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Build upon partnerships with community and industry to address pressing societal and workforce needs. NECC holds a unique position within the local community as an academic institution and professional training ground. We partner on initiatives that close equity gaps and strengthen the economic vitality and social well being of the Merrimack Valley region. Strategies - Complete development of the Center for Equity and Social Justice (CESJ) that leverages partnership with community organizations in the Merrimack Valley. By partnering with community stakeholders, the NECC CESJ will become a force that drives change in the college’s service areas. For greatest impact, the college will use an analytical approach when prioritizing initiatives that address well-documented needs. For greatest impact, the college will use an analytical approach when prioritizing initiatives that address well-documented needs. While the full range of the CESJ’s goals and initiatives are still being developed, some of the priorities already identified for its inaugural year include a significant expansion of ESOL offerings in Lawrence to eliminate community waiting lists and the expansion of credential validating services to immigrant residents to increase degree attainment in Lawrence and Haverhill. - Develop new degree programs and expand course offerings, ensure that they align with workforce demand, student interest, and community needs. Creating additional, sustainable programs will ensure the college’s fiscal health and long-term value to the community. Explore opportunities for non-credit to credit pathways. Align programmatic offerings with Northeast Labor Blueprint and similar studies. Continue to invest in college transfer partnerships, workforce development, with a focus on equity such as the Northeast Regional Collaboration. Support the ongoing change and equity work accomplished by the statewide SUCCESS program and facilitate improvements with system-wide community college collaboration. - Quantify the impact NECC has on the local community to continuously assess the fulfillment of our mission. - Review, revise, and create new policies that reduce the barriers to entry for community members to begin their academic or skills training path based on their life experience. Metrics - Increase the college degree attainment rate in Lawrence by 5 percentage points and in Haverhill by 2 percentage points. - Based on forthcoming Employment and Wage metrics provided by the Massachusetts Department of Higher Education, determine targets for the following metrics within one Fiscal Year of availability. - Pre- vs. Post-Enrollment Earnings. - Earnings of students who enroll immediately after high school. - Enrollment in high-value, non-credit workforce development. - Reduce unemployment rates in our region to more closely align with state unemployment rates. - Reduce waitlist for ESOL programs in city of Lawrence by 75 percentage points. - Create baseline data set to measure Prior Learning Assessment (PLA) credit awards and, working with faculty and advisors, double the number of PLA credit attainment. - Intentionally align academic offerings and programmatic enrollment targets to national and regional labor data.	https://www.necc.mass.edu/discover/strategic-plan-2022-2027/goals/goal-community-impact/
Summary: The Senior IT Project Manager will be the primary point of accountability to project sponsors, stakeholders for planning, day-to-day execution, management, implementation and reporting for projects of moderate to advanced complexity supporting business unit or corporate goals. Accountable to manage and monitor project tasks and controls during project planning and delivery activities to ensure on-time and quality goals are met within scope and budget. Work collaboratively to apply project management knowledge, skills, tools and techniques to project deliverables, processes, communications and presentations in order to meet or exceed stakeholder needs and expectations. Organizational Health Uphold core SPIE values by consistently demonstrating customer focus, collaboration, inclusivity, continuous improvement, innovation and building communities. Continue to develop professionally by seeking and undertaking opportunities for personal growth. Work with others in a spirit of teamwork to leverage diverse skills and achieve desirable outcomes through fairness, cooperation, respect, and active participation in cross-departmental efforts. Lead by example. Model respect, reliability, positive attitude and conflict resolution. Demonstrate a strong work ethic, sincerity and fairness. Accept responsibility and learn from mistakes. Use a positive attitude to build a positive work environment. Ensure training is up to date and current. Contribute to and adhere to SPIE policy. Perform other duties as needed for SPIE success. Management Develop short and long-term plans and targets that align department or project goals with overall SPIE business goals and strategies. This includes identifying environmental context, developing timelines, budgets and assignments, and defining relevant, specific, meaningful, and business driven targets. Make adjustments if resource, timing or targets change. Coordinate effectively by consulting with others as appropriate, escalating issues when necessary, and maintaining broader view of SPIE success in all actions. Execute effectively and drive toward target completion by establishing collaborative relationships, providing appropriate direction and guidance to contributors, improving management processes and systems. Achieve workgroup targets. Initiate progress by identifying issues, implementing solutions and resolving conflicts. This required situational awareness, anticipating and identifying problems, proposing solutions and instigating meaningful change. Essential Duties and Responsibilities Project management for moderate to complex web application and business systems integration utilizing waterfall, agile, and ad-hoc methodologies as appropriate. Collaborative communication and reporting of project status, concerns, risks, and questions to stakeholders and executive management. Deliver project objectives on-time, with quality, within scope and budget. Develop, manage, monitor and report on all project/program tasks, activities, expectations, controls and deliverables. Effectively communicate and negotiate with stakeholders on projects with conflicting priorities and competing resources. Develop highly-capable project teams that work well together and ensure project members have all the resources needed to carry out their tasks. Exceptional knowledge and understanding of IT development, testing and production architectures and environment. Core Competencies Plan, organize, lead, and control large and complex technology projects from the idea stage to completion of the project. Capture business and technical requirements from stakeholders to build project budget estimates and SOWs. Development of project management documentation: project charter, project plan, work breakdown structures, risk analysis, communication plans, etc Demonstrated track record of complex organizational projects, on time and within budget. Successful working with individuals from a variety of experiences including those with diverse technical skillset. Conduct project post-mortems and identify inefficiencies in project management processes and provide recommendations for improvements. Other Knowledge, Skills, and Abilities Must be able to communicate effectively to management and project team. Effectively utilize current project planning, reporting and support tools (e.g. JIRA, Microsoft Project). Provide strategic thought towards the prioritization of work based on overall enterprise wide objectives, department goals, and needs. Excellent communication skills. Must be able to provide guidance and leadership to IT staff in areas of expertise. Provide mentorship and development of project management team members. Education and Experience Seven years of project management experience, including experience managing teams involving at least 20 individuals and budgets exceeding $1,000,000. Four year degree or equivalent, relevant experience required. Five+ years working with medium to large corporations or equivalent. Certification from an accredited PMI education program or PMI certification preferred. Agile SCRUM Master Certification preferred.	https://www.dice.com/jobs/detail/Senior-Technology-Project-Manager-Spie-Bellingham-WA-98225/5008892SC/6318538
The Management Planning Process An effective management planning process includes evaluating long-term corporate objectives. Management planning is the process of accessing an organization’s goals and creating a realistic, detailed plan of action for meeting those goals. It is kind of like writing a business plan, a management plan takes into consideration short and long term corporate strategies. Some basic steps in the management planning process involves creating a road map that outlines each task the company must accomplish to meet its overall objectives. There are seven very important management planning process steps I am going to talk a little bit in depth about. The first step in ...view middle of the document... An example would also include the tasks that might be included to increase all of the sales staff or the developing an advanced sales training technique. Prioritizing goals and tasks would be the fourth step in the management planning process. By prioritizing, goals and tasks would be about ordering objectives in terms of their importance. The tasks that are deemed most important will theoretically be approached and completed first. The prioritizing process may also reflect steps necessary in completing a task and achieving a goal. An example would be if a goal was to be increased by ten percent and an associated task is to increase sales staff, the company will need to have completed the steps toward achieving that objective in chronological order. The next step in the planning process would be to create assignments and timelines. As a company prioritizes projects, it must establish timelines for completing associated tasks and assign individuals to complete them. This portion of the management planning process should consider the abilities of staff members and the time necessary to realistically complete...	https://www.avroarrow.org/essay/management-2699
The most common reasons why implementation of the strategies are unsuccessful are: - The employees and managers do not fully understand the strategy, and this arises mainly from their lack of understanding of the mission and objectives of the organization. This lack of understanding may be traced to a number of reasons, such as: - Lack of effective communication, or lack of communication, in general. It falls upon the shoulders of senior management and the strategic management team to communicate the organizational mission and goals to every member of the workforce, and also make them understand the strategy and each member’s particular role in how it will be carried out. - Lack of ownership on the part of the “implementers”, the members of the workforce. Since the employees and maybe even the supervisors of the smaller units are unaware of the strategy, or do not understand it, there is very little motivation and sense of empowerment to make them perform well in their respective tasks and functions. There is a lack of ownership, since the employees do not feel that they have a stake in the plan, and this results to poor implementation of the strategy. - Confusing, convoluted, and generally overwhelming plan. Some people can only assimilate several things at one time. If they are presented with a plan that seems too massive and too ambitious for them, their natural response would involve shutting down and refusing to understand. Thus, it is important that the strategy formulation be carried out properly, and the strategic plan prepared in a user-friendly manner. Also, communication is key. No matter how overwhelming the strategic plan may be, it can still be understood and accepted by the workforce if communicated properly. - The strategy is disconnected from with crucial aspects of the business such as budgeting and employee compensation and incentives. Executing the strategies involves funding, resource allocation, financial management and other budgeting matters, and if there is no link connecting these activities to the strategies, then there is no way that they will be implemented effectively. This is largely an issue that must be addressed in the strategy formulation stage. - The strategy is paid little attention by management. All too often, the owners, managers and supervisors become too caught up in the day-to-day operations of the business, they rarely refer to the strategic plan. Before long, they end up adopting a dismissive attitude towards the strategic plan, treating the strategies as something related to the overall management process, but still separate. They devote a token number of hours in a month to go over the plan and discuss strategies, but that’s it. After the discussion, they will put it at the back of their minds, and continue as they were. In order to ensure the success of the strategy implementation, covering all your bases is important. The best way to go about that is by following the essential steps to executing the strategies. STEPS IN STRATEGY IMPLEMENTATION To ensure an effective and successful implementation of strategies, it’s a good idea to have a system to go about it. Take a look at the steps to ensure that happens. Step #1: Evaluation and communication of the Strategic Plan Of course, the strategic plan must be distributed for implementation. However, there is still a need to evaluate the plan, especially with respect to the initiatives, budgets and performance. After all, it is possible that there are still inputs that will crop up during evaluation but were missed during strategy formulation. There are several sub-steps to be undertaken in this step. - Align the strategies with the initiatives. First things first, check that the strategies on the plan are following the same path leading to the mission and strategic goals of the organization. - Align budget to the annual goals and objectives. Financial assessments conducted prior will provide an insight on budgetary issues. You have to evaluate how these budgetary issues will impact the attainment of objectives, and see to it that the budget provides sufficient support for it. In the event that there are budgetary constraints or limitations, they must first be addressed before launching fully into implementation mode. - Communicate and clarify the goals, objectives and strategies to all members of the organization. Regardless of their position in the organization’s hierarchy, everyone must know and understand the goals and objectives of the organization, and the strategies that will be employed to achieve them. Step #2: Development of an implementation structure The next step is to create a vision, or a structure, that will serve as a guide or framework for the implementation of strategies. - Establish a linking or coordination mechanism between and among the various departments and their respective divisions and units. This is mainly for purposes of facilitating the delegation of authority and responsibility. - Formulate the work plans and procedures to be followed in the implementation of the tactics in the strategies. - Determine the key managerial tasks and responsibilities to be performed, and the qualifications required of the person who will perform them. - Determine the key operational tasks and responsibilities to be performed, and the qualifications required of the person who will perform them. - Assign the tasks to the appropriate departments of the organization. - Evaluate the current staffing structure, checking if you have enough manpower, and if they have the necessary competencies to carry out the tasks. This may result to some reorganization or reshuffling of people. In some cases, it may also require additional training for current staff members, or even hiring new employees with the required skills and competencies. This is also where the organization will decide if it will outsource some activities instead. - Communicate the details to the members of the organization. This may be in the form of models, manuals or guidebooks.	https://imgcorp.co.uk/secret-successful-strategy-implementation/2/
