Composition
- Ink: Carefully ink your final composition using inking pens. If you’d prefer to use bottled ink and pen, feel free.
- Tidy up: Erase all extraneous pencil lines and measurements. The final work should be neat, clean and well-presented.
- Protect: Package and protect your work using tracing paper (refer to class demo).
Document
When you are finished, take a well-lighted, well-composed photograph of your inked composition. This image will be uploaded to class blog for critique and grading.
Use this guide to avoid common mistakes when photographing your work with a camera phone.
4. Deliver
Critique
- Bring all parts of this project to class: Discover, Define, and Develop
- Be prepared to present, discuss and analyze your finished work in terms of concept, craft, what you learned, and the design process.
- State the following: your name, what you are presenting (title and design problem), which parts are successful and why, which parts are unsuccessful and why.
- Your peers and the professor will provide feedback. You will have an opportunity to revise your work based on the feedback to improve your work and your grade.
Documentation and Feedback
Submitting in your work
Follow the Submitting Your Work guidelines and include the project-specific details below:
- Post Title: Pattern Mashup
- Images: Organize your post to include all content from the three other Design Process phases for this project. Create headings for each phase and include images or a gallery, where appropriate:
- Written Project Reflection: In the Deliver section of your post, document your thoughts about this project. Think about what you learned, what you could have done better (planning, material use, craft), and how you will apply what you learned to your next project. Consider and respond to the comments made in class during the critique.
- Category and Tags:
- Category = COMD1100 Project #2
- Tags = Deliver, Pattern Mashup
REMINDER: You will receive a grade and comments from the Professor on this post. Without this post, you will not receive a grade.
Providing Feedback
Part of your Project grade is leaving well-written comments for at least one of your peers. Follow the Providing Feedback for specific guidelines for leaving constructive feedback. | https://profspevack.com/archive/gdprinciples1-fall2019/project-2pattern-mashup/ |
There is a wonderful sense of purity in the considered abstraction and subtle layout of elemental forms that works really well to resolve Etxe’s highly pragmatic approach to the practice and theoretical understanding of industrial design. A careful, vertical, structural balance of geometric components neatly places more weight on the complete composition rather than the individual alphabetical relevance of each character distilling a strong sense of experience and purpose. The position of the circled ‘X’ has an interesting, ‘to-the-power-of’ mathematical sensibility that implies infinite possibilities and a technical knowledge while the isometric angle of the underline has a technical, architectural and perspective-like quality.
An embossed detail utilised across the printed collaterals, like the simple black and white colour palette, and the identity’s execution across dual surfaces, play well with the theme of light and shadow and manage to reference three dimensional characteristics with two dimensional elements. The addition of a cool green highlight, uncoated letter-pressed texture and sticker asset introduces a subtle craft based contrast to the clinical modernity of the spacious layouts and graphic components. | https://bpando.org/2012/04/23/logo-etxe/ |
User understanding of the content of a website often depends on user understanding of how the website works. This is part of the user experience design. User experience is related to layout, clear instructions and labeling on a website.
Part of the user interface design is affected by the quality of the page layout. For example, a designer may consider whether the site's page layout should remain consistent on different pages when designing the layout.
Fluid layouts increased in popularity around 2000 as an alternative to HTML-table-based layouts and grid-based design in both page layout design principle and in coding technique, but were very slow to be adopted. | http://shakthitech.in/webdesign.php |
Web Design Basics
In order to create an effective website, web designers should adhere to certain guidelines. First, they should understand what makes visual communication effective. Aaron Marcus explains the three basic principles of effective visual communication. These include clear conceptual structure, screen layout, relationships, and navigability. Third, they should adhere to certain conventions. For example, they should not make any page or element appear too busy or too small. Then, they must follow certain rules to make the site as navigable as possible.
To create a website, you need to know the five basic design principles. Remember, a user will form an opinion about your website within 50 milliseconds. So, make sure your design is clean, easy to read, and accessible. Use grid-based design. It will help you to create a good overall layout. Also, keep it simple. Ultimately, you want to have a website that is both functional and pleasing to the eye.
Another principle of effective usability is providing feedback on the current system status. Visual feedback for progress is extremely important. Looped animations and other similar techniques can help users determine if they are on the right path. Also, use skeleton screens to focus the attention of users on progress. These temporary pages give viewers a sense of immediacy and anticipation of what’s coming next. Remember that clickable elements on a website must be clickable. Visual elements that resemble buttons or links cannot be clicked because they are not. It is highly likely that users will become frustrated and leave the website.
Lastly, web users have similar habits to store customers. They scan new pages and click on the first link that grabs their interest. They don’t look at entire pages. Instead, they are looking for useful, interesting, and clickable content. And if you fail to provide them with that, they might click the Back button and continue their search elsewhere. So, keep these habits in mind while planning your web design. You’ll be glad you did.
As for web developers, they must choose the right CMS. A CMS is a computer software application that enables users to control the digital content on a website. Wix is an example of such a system. Wix is a popular content development platform that allows users to build their own websites and make changes to them without the need to learn any coding. There are various CMS choices for web designers, but the best CMS depends on the project’s goal.
Types and typography are crucial aspects of website design. The typeface used should be readable and pleasing to the eye. Fonts can complement the aesthetic style of a website and strengthen its written messages. They can be as important as the words on the page, so it’s essential to choose fonts wisely. It should correspond to the brand, target audience, and theme of the site. However, some websites benefit from serif fonts, while others may do better with non-serif fonts. | https://dabrook.org/web-design-basics/ |
Friday, the translation of this time to commemorate the past week. See the weather suddenly so hot up, sitting in the air conditioning tuyere less than a meter away, the whole body warm, eyes also seem to have if nothing blurred up, this is to make that.