This checklist provides a snapshot of the development, objectives, and applications of strategy maps. Definition A strategy map, devised by Professors Robert S. Kaplan and David P. Norton, is a business management tool aimed at forging a strong link between a company’s long-term strategies and its shorter-term operational activities. The concept of strategy mapping was originally developed by Kaplan and Norton in the “balanced scorecard,” a means of assessing how successful a company is in terms of delivering on stated goals. While the basic notion of the balanced scorecard is “what you can’t measure, you can’t manage,” further work aimed to help companies reassess their strategic goals. Kaplan and Norton subsequently shifted their focus to the principle of “what you can’t measure, you can’t describe” as a means to better utilize companies’ intangible assets to help them achieve their objectives. The principle of strategic mapping of long-term strategy with shorter-term operational activities, previously merely one element of the balanced scorecard, was elevated to become a central strategy management tool. Strategy maps aim to illustrate how a company links its macro strategy objectives with its key day-to-day operational elements from the four different perspectives: financial, customer, internal processes, and learning and growth. The financial element focuses primarily on enhancing the cost structure and utilizing assets towards greater productivity, while the customer element encourages companies to understand what sets them apart from their competitors. Though all elements of the strategy framework aim to improve areas such as attitudes to quality, service, partnerships, and company branding, the internal processes element aims to develop better product and service characteristics. Finally, the learning and growth element aims for companies to consider the skills and technologies that are needed to support the company’s strategy. In all cases, the strategic mapping process seeks to engrain the appreciation of cause and effect. What can be improved on a “day-to-day level” is significant as, cumulatively, improvements can help improve a company’s daily operational activities, helping it to achieve its longer-term strategic objectives. To better demonstrate the connections, the strategy map features a series of arrows linking objectives with individual operational activities. Advantages - Strategy mapping demonstrates to employees how seemingly minute improvements to operational activities can, cumulatively, contribute towards major efficiency and strategic objectives. - Strategy mapping provides a clear, visual demonstration as to how short-term operational and medium- to long-term strategic objectives are closely aligned, helping to ensure greater “buy-in” from employees at all levels. - Strategy mapping helps to demonstrate how a company’s intangible assets can improve stockholder value. - Strategy mapping provides a potential solution for managers unable to identify why certain strategies are not delivering tangible performance improvements. Disadvantages - Strategy mapping requires “buy in” from individuals across all levels of the organization. If management fails to convince the workforce of the potential benefits of a successful medium- to long-term outcome, employees may feel disenfranchised from the potential benefits of improved corporate performance. - Though strategic in its macro focus, strategy mapping is unlikely to deliver a single, massive leap forward in any single aspect. Rather, the considerable ultimate benefits of strategic mapping are often comprised of many, seemingly minor, single aspects. Action Checklist - Ensure that everyone within the organization appreciates that strategy mapping is a technique which aims to align individuals’ actions with the strategic objective. - As improvements are likely to be incremental, ensure that the benefits are recognized and built on through an emphasis on the feedback/learning input. Dos and Don’ts Do - Aim to align personal performance improvement goals with those of the company. - Base remuneration on goals related to improvements in the performance of the overall business. Setting individual performance objectives with related incentive payouts could be counterproductive if individuals shift their focus from delivering collective benefits to the pursuit of personal objectives. Don’t - Don’t expect giant and immediate leaps forward in terms of operational efficiency, finances or customer experiences. Strategic mapping is more likely to generate numerous, gradual, incremental improvements across the organization. - Don’t set remuneration based on individual targets. Agree only on personal performance goals when you are confident that achieving them will contribute to overall performance improvement across the business.	http://www.financepractitioner.com/business-strategy-checklists/understanding-strategy-maps
A long term goal is something you want to do further in the future. Long-term goals require time and planning, and they are not something you can do achieve in a short period of time. Long term goals usually take between 12 and 24 months to achieve. These strategic goals are typically more general, such as “increase percentage of sales online” or “capturing 30% of the market” It’s important that you have the ability, as a manager, to set long term goals and constantly have the future in mind. Future thinking is paramount to the success of the organisation. All top executives think in the future rather than the present, and make subtle changes to business objectives to meet these goals. There is a technique known as the G.O.S.P.A formula which will assist you when setting future goals: G.O.S.P.A formula Goal: Determine where it is you would like to the company to achieve by a specific date. These can be as simple as increasing web traffic, increasing foot traffic, or increasing product channels. They can also be a bit more strategic, like increasing profitability, increasing production levels, increasing sales volumes, etc. In order to measure these results effectively, it's important to put in place start dates and end dates (usually from quarter to quarter, or year to year) Objectives: Objectives are seen as “sub goals”. These are the activities needed to complete the overall goal. For example, if one of the goals is to increase sales volumes to a certain number, your objectives will be in the area of sales, marketing, staff development, technology and so on. Strategies: Strategies is the method that you will use to accomplish the objective on the way to the goal. so For example, increasing productivity, could be increasing manufacturing efficiencies, outsourcing components, employing more staff members, purchasing machinery, etc. Priorities: Prioritize what you feel needs to be completed first in order to achieve the objective and then the overall goal. Some strategies may take longer to implement, but are the most crucial to achieving the outcome. For example, prioritizing the purchasing of equipment is time and cost intensive and may take longer than employing more staff members. Activities: Activities are the daily functions that are clearly delegated to specific individuals with standards of performances. how will they function to meet the objectives and overall goal. For example, increasing web traffic, a blogger could be given the task of writing a certain number of articles for a specific deadline. Conclusion Remember long term goals are set out by executives and managers implement these goals. There must be clear and concise plans put in place, so that every person in the organisation knows and understands what they are working toward.	http://www.feedback.tips/360-employee-performance-reviews/long-term-goal-objective-examples
What is the OKR methodology? How does the OKR process work, and why should you adopt OKRs into your business model? The OKR methodology is a way to set and follow business goals using a metrics system that relies on objectives and key results. The OKR model has numerous benefits. Keep reading to learn how the OKR methodology works, and how you can implement it in your own business. Identify Your Objectives With The OKR Methodology The first step of the OKR methodology is figuring out the “Os,” your objectives. Every individual and team in the company will have their own objectives and key results, but in order for these OKRs to be meaningful, they need to align with the organization’s highest objectives, so start with these. In the OKR system, to determine your organization’s highest objectives, ask, “What are the most important tasks we need to accomplish in the next three months, the next six months, and the next year?” You can’t do everything. Answering these questions gets you focused on the few things that have to get done for the company to succeed. These are your objectives. Your biggest priorities in the OKR methodology, the goals that everyone in the organization is working toward, are your organization-level objectives, or company-wide objectives. Once you’ve identified your organization-level objectives, departments, teams, and individuals can identify their own objectives. These objectives often feed into and support organization-level objectives, so determining them is a matter of starting with the top objectives and figuring out what sub-goals you need to meet to achieve them. In the OKR system, this synergy is important. At each tier, focus on three to five objectives. Any more than this, and your focus will be too dispersed. Identify Key Results After you know your priorities in the OKR methodology, your objectives, you can start to plan how to achieve them. Key results are the steps that get you there. For each objective, decide on three to five key results—sub-goals that are specific, measurable, and time-bound, and that collectively ensure you’ll attain your objective. Align and Connect: How to Use the OKR Methodology Use these general guidelines to help your team or organization stay aligned in the OKR process. - Allow individuals to set roughly half of their own objectives and most of their key results. People who choose their goals take more responsibility toward getting themselves there. - For the objectives that come from the top, you as the manager should clearly demonstrate how the employee’s objective connects to the company’s top priorities. - Use meetings to reiterate why certain OKRs are important. - Encourage cross-departmental OKRs for horizontal alignment. When different departments depend on one another to meet objectives, make sure those dependencies are explicit. How to Implement OKRs for tracking in the OKR system: OKRs are always measurable, and at the end of each OKR cycle you score them. This is an important part of the OKR model. These scores help you track your progress, and they indicate when you need to double down on a particular goal or when you should revise or abandon it. Unlike traditional business goals, OKRs aren’t set in stone. OKRs are “living, breathing organisms,” and there are three phases to tracking an OKR’s life cycle: setup, midlife tracking, and wrap-up. The Setup Phase The setup phase is when you decide what cloud-based system you’ll use to track your OKRs, determine the length of your OKR cycles, and designate your “OKR shepherd.” Refer to “Checklist: Focus and Commit” in Chapter 4. All of these actions will make tracking possible in the next phase. The Midlife Tracking Phase Studies show that people are motivated by tangible signs of their progress toward a goal, and that making progress can be more motivating than receiving a bonus, receiving public recognition, or even achieving the goal itself. But for progress to be motivating, people need to see it. This is why midlife check-ins are so important. During this phase, employees check-in with their managers to discuss their OKR progress. Ideally, check-ins happen weekly, monthly, quarterly, and annually. The frequency of these check-ins will depend on the length of time needed to achieve each key result, the quality of communication in the team, the size of the group, how geographically spread out it is, and current business needs. In addition to one-on-one meetings with employees and managers, teams and departments should meet regularly to evaluate progress toward objectives they share. CFRs: The Tools of Continuous Performance Management Just as OKRs are your tools for implementing Doerr’s improved goal-setting system, CFRs are your tools for implementing a continuous performance management system. - C: Conversations between employees and managers - F: Feedback both from and to managers and among peers - R: Recognition from peers and managers for small and large contributions toward goals In the OKR model, OKRs and CFRs reinforce one another. You need both the hard data of OKRs and the interpersonal relationships fostered by CFRs for your company to thrive. Another benefit of the OKR methodology is that it’s easy ti implement, as long as you follow the OKR process and you create strong OKR goals.	https://www.shortform.com/blog/okr-methodology/