There are two flashed this week. One is finally not to go home every day has been in the iOS Wow factor a book translation work, the specific situation in the next article will be muttered. The second is the company ued new director's arrival. Seeing some hope in it, both of these things are so. Let's come to the point.
Simplicity, not equal to simplicity. This is the truth with playing the piano, you may have the ability to play fast, but you don't need to play all the way so fast. In many cases, it is more difficult to slow down than to play fast. In fact, the taste is often most reflected in the calm nature, soothing insipid rhythm. And then into the original author personality; I found myself to a large extent a dummy system.
Simple Web page design style is one of the current trends in the circle. In this article, we will first analyze the most representative elements of such a style, and then I will share some of the practical skills in the work.
Concise style of creative elements
Fixed-width page layout structure
Take the time to look at some neat web sites and you'll find that most of them are useful for a well planned grid layout system. If a friend is not familiar with the grid layout, imagine, before embarking on the actual visual design work, using guides to divide the page into a number of equal-width columns, in this way, the page structure and the layout of the elements more accurate planning. The grid layout can make the information structure in the design scheme clearer and have a strong sense of rhythm and consistency.
Fixed-width grid layout structure can bring order and efficiency to the page. For example, although the page layouts in the creative review vary according to the type of content, the browsing experience we can feel is quite consistent because the pages are designed based on the same set of grid layout frameworks. The following figure shows the home page and about pages of his home:
It is even more difficult to create a simple page design for a Web site that requires a large amount of content to be presented in an online magazine or newspaper. But the British Guardian (the Guardian) and some of the same types of online newspaper sites have shown us the feasibility of implementing a simple design with a fixed-width grid layout:
Is there a bit of cruelty to color--translator C7210 note.
If you don't use a fixed-width layout to organize the content, you can almost say that the home page will be a mess. However, with the help of grid layout, the white and hierarchical relationships between modules are quite clear, and the robustness of the whole content structure has been improved.
The following two articles can help you better understand and practice the concept of grid layout:
A Brief Look at the grid-based Layouts in Web design
The 960 Grid System Made Easy
Also is not what new concept, the domestic good article also quite many, has the desire schoolmate to be able to feed oneself--the translator C7210 the note. | https://topic.alibabacloud.com/a/concise-web-design-creative-elements-and-design-techniques_8_8_10156570.html |
Flex Box is a fairly new CSS3 layout standard that allows you to have layout elements automatically fit the available space according to layout rules defined in a website’s stylesheet. While as of today still a W3C Candidate Recommendation Flex Box is already well-supported by all major browsers.
In contrast to tried and true block- or grid-based layouts with Flex Box the onus of defining the exact placement of an element isn’t on the designer but the browser. Flex Box therefore is much more, well, flexible – hence the name – and agnostic of device and screen size in that the browser on the viewer’s device is responsible for making optimal use of the available space according to rules defined by the designer.
Hence, in a way Flex Box can be considered an instance of the idea of design as a second-order affordance described here.
While conceptually simple the details of Flex Box sometimes can be a bit difficult to grasp, especially when you’re coming from a grid-based layout perspective.
This fantastic article does a great job at giving an in-depth explanation of Flex Box using animation for illustrating what you can do with this particular technique and how to do it.
Another highly recommended tutorial for using Flex Box is this visual guide. | https://bjoernkw.com/2017/07/23/flex-box-explained-with-animations/ |
Dec 28, · Step 1. Whenever I’m mocking up a web template in Photoshop I use a generic grid called the ‘ Grid System’. This grid system has become very popular in web design, however I still believe that grid systems like this shouldn’t be followed too strictly so the main reason I use this system is because the PSD files come with lots of guides set up already which saves a lot of time. The px Grid System is based on the Grid System of Nathan Smith. Supporting designers and developers For rapid prototyping with this standard, we provide some templates for graphical designers (Photoshop) and web developers (CSS). Mar 25, · Nathan Smith, creator of the nifty Grid System, already provides 12, 16 and column grid templates that work well if you’re designing to build with his framework. But as someone who doesn’t actively use CSS frameworks, I wanted a greater variety of grids to aid in my site designs.
960 grid 12 column psd erAdobe Photoshop · Adobe Illustrator · Drawing · Adobe InDesign · Photo Manipulation by Ian Yates 12 Mar What was once a beautiful multi- column layout becomes an equally beautiful, snug pillar of But how many of you think of your layouts beyond the comfort of a grid? Fill 'er Up!. The grid harks back to the days of x monitors, which I have found that pixels makes for a suitable 12 columns grid with The Grid System is an effort to streamline web development workflow. InDesign, GIMP, Inkscape, Illustrator, OmniGraffle, Photoshop, QuarkXPress, Visio, Exp Design. The column grid is divided into portions that are 60 pixels wide. If you love grid-based design, this article is for you. Awesome New(er) Frameworks FEM CSS Framework is a px width + 12 column grid system + CSS A really awesome grid calculator with Photoshop and Illustrator. Similar to px and px grid PSD, but for even wider screens. Nowadays the basic px or px grid systems are a bit too small for some design. Template: Grid System Layout This diagram was created in ConceptDraw .. Responsive Design - 12 Column, px Grid More #ResponsiveWebDesign #. http://gs/u14-lingen.de Published in: Technology, Design. License: CC Attribution-NonCommercial-ShareAlike License. 5 Comments; 12 Column Grid. For grid design, a pixel total width is a good starting point, because it provides a massive amount (Download a column Photoshop grid document here.). | https://www.u14-lingen.de/strategy/960-grid-12-column-psd-er/ |
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