If you’re looking for ways to increase the efficiency of your daily tasks, a productivity plan is something that could help very well. It’s no secret that time management for the average office worker is not easy at all. People are often overwhelmed by the amount of work that needs to get done every given day, so it’s easy to fall into a rut. However, there are certain steps you can take to improve your efficiency and bring order to your schedule. What Is A Productivity Strategy? Your productivity strategy is the sum of the decisions you made to focus your efforts. It is also how you’ll implement the techniques that will have the greatest impact on your ability to enhance productivity. On the other hand, a productivity plan is all about tactical planning to accomplish your productivity plans. Productivity goals might range from the general to the specific, such as devising creative solutions for complex tasks or planning for an efficient daily routine. Creating productivity plans can help you organize tasks, manage your time, avoid wasting your efforts, and maximize outcomes for important tasks. In addition, it may help you keep tabs on how long it takes to complete each step so that you can prepare more effectively for the following round. How Does Planning Increase Productivity? Planning your day gives you a clearer picture of what has to be done. If you take the time to plan out your day and organize your calendar, you can give yourself dedicated “intense work” blocks to focus on the most critical, time-consuming activities and boost your efficiency. In business, the “end result” of good strategic planning is a set of objectives and a road map for the company’s future that everyone can follow. And it gives you something to measure your future success against. A productive strategy may help every employee in any role within a business. Additionally, the whole company may benefit. Several strategies for increasing productivity levels in the workplace and at home are discussed below. Organizational Productivity Plan - Operational Planning: It’s useful for keeping track of who does what and how they work together across departments and teams.A well-thought-out strategy for operational productivity may help you eliminate wasteful steps in your workflow and boost efficiency overall. - Strategic Planning: It is assessing the operational procedures of an organization and developing guidelines in light of the results.Specifically, you’ll need to do the strengths, weaknesses, opportunities, and threats (SWOT) study of your company and team. - Tactical Planning: Leaders of teams are in a position to boost output based on strategic preparation.It is about selecting suitable managers that will handle and improve the productivity of different departments. Personal Productivity Plan - Productivity Goals: Establishing a long-term objective to steadily raise one’s employee productivity is one example of a productivity strategy that might be implemented by oneself or a colleague.Another option for raising output is for workers to design their productivity plans. - Self-Training: When coaching an employee to accomplish better, you may go specific by giving them step-by-step guidelines. Set reminders that gradually grow in complexity, for instance.A productivity plan like this will help motivate workers to hone the abilities that will serve them best on the job. How Can You Create A Productivity Plan? Here are the six ways to make an effective productivity plan: Step 1: Set Your Priorities Straight The very first stage in developing a successful productivity plan is to determine which activities and initiatives will best facilitate the achievement of your long-term objectives. A professional productivity plan often demands a list of all duties that are necessary for the betterment of the company, while a personal productivity plan frequently indicates numerous personal aims and interests. Once you have a firm grasp on your long-term objectives, you may break them down into more manageable intermediate targets. Step 2: Prioritize Work Based On How Crucial It Is Once everything is on paper, you can begin prioritizing and organizing the tasks in the order of significance. Generally speaking, the most vital responsibilities are the ones that get you closer to realizing your objectives. Prioritizing tasks based on their importance, rather than that one task you think is easier to achieve, will allow you to give your full attention to those that must be completed quickly. Step 3: Recognize Possible Obstacles After jotting down all the critical steps and ranking them in order of priority, you may begin to consider the challenges that are most likely to occur as you carry them out. If you and your team are aware of the most common obstacles you’ll face, you can better prepare for them psychologically and practically. You may save yourself time and increase the likelihood of success in achieving your objectives by planning for probable obstacles. Step 4: Time Management Managing your time effectively entails arranging the activities you have to do. If you know what’s most essential and what can hold you up, you can better allocate your time and resources to ensure that everything gets done on time. To accomplish this, one must first determine how much time is available, then divide that time into manageable sections, and last, schedule all necessary activities into those segments. Step 5: Implement Your Strategy & Evaluate Its Success Time slots may then be assigned to each job, and work can begin on them in the order and priority you’ve determined. As you get started, evaluate your progress and make adjustments as necessary. Information on the tasks you’ve completed, such as how much time they took compared to your original estimate and how well the plan is benefiting you or your organization reach your overall objectives, should be recorded. You may use this information to refine your present and future strategies. Step 6: Rethink & Revise Your Productivity Plan Once you have collected enough information about your plan’s success, you may use that knowledge to support a new course of action. It’s possible that you’ll decide you need more time or more team members to achieve one of your objectives or that you’ll decide you want to switch goals altogether. Your productivity strategy should be refined using these findings and updated as needed.	https://myownterms.com/productivity/productivity-planning/
Asset Program Lead At Hilmar Cheese Company and Hilmar Ingredients, we improve lives around the world by being a leading producer of wholesome dairy products that contribute to the success of all stakeholders. We are one of the world’s largest and most respected manufacturers of cheese, whey protein, lactose and milk powders. We are successful for two reasons: (1) we know the cheese and ingredients business really well, and (2) we know that we can’t succeed without great people! A Typical Day The Asset Program Lead is responsible for the development, implementation and ongoing sustainability of the Company’s Asset Management Program. Coordinate with Maintenance, Engineering, and Operations to ensure maximum asset value is achieved across all sites. Job Responsibilities - Establish asset management programs that systematically align all asset related policies, procedures, functions, roles, responsibilities, activities and resources with the Strategic Plan of the business. - Create, implement, and communicate policies, objectives, plans, controls, and processes that facilitate the strategic business plans around maintenance asset management. - Recommend and implement preventative, predictive, and autonomous maintenance processes. - Routinely monitor and review the asset management program to assure that the business goals are being addressed and achieved. - Ensure and maintain integrity of SAP Master Data. - Establish and track Asset Management Program metrics based on company strategic goals. Take action to correct missed metrics. - Communicate Asset Management Program progress to management and other departments. - Create strong morale and team spirit - Share wins and successes - Foster open dialogue - Develop and mentor professional growth and advancement of department staff. - Promote Company Culture - Achieve common business goals through cooperative alignment with all departments. What You Will Need - English skills must be proficient to understand, read, write and speak English - High School diploma or GED from an accredited institution. - 5+ years of experience in plant maintenance or asset management. - Working knowledge of SAP pertaining to maintenance processes and control of asset Master Data. What Will Put You Ahead - Bachelors and/or Advanced Degree in a related technical field 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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee will be required to: - Stand, walk, use hands to finger, handle or feel and reach with hands and arms, climb or balance, stoop, kneel, crouch or crawl and talk or hear. - Stand and walk almost the entire workday. - Employees must be physically capable of working in any of the job tasks within their respective area. - Required to work at heights and in fairly small areas. - Pushing, pulling, reaching, bending, stooping, squatting, kneeling, handling and grasping, twisting/turning, repetitive bending. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently exposed to the following: - Exposure to dust, fumes, smoke, gases, or other irritating substances. - Exposure to solvents or chemicals. - Exposure to slippery walking surfaces: water. - Exposure to marked changes in temperature and humidity depending on time of year. Working surface is primarily concrete. Where standing is required, there are rubber mats which are one-half inch thick. Food safety is a companywide responsibility and each employee must know their role in the manufacture and distribution of safe, wholesome, and high quality products. This description is a general statement and does not include other duties as assigned Hilmar Cheese Company, Inc. is an Equal Opportunity Employer/EEO. We participate in E-Verify.	https://jobs.hilmarcheese.com/job/Hilmar-Asset-Program-Lead-CA-95324/564751000/
Objective: To investigate the influence of social network characteristics on subjective well-being over 6 years in a population sample of older adults. Method: A total of 4,116 participants in the English Longitudinal Study of Aging provided baseline data on social network characteristics and potential confounding factors, and complete follow-up data on 2 measures of subjective well-being. Results: Social network size and network contact frequency were positively and independently associated with future life satisfaction and quality of life after controlling for confounding factors, including demographic characteristics, socioeconomic factors, and long-standing illness. In contrast, social network diversity was not independently related to future subjective well-being. Conclusion: Different aspects of people’s social networks may help sustain levels of subjective well-being in older age. The role of close relationships and frequent contact in later life may be particularly important. These results highlight the need for examining different aspects of social networks for promoting well-being of older people.	http://repository.londonmet.ac.uk/1366/
Write a critical appraisal of the author’s use of statistical inference and more general issues of presentation in the article by Tamir (1988). Introduction Academic achievement throughout school has a major impact on the opportunities which are available to individuals with regards to further education and once they leave the educational system. Improving levels of educational attainment in the UK is a consistent component of government agenda, with a particular focus on lessening inequalities across the population (Cassen & Kingdon, 2007, online). Understanding factors which influence academic achievement is therefore clearly important in the design of effective educational policy. It has been relatively well established that there are gender differences in general educational attainment. Although this is less marked in the UK than in many other countries, it is a general trend across Europe and internationally (Buchmann et al., 2008, p. 319; Eurydice, 2009, p. 74). There have been numerous studies which have sought to understand whether these differences apply within specific subjects. One example of such a study was conducted by Tamir et al. (1988, p. 128), and aimed to investigate whether there were differences in achievement and experiences between boys and girls in high school science. This essay presents a critical analysis of the study with regards to the statistical analysis performed and the conclusions inferred. The first section presents a brief overview of the study, followed by a more in-depth discussion of the statistical inference used. Study Overview The study sought to evaluate gender differences in science achievement and attitudes towards science among Israeli 12th grade students. The sample included both those majoring in science, be that physics, chemistry or biology, and those not majoring in science. Data was collected using both surveys and objective testing instruments. Overall, there were 10 different dimensions of high school science experiences which were investigated within the study including achievement, attitudes towards science both for their own personal use and for society, preferences with regards to science and learning, and their learning and study experiences. Socioeconomic status was also considered as an additional explanatory variable. The authors concluded on the basis of their study that physics was predominantly chosen by boys while biology was chosen by more girls. The study also indicated that boys had a preference towards science subjects, had more positive attitudes towards science, viewed themselves as higher achievers in this area, and were more inclined towards scientific careers. The study also indicated that boys were higher achievers in physics and earth sciences than girls and that non-science majors were relatively scientifically illiterate. Academic Achievement All participants were administered a general science test. Those studying one of the three individual majors were also administered a separate test based on this major. In addition, understanding of science was measured using the 20-item Understanding of Science Measure (SUM). The use of objective testing is important in achieving valid measures of student academic achievement. Although the two are linked, internal and external factors may also interfere so that self-concept may not always match actual performance; this could therefore skew results (Caprara et al., 2011, p. 78). Similar problems could also be seen with regards to self-reported attitudes (Alexander & Winne, 2006, p. 330). It is also important that both were measured, as there is evidence that objectively measured academic achievement and subjective attitudes may not directly correlate (See & Khoo, 2011, p. 180). Data were analysed using SPSS. It is not made entirely clear which statistical tests were used to analyse the data, but the presence of a column marked t in the results tables would appear to indicate that the students’ t test was used. This would have been an appropriate test to use for comparison of two samples, in this case taking boys and girls as separate samples and analyzing for a difference with respect to other variables. However, it is possible that some of the assumptions of this test may have been violated. First, the test assumes that all observations are independent (Gliner & Morgan, 2009, p. 219). However there is evidence that peer influence may be a major factor determining attitudes towards science, which could indicate that these observations are not independent. Teacher influence is also important, so there could be trends within each class (Talton & Simpson, 1985, p. 19; George, 2006, p. 571). Also, the test relies on all observations coming from a normal distribution (Gliner & Morgan, 2009, p. 219). A sample size of 2 153 pupils was used. This was generated using random sampling from a sampling frame of 68 different high schools and 137 12th Grade classes. The sample was stratified according to the major studied by the pupil, although there were different numbers of each included: 926 in biology, 484 in physics and 249 in chemistry. This was based on inclusion of 68 biology classes, 39 physics classes and 18 chemistry classes. As a control group there were also 404 non-science majors included, from 26 different classes. As a large sample size was used, it would be expected that the distribution would approach normal, therefore this assumption may be upheld (Underhill & Bradfield, 2004, p. 8). However the assumption that the variance of the dependent variables is approximately equal could be called into question given the unequal sizes of the different groups (Gliner & Morgan, 2009, p. 219). The authors inferred that boys excel in physics and application. This was based on the results for these areas within the general science test (3M), as well as in the tool specifically measuring achievement in physics (3P). Although all study participants were reportedly administered the 3M general science test, this is inconsistent with the results presented, which include a total of only 1590 participants. The number of boys taking the physics 3P test was also much larger than the number of girls, possibly leading to questioning of the assumptions underlying the t test (Gliner & Morgan, 2009, p. 219). The authors also concluded that the girls outperformed boys on the biology test 3B. Here too, the number of girls was much larger than the number of boys in the sample. This also appeared to be inconsistent with the results of the general science test 3M. On this same basis, the authors concluded that there was no difference in chemistry achievement for those majoring in one of the subjects. There was no set of results presented for the general science test broken down according to major studied. This means that it is difficult to determine whether this is the case, or whether this conclusion could also be applied to those not majoring in science. There was no evidence of confounding, as there was no individual area in which girls significantly outperformed boys. This same trend was also seen in the non-science participants. The authors also concluded that non-science students are scientifically illiterate. Although this could be judged to be true when comparing the results achieved by participants in the 3M and 3N tests, it is not clear whether these two tests were different. In addition, there were a much larger number of participants completing the 3M than the 3N test. Attitudes Towards Science Understanding the attitude of pupils towards science is also important as this is linked to achievement (Koballa & Crawley, 1985, p. 222). Inference regarding major subject choice was that girls had a preference for biology and non-science, while boys had a preference for physics. This was appropriate, based simply on comparison of proportions studying each subject. Attitudes towards science were measured using a 40-item scale (3ATT). Scientific or cognitive preference was measured using a 20-item Cognitive Preference Inventory (PREF). One issue with the use of this type of instrument is that there needs to be some assessment to ensure that there is consistency across items in measuring a given construct (See & Khoo, 2011, p. 181). The authors concluded that boys had more positive attitude towards science than girls. This was justified according to analysis of the specific questions regarding science being important to both themselves and to society. However given that the attitude scale (3ATT) had 40 items, this represents only a small number of the questions to which responses were generated. Similar could also be said of conclusions drawn on attitudes toward science learning, attitude toward learning and school, interest in biology and inquiry experiences, and self-perception of achievement in science and math. As with attitudes toward science, the tables presented by the authors provided only a small snapshot of the completed survey instruments. Therefore it is difficult to determine whether the responses provided to other items were also consistent with the inferred conclusions. The authors concluded that there were no differences between the preferences of boys and girls with regard to cognitive modes. However there were no results presented from which to understand whether there could have been small differences. There was also no analysis according to stratification of participants in terms of major. The authors concluded that there were gender differences with regard to science career orientations. They also concluded that there was an almost perfect match between the subjects which the pupils chose to major in and their future career aspirations. Both of these conclusions were justified by the data presented and the results of the t test analysis. Other Explanatory Factors It would be argued that the major omission from this study was the failure to relate the different variables on which data were collected. This could have provided a more detailed picture of the gender differences and could have provided a more realistic picture of the interaction between different factors in determining pupils’ choices with regards to science education. Importantly it could also have provided more information on whether differences observed were all due to gender individually or whether other factors contributed more towards differences, but were perhaps themselves influenced by gender. This would be expected on the basis of numerous other research studies which have indicated that there is a complex interplay of factors determining achievement in science, including internal and external factors (Wolf & Fraser, 2008, p. 321). One of the most important findings reported by the authors may relate to the differences in socioeconomic status between boys and girls in the study sample, which has been shown to be an important influence on academic achievement by other authors (Sirin, 2005, p. 417). Their results indicated that boys had a higher socioeconomic status on average. They suggested that this implied more girls of lower socioeconomic status elected to major in science in high school. However it is not possible to infer causality from this type of statistical test. It could instead be that more boys of higher socioeconomic status choose to major in science, or a combination of the two. This would appear to be more consistent with their conclusion that boys with lower socioeconomic status tend to select vocational courses. It doesn’t explain what girls of higher socioeconomic status choose to major in. It could also be merely a coincidental finding. Importantly, this inequality in socioeconomic status could also be a potential explanatory factor for some of the other differences between boys and girls reported in the study. The authors concluded that this was not the case with respect to analysis of the data on physics achievement. Analysis of covariance when SES was maintained at a constant level demonstrated that there remained significant differences between boys and girls in this respect. However it may have been more pertinent to perform multivariate regression analysis on this data instead. There was unfortunately no inclusion of this variable in the models used to analyse the differences in other factors. Conclusions Overall, the statistical inference of the authors was accurate in identifying simple trends in the data. However more complex statistical analysis, such as the use of multiple regression modeling could have better elucidated the relationships between the variables explored. There is some consideration given by the authors as to the implications of their findings, but this type of analysis could have provided results more relevant to practice. There is also little discussion of the generalizability of the findings to the wider population. Yet this may be an important consideration if the results were to be used to shape educational policy and programme design. It would be suggested that the results could only be partially generalizable, as the study sample would not reflect the same type of distribution of characteristics of individuals in other countries. For example as the study was conducted in Israel all those included in the sample were Jewish. References Alexander, P.A. & Winne, P.H. (2006) Handbook of Educational Psychology � 2nd Edition. Mahwah, NJ: Lawrence Erlbaum Associates, p. 330. Buchmann, C., DiPrete, T.A. & McDaniel, A. (2008) Gender inequalities in education. Annual Review of Sociology, 34, 319-337. Caprara, G.V., Vecchione, M., Alessandri, G., Gerbino, M. & Barbaranelli, C. (2011) The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78-96. Cassen, R. & Kingdon, G. (2007) Tackling Low Educational Achievement. Joseph Rowntree Foundation. Available [online] from: http://www.jrf.org.uk/publications/tackling-low-educational-achievement [Accessed 02/12/2011]. Eurydice (2009) Gender Differences in Educational Outcomes. Brussels: Education, Audiovisual and Culture Executive Agency. Available [online] from: http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/120EN.pdf [Accessed 02/12/2011]. George, R. (2006) A cross-domain analysis of change in students’ attitudes toward science and attitudes about the utility of science. International Journal of Science Education, 28(6), 571-589. Gliner, J.A. & Morgan, G.A. (2009) Research Methods in Applied Settings. Mahwah, NJ: Lawrence Erlbaum Associates, p. 219. Koballa, T.R. & Crawley, F.E. (1985) The influence of attitude on science teaching and learning. School Science and Mathematics, 85(3), 222-232. See, Y.H.M. & Khoo, B.L.Z. (2011) Tailoring information to change attitudes: A meta-structural approach. In I.M. Saleh & M.S. Khine (Eds.) Attitude Research in Science Education. USA: Information Age Publishing, pp. 177-198. Sirin, S.R. (2005) Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. Talton, E.L. & Simpson, R.D. (1985) Relationships between peer and individual attitudes toward science among adolescent students. Science Education, 69(1), 19-24. Tamir, P. (1988) Gender differences in high school science in Israel. British Educational Research Journal, 14(2), 127-140. Underhill, L. & Bradfield, D. (2004) IntroSTAT � 2nd Edition. South Africa: Creda Communications, p. 8. Wolf, S.J. & Fraser, B.J. (2008) Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in Science Education, 38(3), 321-341.	http://getfreeessays.com/critical-appraisal-statistical-inference-article-by-tamir-1988-example-sociology-essay/
Objectives: To evaluate the risk of fractures related with zolpidem in elderly insomnia patients. Methods: Health claims data on the entire South Korean elderly population from January 2005 to June 2006 were extracted from the Health Insurance Review and Assessment Service database. We applied a case-crossover design. Cases were defined as insomnia patients who had a fracture diagnosis. We set the hazard period of 1 day length prior to the fracture date and four control periods of the same length at 5, 10, 15, and 20 weeks prior to the fracture date. Time independent confounding factors such as age, gender, lifestyle, cognitive function level, mobility, socioeconomic status, residential environment, and comorbidity could be controlled using the casecrossover design. Time dependent confounding factors, especially co-medication of patients during the study period, were adjusted by conditional logistic regression analysis. The odds ratios and their 95% confidence intervals (CIs) were estimated for the risk of fracture related to zolpidem. Results: One thousand five hundred and eight cases of fracture were detected in insomnia patients during the study period. In our data, the use of zolpidem increased the risk of fracture significantly (adjusted odds ratio [aOR], 1.72; 95% CI, 1.37 to 2.16). However, the association between benzodiazepine hypnotics and the risk of fracture was not statistically significant (aOR, 1.00; 95% CI, 0.83 to 1.21). Likewise, the results were not statistically significant in stratified analysis with each benzodiazepine generic subgroup. Conclusions: Zolpidem could increase the risk of fracture in elderly insomnia patients. Therefore zolpidem should be prescribed carefully and the elderly should be provided with sufficient patient education.	https://pure.ewha.ac.kr/en/publications/zolpidem-use-and-risk-of-fracture-in-elderly-insomnia
Background: Prior studies have not examined the role of psychosocial stress in the relationship between poor sleep quality and obesity among women of lower socioeconomic status (SES). We tested the following hypotheses in a sample of reproductive-age women of lower SES: 1) Poor sleep quality is related to increased risk of obesity, and 2) psychosocial stress confounds this association between poor sleep quality and obesity. Methods: A total of 927 women age 16 to 40years attending public health clinics in Southeastern Texas provided information on the Pittsburgh Sleep Quality Index and sociodemographic and health characteristics, including the Perceived Stress Scale. Height, weight, and waist circumference (WC) were measured in clinic. A series of models examined the associations between sleep disturbance, perceived stress, and weight outcomes, accounting for potential confounding factors. Results: Nearly 30% of women were overweight, and 35% were obese. Half of women had a WC of greater than 35 inches. Most women had poor sleep quality and high levels of stress. Sleep quality and perceived stress were not related to body mass index category or WC in models that adjusted for age and race/ethnicity. Adjusting for potential confounding factors did not alter results. Perceived stress did not modify the association between sleep quality and weight outcomes. Conclusions: Poor sleep quality and psychosocial stress were not related to weight in reproductive-aged women of lower SES. However, poor sleep quality, high stress, overweight, and obesity were common in this group.	https://researchexperts.utmb.edu/en/publications/associations-between-poor-sleep-quality-and-psychosocial-stress-w
Given the growing population of Latino immigrants in the United States, it is critical for counselors to understand pre- and postimmigration social contextual factors affecting the mental health of this heterogeneous ethnic population. The objective of our cross-sectional, retrospective study was to investigate the potential protective influence of preimmigration family cohesion on drug/alcohol abuse just prior to migration among 527 Latino young adults (age 18-34 years). Multivariate Poisson regression indicated that preimmigration family cohesion was inversely related with harmful/hazardous alcohol consumption, the frequency/quantity of alcohol use, and illicit drug use when controlling for the potentially confounding sociodemographic factors of gender, age, education, income, marital status, and immigration status (documented or undocumented). Associations between family cohesion and drug/alcohol use behaviors varied between Central American immigrants and Caribbean/South American regional groups. Preimmigration findings offer a fuller contextual understanding of the lives of Latino young adult immigrants and support the importance of family cohesion as a buffer against drug/alcohol abuse.	https://miami.pure.elsevier.com/en/publications/preimmigration-family-cohesion-and-drugalcohol-abuse-among-recent
Home Health and Wellness Lifestyle Could Insomnia Cause Diabetes? Insomnia symptoms could explain type 2 diabetes incidence in women who smoke, drink and have psychiatric disorders. Insulin resistance and appetite signaling may explain some of the mechanisms in which diabetes could be caused by insomnia (i.e., difficult to initiate or maintain a sleep pattern); it is still not clear if this is a causal relationship. For example, it is possible to manage type 2 diabetes mellitus (T2DM) by improving sleep pattern. However, there are other factors – such as obesity, physical inactivity and poor diet – that may also explain a potential association. To test this hypothesis, researchers from UK analyzed both a potential direct association between insomnia symptoms with T2DM, and the magnitude of the influence of insomnia symptoms and potential confounding factors in the risk of developing T2DM in a cohort followed for 20 years. T2DM was determined by self-reporting, self-reporting of diabetic medication, or glycated hemoglobin (i.e., a long-term marker of blood glucose [HbA1c ≥ 6.5%]). Insomnia symptoms were measure by a few questions such as: (1) “How often do you have trouble getting to sleep?”, (2) “How often are you bothered by waking earlier than you would like to, or by waking up in the middle of the night?”, (3) “During the past month how often have you had trouble sleeping because you cannot get to sleep within 30 minutes?” and (4) “During the past month how often have you had trouble sleeping because you wake up in the middle of the night or early morning?” A score of insomnia symptoms was calculated based on these questions. Gender, socioeconomic position (SEP), smoking, heavy drinking, physical inactivity, poor diet, psychiatric distress and overweight/obesity were considered as cofounding factors. The incidence of diabetes in those with insomnia was measured. Results determined that people who experience insomnia symptoms over the years have an increased risk of developing T2DM; however, this association was mostly confounded by factors such as being a woman, smoking, heavy drinking and by the presence of psychiatric distress. This suggests that the risk of T2DM is influenced by having difficulty sleeping properly, smoking, drinking alcohol and psychiatric disorders.	https://www.medicalnewsbulletin.com/insomnia-cause-diabetes/
The relationship between household income and childhood respiratory health in the United Kingdom. Violato M., Petrou S., Gray R. Growing empirical evidence on the association between household income and adverse child health outcomes has generated mixed results with some North-American studies showing a significant inverse relationship and some British studies identifying a much weaker association. We use data from the rich UK Millennium Cohort Study (MCS) dataset and check the robustness of these recent findings by focusing on the impact of household income on adverse childhood respiratory outcomes (i.e. asthma and wheezing). We also identify pathways, such as mother's child-health-related behaviours, parental health and grandparental socioeconomic status, through which income might influence child health. Our econometric strategy is to use, both in a cross-sectional and in a panel data context, detailed information in the MCS dataset to directly account for as many potential confounding factors as possible that might bias the income-child health nexus. Overall our results show that household income has a weak direct effect on child health after we control for potential mechanisms that mediate the income-child health association. We argue that our evidence should inform government health and broader fiscal policies aimed at reducing health inequalities in childhood.	https://www.ndph.ox.ac.uk/publications/162439
This paper has been accepted and is currently in production. It will appear shortly on 10.2196/14389 The final accepted version (not copyedited yet) is in this tab. Longitudinal MRI as a potential correlate of Exploratory Data Analysis in the diagnosis of Alzheimer disease ABSTRACT Background: Alzheimer’s disease (AD) is a degenerative progressive brain disorder where symptoms of dementia and cognitive impairment intensify over time. Numerous factors exist which may or may not be related to the lifestyle of a patient, can trigger off a higher risk for AD. Diagnosing the disorder in its beginning period is of incredible significance and several techniques are used to diagnose AD. A number of studies have been conducted for the detection and diagnosis of AD. This paper reports the empirical study performed on the longitudinal-based MRI OASIS data set. Furthermore, the study highlights several factors which influence in the prediction of AD. Objective: This study aims to examine the effect of longitudinal MRI data in demented and non-demented older adults. The purpose of this study is to investigate and report the correlation among various MRI features, in particular, the role of different scores obtained while MR image acquisition. Methods: In this study, we attempted to establish the role of the longitudinal magnetic resonance imaging (MRI) in exploratory data analysis (EDA) of AD patients. EDA was performed on the dataset of 150 patients for 343 MRI sessions [Mean age ± SD = 77.01 ± 7.64]. T1-weighted MRI of each subject on a 1.5-T Vision scanner was used for the image acquisition. Scores of three features, viz.- mini-mental state examination (MMSE), clinical dementia rating (CDR), and atlas scaling factor (ASF) were used to characterize the AD patients included in this study. We assessed the role of various features i.e. age, gender, education, socioeconomic status, MMSE, CDR, estimated total intracranial volume, normalized whole brain volume and ASF in the prognosis of AD. Results: The analysis further establishes the role of gender in prevalence and development of AD in older people. Moreover, a considerable relationship has been observed between education and socioeconomic position on the progression of AD. Also, outliers and linearity of each feature were determined to rule out the extreme values in measuring the skewness. The differences in nWBV between CDR = 0 (non-demented), CDR = 0.5 (very mild dementia), CDR = 1 (mild dementia) comes out to be significant i.e. p<0.01. Conclusions: A substantial correlation has been observed between pattern and other related features of longitudinal MRI data that can significantly assist in the diagnosis and determination of AD in older patients. Citation Longitudinal MRI as a potential correlate of Exploratory Data Analysis in the diagnosis of Alzheimer disease DOI: 10.2196/14389 Request queued. Please wait while the file is being generated. It may take some time. Copyright © The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.	https://biomedeng.jmir.org/preprint/14389/accepted
The Influence of Children on Late Life Mortality in Humans Researchers here examine mortality data from one of the wealthier parts of the world, where more people have chosen not to have children, and thus there is a large enough data set to make useful comparisons between older people with and without children. The researchers show that having children adds a few years to life expectancy, conforming to similar past results. The demographic data offers little when it comes to support for any one possible mechanism over others, but some of the options are discussed in the paper. The primary focus is on increased support from children, financial and otherwise, once the parents have entered the frail and vulnerable final stage of aging. It is well established that parents live longer than non-parents, but the underlying mechanisms are unclear and it is not known how the association changes over the life course. In Sweden and the other Nordic countries, there is an overall trend of increasing levels of childlessness across birth cohorts. It may therefore be valuable to improve our understanding of how childlessness is linked to health and survival chances in old age. We hypothesise that support from adult children to their ageing parents may be of importance for parental health and longevity. However, there are of course several alternative explanations. For example, the timing and number of children could affect the mortality risk of women through biological pathways. Still, a protective effect of parenthood has been found for mothers and fathers, which may suggest that the biological mechanisms that apply to women is not the only explanation to the association, and other factors matter as well. One such factor could be various types of support from adult children to their ageing parents, such as informational, emotional and social support. In addition, parents have on average more healthful behaviours than childless individuals. It is also possible that the survival advantage of parents over non-parents is due to confounding from biological or social factors influencing the chances of having children and the risk of death. Health-related selection may be important at any phase during the life course, but it seems reasonable that the influence would not increase when parents become very old, but rather being more significant before average life expectancy (LE) as frailer individuals tend to die off. The need for social support from family members may, on the other hand, increase when parents age because ill health becomes more common with increasing age and the ability of self-care may decrease. How the mortality advantage of parents over non-parents changes over the life span is not known. Previous studies have mainly examined associations between parity and subsequent mortality from 40 years of age up to around 60 years of age. This study closely examines the association between parenthood and longevity, with specific focus on the strength of the association in old age, and with absolute and relative measures. More specifically, we investigate; (1) the association between having a child alive in old age and the risks of death among Swedish men and women, (2) whether the association increases with age of the parent and (3) whether the association persists when stratifying for marital status (taking into account the possible confounding effect of having a partner cohabiting). This study found an inverse association between having a child and death risks in old age, and, importantly, that the death risk differences between parents and non-parents increased with age of the parent, among men and women. Further, the differences in death risks between individuals with and without children were somewhat larger for men than for women. Our finding that the association grew stronger when parents became older is further in agreement with research suggesting that childless people face support deficits only towards the end of life. However, selective elements and alternative explanations, for example, that parents have more healthy behaviours than non-parents, are not ruled out. The association between having children and mortality persisted when stratifying for marital status, taking into account the possible confounding effect of having a partner. Two of our findings may be interpreted as working against the hypothesis about the importance of social support in older ages: the lack of a stronger mortality association for parents whose children lived fairly close, and the insignificant results for the gender of the child.	https://www.fightaging.org/archives/2017/03/the-influence-of-children-on-late-life-mortality-in-humans/
W/holistic* Healing Initiatives in Colleges and Universities: The rapid growth of holistic healing has transformed many human services. The range of these healing practices, practitioners, theoretical perspectives and research methods has grown dramatically in recent years. Many of these holistic practices are ancient based upon traditional healing, while other cutting-edge approaches are new. Indigenous peoples are reclaiming traditional holistic practices as part of a process of decolonization. In a world that is often divisive and dehumanizing, holistic practices and ideas emphasize interdependence, wholeness and balance. These practices promote inclusion and connection, rather than separation and isolation. They bring ways of healing and methods of social change at individual, community, national and global levels (Dunn et al., 1999). The term holism is now widely used in public discourse. Despite this increase interest, many individuals can only find education and training in holistic healing in the community and not in colleges and universities. The academy is only slowly changing and seriously lagging behind what is happening outside its walls. At the same time, there are some remarkable exceptions and new approaches being pioneered in post-secondary education. Social Change in Education I was a professor at the Faculty of Social Work, Wilfrid Laurier University in Waterloo, Ontario, Canada for thirty (30) years before I recently retired. I became interested in holistic healing because of my own healing journey. I discovered a whole new world of holism when I started meditation practices about 25 years ago. The doors opened for me to body work, energy work, transpersonal practices, and many different forms of healing. I started going to a naturopath, eating healthily, and learning yoga and Tai Chi. Spirituality and dance became great joys in my life, and I released a great deal of emotions through a variety of healing techniques. In addition, I participated in and studied healing at many major healing centres in Canada, the United States, Great Britain, and Southeast Asia. As a result of these experiences, I designed an MSW course about holistic healing at individual, community, national and global levels. Students were extremely excited about this course, but felt that it was essential that these concepts should be implemented throughout the social work curriculum and the university. It became clear to me that considerable social change is required in post-secondary education. Since then, I have advocated for teaching holistic healing concepts and practices throughout post-secondary education. I have written a textbook, Holistic Healing: Theories, Practices and Social Change with over 30 scholars/practitioners from diverse fields of study. This book addresses critical issues such as colonization, human rights, the environment, peace and conflict, and equity and inclusion. It is a timely and practical resource for post-secondary students of social work, psychology, Indigenous studies, health, holistic healing, and sociology and is also a great resource for professional practitioners and those interested in the field (e.g. Indigenous traditional practices, meditation, bodywork, energy work, expressive arts, connections with nature, transpersonal practices, natural health, nutrition and broad societal change). Also, I have organized in collaboration with others three conferences on this topic and developed a holistic healing website to promote this vital field. The website provides an overview of the theories, research, and practices for human service practitioners and the general public as well as outlines how we can begin to transform post-secondary education to be more inclusive of these concepts and practices. Series of Blogs on Holistic Healing: As part of these efforts and in consultation with others in this field I decided to organize a series of blogs about holistic healing. The purpose of these upcoming blogs will be to promote holistic concepts and practices in colleges and universities. Models of holistic healing programs in post-secondary education will be described to illustrate what is possible and some of the approaches that are being utilized in North America. I have only had time to research programs primarily in Canada and the United States (Turtle Island). There are many other models throughout the world. Each month a different approach will be discussed including challenges and possibilities. Later examples of the holistic practices of graduates of these programs will be described including how these approaches are different and their benefits. The first examples will be of Indigenous post-secondary education in social work. Overview of Holistic Healing in Post-Secondary Education Education in North America still emphasizes the mind, rationality and competition, rather than broader holistic approaches and values. Many medical students still do not take even one class about natural medicine. A research study of 125 U.S. medical schools in 2013 revealed that nearly half (45.4%) of these programs did not offer any courses on complementary and alternative medicine (CAM), an additional 26.9% only offered one course and most of these courses were electives (Cowen & Cyr, 2015). One study found that 84 % of physicians felt that increased education about CAM was needed during their training to adequately address patients’ concerns and issues (Khamis & Ribeiro, 2015). Furthermore, nursing schools seldom emphasize holistic approaches and practices. Mariano (2009) believes that with increased use of CAM by the American public, both nursing students and faculty require far more knowledge and skills in holistic nursing. Eurocentric knowledge is the main approach in post-secondary education. Traditional healing theories and practices from around the world are often not valued or included in human service education such as psychology, social work and sociology. Even if human service education includes some holistic practices such as mindfulness these efforts are often not linked to other holistic theories or practices and are treated as separate and not as a broader field of study (Dunn, 2019). Eurocentric concepts are often not critiqued (Moodley & West, 2005). Social work education should incorporate Indigenous history and world views and be premised upon traditional sacred epistemology. Education should utilize a decolonizing pedagogy directed at mitigating and redressing the harm of colonization (Sinclair,2019) Klein and Wall (2019) explain that Western education emphasizes the intellect and a materialist worldview which often does not include other ways of knowing and is a limited way of understanding our human experience. Despite the rapid growth of holistic practices in North American most colleges and universities have not integrated holism into their curriculum or culture, despite its potential positive impact on student wellness as students grapple with a variety of academic, personal, and social pressures. Different cultural theories and practices that emphasize interconnection and cooperation are often not valued in an atmosphere of competition and accumulation. There are considerable differences in holistic concepts and practices for people from different cultures and/or nations, but basic values link these ideas together. Eurocentrism is often assumed and not even questioned. Holism represents a different paradigm of knowing and education, so it is often very difficult to change established educational practices. There is little room for a holistic approach that would also include the physical, emotional, and spiritual dimensions of knowing. In addition, the growing emphasis of post-secondary education with corporate backing is upon training students for the job market and not personal growth and development or critical thinking. Nevertheless, there has been a slow but growing emphasis upon integrated medicine, a combination of Western and alternative medicine, in medical schools. In 1999 Academic Consortium for Integrative Medicine and Health was founded to promote integrative medicine in medical schools and institutions including Harvard, Stanford, Duke, and the Mayo Clinic. In 1999, the National Centre for Complementary and Alternative Medicine at the National Institute of Health invested $ 22.5 million to fund medical schools, nursing schools, and the American Medical Student Association with the goal of incorporating CAM education methods into the medical curricula. Plus, there are several universities and colleges that have created general holistic healing programs in psychology and social work. In addition, Indigenous educators have developed programs and degrees that utilize decolonizing pedagogy based upon traditional epistemology. Mainstream programs are increasingly offering mindfulness courses and other related holistic programs. Plus, the Association for Contemplative Mind in Higher Education (ACMHE) was founded in 2008 to increase mindfulness and contemplative insights and actions in the realm of higher education. Today the concepts of holism are widely understood with the majority of the Canadian population utilizing natural health products and methods (Government of Canada, 2021). Holistic practices are being incorporated into many professions. Yet post-secondary education is slow to change and embrace these concepts. Holistic healing continues to be marginalized at colleges and universities. Practitioners are still primarily educated and trained in the community including by Indigenous knowledge holders and/or through their own individual efforts. Hopes, Dreams and Social Change: Our hope is to use a series of blogs to promote holistic healing in colleges and universities as one way of bringing about social change. We cannot achieve this daunting effort on our own. We ask for your ideas, participation and support. We realize that there are important initiatives that have been undertaken that have already created considerable social change. However, we feel that dramatically more work still needs to be undertaken to create a home for holistic healing in post-secondary education which will in turn impact the thinking and practices of graduates of these programs. What are your views and reactions? Please kindly share below. Thank you very much for any of your thoughts and collaboration.	https://www.holistichealing.website/post/promoting-holistic-healing-in-post-secondary-education
Elizabeth Coyle '19 Hometown: Louisville, Ky. Major: Psychology (Counseling) Senior Study Title: “Creating Together: Exploring the Connection Between Group Mindfulness Programs and Stress Reduction in College Students” Advisor: Dr. Lori Schmied Thesis Abstract The present study aimed to further research on mindfulness-based stress reduction programs (MBSR) as an intervention for a residential college population. The goals of the study were to determine whether there would be immediate improvement in participant stress levels after the drawing program, as well as to determine whether there was a difference in mindfulness skills or feelings of social isolation between class levels. It was hypothesized that there would be a decrease in stress levels and an increase in positive mood scores after the drawing activity. Additionally, it was hypothesized that upperclassmen would demonstrate less social isolation in the form of lower UCLA scores than underclassmen, especially freshmen students. Thirty-six residential college students participated in a mandala drawing exercise while also being assessed for current stress and mood, loneliness, and mindfulness. The results only partially supported the hypothesis in that the activity did demonstrate a stress-reduction effect. However, there were no significant differences in the level of social isolation, mindfulness, or stress across class levels. Future research should continue to expand on the efficacy of MBSR programs in reducing chronic stress amongst undergraduate students because of the lower academic performance and diminished well-being resulting from chronic stress. Before beginning as a student at Maryville College, Elizabeth Coyle ‘19 knew she was interested in art therapy, which utilizes various creative techniques to help with emotional expression. “I’ve always had an interest in the connections between art and mental health,” Coyle said. As a psychology major with a focus in counseling, Coyle wanted to pursue the topic of art therapy in her Senior Study, “Creating Together: Exploring the Connection Between Group Mindfulness Programs and Stress Reduction in College Students.” “My Senior Study focused on how visual art-based mindfulness programs could help reduce stress in undergraduate college students,” Coyle said. One of the distinctive features of a Maryville College education, the Senior Study requirement calls for students to complete a two-semester research and writing project that is supervised by a faculty member. Students choose a research topic informed by their major and often one that is closely related to their career choice. For her study, Coyle hosted several programs within Maryville College residence halls. During each program, students did free-form mandala drawings for about 30 minutes. Surveys were issued to each student before and after drawing that addressed their mindfulness skills and perceived loneliness. Dr. Lori Schmied, professor of psychology, coordinator of neurosciences and Coyle’s advisor, said that she had never had a student approach the topic of loneliness in this way before. “I was intrigued by her idea of using mindfulness through an art activity as a way of tackling loneliness in a community-building setting,” said Schmied. “I’ve had Senior Study students study aspects of each of those variables singly but never in combination.” Based on her preliminary research, Coyle hypothesized that underclassmen, specifically freshmen, would see the highest initial stress and loneliness scores. However, according to the surveys she administered, that was not the case. Instead, she found that the juniors in her sample had the highest stress levels and lowest mood. On the other hand, freshman did see the greatest decrease in stress and increase in mood post-activity. For Coyle, the most rewarding part of her study was the feedback she received from students who participated in her program. “I got feedback from a lot of people that they felt better [afterwards] and that they were glad they decided to stop in and do the program,” Coyle said. As for challenges, she said the location of her study posed the greatest challenge. Hosting the programs in residence halls made it difficult to control for variables like the atmosphere, the type of people and the number of people that participated. Despite any challenges, Coyle’s study impressed her advisor and other faculty so much that it was recognized as an Exemplary Senior Study and added to the College library’s permanent collection. “There were several factors that made Elizabeth’s Senior Study stand out to me,” Schmied said. “Her literature review was not only thorough; she was able to synthesize information regarding different components that, at first glance, might not seem related: community psychology, mindfulness, loneliness and art. Her design was well thought out, and she was able to discuss her results at a level of sophistication rarely seen at the undergraduate level.” Coyle graduated in December 2019 and is beginning a position at an inpatient mental health center that predominantly serves K-12 aged children. She plans to apply for graduate school in fall 2020 and ultimately become a counseling psychologist specializing in adolescents and young adults. She plans to utilize her experience with mindfulness as an emotional outlet in her future career. Schmied believes that Coyle’s Senior Study research helped her develop the skills and knowledge she’ll need to pursue these goals. “While Elizabeth aspires to be a counseling psychologist and practitioner, the research skills and knowledge she acquired from conducting her study showed her how research findings inform practice,” Schmied said. “Another invaluable lesson is that research – like counseling – doesn’t always go by the plan, and one has to adapt to changing circumstances.” Coyle agrees, adding that her Senior Study allowed her "to put research in action and see firsthand how mindfulness can help people in that age group, and it was also a chance to really practice the skills I’ll need for grad school.	https://www.maryvillecollege.edu/academics/learn-by-experience/research/detail/
Social and emotional well-being is critical to overall health Schools are an ideal setting to support the social and emotional well-being of students and offer resources and opportunities to build resilience. When schools support social and emotional well-being, students typically have fewer disciplinary issues, can focus more on school work, and can develop skills to communicate better. This can translate to improved academic outcomes and better health later in life. A setting that promotes social and emotional well-being and resilience is particularly important for students who face challenges at home or have a history of stressful or traumatic events in their youth, commonly referred to as Adverse Childhood Experiences (ACEs). Supporting students in this way can lead to better health and educational outcomes for individuals while also creating a positive school environment for all. Support Social & Emotional Well-Being for Students Schools can support students’ social and emotional well-being and resilience in a variety of ways. Some examples include: - Incorporating trauma-informed school policies and practices, which ensure that school employees can identify and appropriately respond to students who may have been exposed to traumatic or stressful events in their lifetime - Utilizing positive behavioral interventions and supports (PBIS), which promote effective classroom management and preventive school discipline by establishing positive behavioral norms and organizational supports - Implementing restorative justice practices that help students process, learn, and grow from challenging encounters - Training students in mindfulness, and incorporating social and emotional learning into classroom curriculum Promote Social & Emotional Well-Being for Students Trauma-informed Practices and Policies Review the guides offered by the Trauma and Learning Policy Initiative that outline how to incorporate trauma-informed practices and policies into your school. Social and Emotional Learning Explore the Collaborative for Academic, Social, and Emotional Learning (CASEL) website to find information about Social and Emotional Learning resources to incorporate into your curriculum. Mindfulness and Trauma-Informed Practices Incorporate mindfulness and trauma-informed practices into your classroom by exploring these resources from Niroga Institute. Positive Behavioral Interventions and Supports Explore approaches to designing and implementing Positive Behavioral Interventions and Supports on the U.S. Department of Education’s Office of Special Education Programs (OSEP) Technical Assistance Center page Restorative Justice Bringing students together in small, peer-mediated groups has been shown to prevent bullying and reduce student conflicts. Check out the Edutopia blog to learn more about the benefits of implementing restorative justice practices and to explore implementation guides from across the country: School Climate Reform School climate reform is an evidence-based approach that supports students, parents/guardians, and school employees in learning and working together to create safer, more supportive schools.	https://thrivingschools.kaiserpermanente.org/students/social-emotional/
COVID-19 SENTIMENT REPORT: Survey of Independent Living Desirability and SafetyJuly 1, 2020 As we look to the future, there are many questions about how the ongoing COVID-19 pandemic is going to impact senior living communities. How will this health crisis reshape consumer priorities and delivery of services to older adults? Are social isolation requirements and community quarantines causing people to re-evaluate senior housing options? How do staff members feel about the added pressures they are facing and how is the new normal impacting their ability to provide services? To start to answer some of those questions and help senior living communities prepare for the future, RLPS was one of the sponsors for a senior living survey of independent living desirability and safety spearheaded by Plante Moran Living Forward and Retirement Dynamics. This survey included independent living residents, prospective residents, and staff members in 70 communities located in 13 states. More than 5,000 survey responses were collected, along with 7,000+ write-in comments and compiled into the final report. Download the Report The COVID-19 Sentiment Report will help us better understand how people feel about living or working in an independent living community and how the pandemic is impacting future choices and priorities. The insights from this report will help us reshape senior living communities and services for long-term market strength and resiliency.See More COVID-19 Resources 5 Interior Design Trends for Outdoor SpacesJune 30, 2020 While social distancing remains a priority, outdoor venues have provided opportunities to get outside and gather in small groups. Restaurants across the country have been able to open outdoor seating areas prior to dine-in options. Many of the current interior design trends for outdoor spaces reflect their popularity for life plan communities, 55+ housing, school and university campuses and hospitality venues. Even when we are not experiencing a pandemic, biophilic design principles reinforce the value of spaces that meet our innate need for nature connections. The WELL Building Standard calls for its projects to have a biophilia plan to incorporate nature through environmental elements, lighting and space layout. This includes interior settings as well as porches, patios, courtyards, dining terraces, pool decks and rooftop venues that encourage people to get outdoors. NEW NORMAL: COVID-19 Design Impacts on Commercial InteriorsMay 29, 2020 Change can be exciting, frustrating, challenging, disruptive, refreshing and overwhelming. And as illustrated by the COVID-19 pandemic, it can be abrupt and unexpected. The present challenges to creating safe workspaces, hospitality venues, educational spaces and senior living communities are daunting. Social connections and the use of shared and public spaces are confined to the parameters of social distancing guidelines. However, the renewed focus on healthy environments and infection control may also yield positive COVID-19 design impacts on commercial interior design. Our interior designers share their professional perspectives regarding COVID-19 design impacts, the current realities and anticipated lasting changes. REINVENTION: Breathing New Life into An Existing Senior Living CommunityApril 28, 2020 Over time, things wear out, expectations change, and attitudes adjust. Things will never be as they once were, and the ability to adapt to change is the key to survival. Few community sponsors have the luxury to start over, but all have the ability to reinvent. Reinvention provides an exciting opportunity for good stewardship, while breathing new life into an existing community. As consumer demographics, product preferences and service priorities continue to evolve, senior living communities can, and must, likewise reinvent themselves to remain relevant. “In the past, it was not unusual for many of our clients to be the only option in town, but that’s rarely the case anymore,” says Eric McRoberts, AIA. “Even in challenging economic times, providers still need to move ahead, it just might need to be more incremental.” Whether for financial reasons, land constraints or stewardship of resources, reinvention is a viable consideration. If the existing infrastructure is a good fit for your program goals, substantial value can be gained from building re-use. RESIMERCIAL REVERSAL: Creating Better Workspaces in our HomesMarch 31, 2020 As many of us have become telecommuters, at least for the time being, we are taking a look at how flipping the recent Resimercial Design trend could be beneficial to our productivity and well-being. We asked a few of our interior designers to suggest some commercial office design features that could be applied to our home workspaces. Passive House: Exploring the Potential for Net Zero and Energy Positive BuildingsMarch 13, 2020 Andy Allwine, AIA, recently attended the 14th annual North America Passive House Conference, sponsored by Passive House Institute US. The conference, titled “The Profitable Blueprint for ZERO,” included pre-conference education sessions, keynote talks and two days of education sessions all centered on passive building techniques, detailing and marketing, building science, carbon neutrality and safe building materials. We asked Andy about some of his take-aways from this conference. What is a Passive House? A passive house is a building with an airtight, well-ventilated, highly thermally insulated enclosure that reduces the external loads on the building and allows for a smaller, more efficient mechanical system. These factors also happen to make for a more durable building that requires less maintenance, provides a higher degree of health and comfort for occupants and helps mitigate the effects of climate change through radically reduced energy consumption and global warming potential. Almost any building type, use, size, and climate region can achieve passive house standards, including retrofit conditions. In my option, almost all of our projects would be worthy candidates to apply this standard. According to the Passive House Institute, the term passive house is something of a misnomer as the approach is increasingly being applied to multifamily apartment buildings and large scale commercial buildings as well. As a result, the term passive building is gradually coming into more common usage, as it’s a more accurate term than passive house. REGIONAL RELEVANCE: Making Commercial Interior Design MeaningfulFebruary 29, 2020 As a firm that provides commercial interior design, the RLPS Interiors team must consider not only aesthetic appeal, but also ergonomics, health, safety, and accessibility for our clients’ spaces. Another important, but sometimes overlooked, consideration is acknowledging a sense of place—the climate, culture, history and traditions of the locale where the space is located. This is certainly the case for hospitality venues or senior living communities, but also holds true for commercial offices, cultural, municipal and healthcare settings. Highlighting and incorporating the physical and social qualities of a specific region into the interior design or remodel creates a sense of authenticity and resonates with those using the space. MAINTENANCE MATTERS: Guidelines to Maintain Resilient Flooring and Carpeting in Commercial InteriorsJanuary 31, 2020 Aesthetic appeal is obviously an important component of interior finishes such as flooring. However, there are a myriad of other factors required to provide more than just a positive first impression. As interior designers, we are constantly researching products and reviewing quality of construction, durability, and environmental impacts. We consider conversations with our clients regarding maintenance procedures and goals to be crucial for selecting the most appropriate product for each application. Enduring appeal requires not only quality materials and manufacturing, but also proper maintenance for each flooring type. THE BOLD AND THE BEAUTIFUL: Interior Design is Going BlueDecember 23, 2019 Community Outreach for WellnessDecember 19, 2019 Senior wellness is defined by more than just physical health. As humans, we are social by nature, seeking ongoing opportunities to remain connected to people and places around us. Wellness programming that engages both the physical and mental elements of older adults’ well-being presents creative opportunities for today’s senior living communities. Seniors may experience loneliness due to the loss of a spouse or partner, or distance from family and friends. While senior living wellness programs offer ample opportunities for social and emotional engagement, older adults can also benefit from opportunities that transcend community boundaries. Wellness programming that exposes residents to external community connections can prevent isolation and loneliness and give older adults a sense of purpose. Community partnerships that provide opportunities for intergenerational interaction through the community’s own facilities, educational outreach, or other public programs not only expand social connections, but also engage residents’ unending desire to learn. As a result, senior living communities are creating wellness programs that facilitate resident experiences both on and off campus, and also allow non-residents to enjoy programs available within a senior living community. Performance centers integrated within a campus or community center can help residents fulfill a need for intellectual and social stimulation. Art exhibitions, concerts, staged productions, and other events that are opened to the public elevate the community’s value for all guests. This is a powerful marketing tool, demonstrating a vibrant and active community lifestyle for non-residents to see. Pools and natatoriums are often considered basic physical wellness components, but don’t need to be limited exclusively to resident use. Like a performing arts center, opening a pool or natatorium to the greater community can build strong public partnerships with local groups and educational institutions. Allowing swim teams or not-for-profit groups to use the facility for competition or educational programs creates intergenerational opportunities for residents and community members alike. Resident volunteers can participate as hospitality hosts, timing officials, swim meet marshals or in other capacities. A campus may also allow employees and community members to register for pool memberships that permit access to the facility during set hours. Intellectual curiosity and educational exploration are common themes, as most senior living residents maintain their love of learning well into older age. Lifelong learning opportunities on and off campus are an increasingly popular program offering among seniors. Pursuing educational or informational courses can help older adults refresh early life experiences, learn new skills, and understand distant cultures while interacting with others who share common interests. The key to life-long well-being lies in both physical and cognitive exercise. Senior living wellness programs need not be limited to campus residents alone. Operators who can open wellness programming to staff, not-for-profit groups, and others from the greater community create a win-win for campus residents and the general public alike. For more about how wellness is evolving in the senior living arena, read our latest case study, Wellness in Independent Living, available through the Wellness resource page. To learn how Wellness might fit your development needs, Contact Us today for more information.	https://www.rlps.com/blog/page/3/
The level of scientific research and evidence educators typically expect does not yet exist regarding principles in education. The understanding called Three Principles developed in community settings without a university home-base. It is just beginning to emerge in education globally. Therefore, it is wise to discern how the principles may be aligned with, and complimentary to, existing highly respected, well researched contemporary educational initiatives such as those samples discussed below. Contact NRRC for consultation regarding alignment with other programs. Social and Emotional Learning (SEL) is implemented globally. The Collaborative for Academic, Social and Emotional Learning, CASEL, directed by Dr. Roger Weissberg, has been America’s leading organization advancing the development of academic, social and emotional competence for all students for more than 20 years. Daniel Goleman was a co-founder. CASEL’s mission is “to help make evidence-based social and emotional learning an integral part of education from preschool through high school.” Visit CASEL for solid research articles, videos, an online library and much more. These are sample resources from CASEL: 2013 CASEL Guide to Effective Social and Emotional Learning Programs including criteria and listing of SELect Programs for preschool and elementary MINDUp , the Hawn Foundation’s SELect elementary program Educator’s Social and Emotional Skills The key questions to ask: Is the approach to teaching SEL in your school primarily cognitive and intellectual? Do students discover they actually create all social and emotional experiences with their own thinking? How could the principles complement SEL? In 1992-93 the Fetzer Institute asked Parker Palmer to propose a long-term project to aid in the spiritual formation of teachers. What started as a quiet experiment in sustaining the inner life of public educators has become an educational nonprofit fostering courage and renewal across professions. Today Center for Courage and Renewal programs excel at guiding teachers through a personal and professional process with a deep focus on answering the question, “Who am I?” Once that life question is resolved participating teachers genuinely bring love into the classroom as Dr. Debbie Stanley describes. Living Divided No More from Center for Courage & Renewal on Vimeo . For principle-based educators in school systems where Palmer’s approach is established, these questions may be helpful: Have all staff members received the Courage to Teach training in enough depth to be transforming both classroom teaching and personal renewal? Are time away, costs and sensitivity about personal renewal obstacles? Do teachers and students recognize their own states of mind? Are they aware their own thinking causes them to experience the “divided self”? How might the Courage program be effectively aligned with the simplicity of the principles to even more effectively enhance teacher renewal and student transformation? In 2009 American schools of education from Harvard, Stanford, Penn State, Columbia, and Virgina, Wisconsin, Michigan and George Washington universities joined CASEL and the American Psychological Association in sponsoring a groundbreaking conference, Educating World Citizens for the 21st Century. This Mind and Life Institute XIX with the Dalai Lama facilitating, convened 1,000 educators, scientists and contemplatives exploring strategies for cultivating a healthy, mind, brain and heart in schools. World-renowned neuroscientist Dr. Richard Davidson worked closely with the Dalai Lama to study the neuroscience involved. Davidson founded the Center for Investigating Healthy Minds at the University of Wisconsin-Madison Waisman Center. CIHM is a global leader researching how to understand the mind and emotions, and to nurture human well-being. CIHM is developing tools cultivating well-being and explaining that well-being can be learned. A small pilot study indicates teacher stress can be reduced with simple mindfulness activity; in 2014 CIHM received a $1.5 million U.S. Department of Education grant to research the impact of mindfulness in classrooms. The western secular practice of mindfulness and related research with leadership of Jon Kabbat-Zinn and others has exploded. As a result, there is a plethora of mindfulness programs being developed, implemented and researched. University of California Berkeley Greater Good Science Center provides 2014 Research Highlights from studies of mindfulness programs for children and youth in schools and other settings. At this time there are few researched and commercially available mindfulness K-12 curricula. MINDUp is one example. A 2012 article by Dr. Davidson and 11 other Mind Life Education Research Network scientists discusses prospects for the development of sustainable American education mindfulness curriculum. To competently articulate the value and ease of integrating understanding of the principles in schools with existing mindfulness program practices, study Davidson’s scientific discussion of the four constituents of well-being. These are resilience, generosity, a background glow of positive emotion or sense of innate goodness, and present moment attention described as being in the grove or flow . See Davidson’s Well-being as a Skill and his contributions to the World Health Organization’s 2015 World Happiness Report . While this important researcher is not familiar with the principles, his work evidences the need for outcomes produced by understanding the principles. Dr. Parker Palmer traces the roots of this work to personal depression and his journey to self-renewal with support from select individuals. Life-long Quaker Clearness Committee experiences also contributed to Palmer’s development of the highly effective Circles of Truth approach designed for teacher renewal. Considerations for integrating the principles into schools with established mindfulness programs may include: Mindfulness and principles education both aim to have students and teachers experience a calm mind. Mindfulness research documents that improved quality of thinking (mental activity) enhances the brain neurologically. As an educator grounded in the principles you know it is possible to teach both students and adults how they operate from the inside out. A calm mind, peaceful feelings, improved behaviors are natural outcomes of your teaching. Pertinent questions in your school may be: Can the simplicity of teaching the principles give wider impact to the joint effort? Can simple language, visuals, and stories of the principles independently compliment what happens in mindfulness lessons? Are administrators more willing to be rapidly introduced to the principles rather than making a perceived larger time commitment to mindfulness practices? Can a positive alliance be formed with mindfulness leaders in your school? Be aware Mayo Clinic’s Dr. Amit Sood is also developing a promising and researched educational program for school teachers and students with unusually brief, simple meditation. The program rests on an understanding of spirituality, resilience research, stress, happiness, neuroscience and more. A series of animated teaching tools, such as "A Very Happy Brain," feature an engaging character named Broody. Understanding the principles could be a practical foundation for this emerging work if it comes to your school. One of the largest educational interventions in the American education machine, PBIS, was introduced in 1997 as part of the Individuals with Disabilities Act . By 2012 more than 16,000 school teams were trained in the PBIS implementation framework (especially in Tier I or primary prevention). All 50 states are involved. PBIS has also spread globally. For basic orientation, see George Sugai, Co-Director of the U.S. Department of Education’s National Technical Assistance Center on PBIS , and Brandi Simonsen’s history of PBIS . They explain, “PBIS is defined as a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all students ... . As a framework , the emphasis is on a process or approach, rather than a curriculum, intervention, or practice. The continuum notion emphasizes how evidence or research based behavioral practices are organized within a multi-tiered system of support, also called response-to-intervention .” For more detail see the Technical Assistance Center and one sample publication, Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide Positive Behavior Support . For educators who understand the principles and are in schools with PBIS, there can be a meaningful way to position the principles as an essential foundation for PBIS. NRRC has assisted school communities integrating the principles system wide for many years. One special education director, trained in both PBIS and the principles, understood PBIS focuses on managing students’ external behaviors and the principles teach staff members and students about the root causes of behavior from the inside out. For this administrator both approaches could work together to bring better results than PBIS alone. Another district developed a local PBIS tiered framework resting on the foundation of the principles. NRRC’s sample generic visual incorporates PBIS, the principles, resilience research and other relevant evidence: Get to Know Us About NRRC Services Outcomes University Courses Access Documents Resilience Research Complementary Science NRRC Products Find Resources Inspiration Resource Materials Client Resources U of M Student Resources Special Interest Resources Contact Us Fitting In With "Other Programs" Susan Wolfram, Special Education Teacher and NRRC Facilitator, describes the principles as the "missing piece" in her thirty years of teaching. 1 Education Home Education Resources Evidence Systems Change Curriculum Educator Videos In looking for a fit between the principles and established programs, consider these questions: What is similar? How could the principles complement or enhance each program? What is already in your school? What essentials seems to be missing in these well known efforts? Social and Emotional Learning Courage to Teach Mindfulness Education Positive Behavioral Intervention Supports (PBIS) No part of this site or content may be copied, reproduced, republished, uploaded, posted, publicly displayed, translated, transmitted or distributed in any way (including "mirroring") to any other computer, server, Web site or other medium for publication or distribution or for any commercial use, without NRRC's express prior written consent.	https://nationalresilienceresource.com/Fitting-In.html
Jill has a background in nursing, midwifery, education, management, research and clinical practice. She has delivered mindfulness-based education to nurses throughout Australia and in the community. Jill provides individual consultations for adults and children, and develops workshops to support emotional wellbeing and resilience. Dr Beattie and her colleagues completed a clinical trial with pregnant women into the effects of mindfulness training on maternal stress, depressed mood, and present moment awareness, compared to an active control group pregnancy support program. Jill offers these programs to pregnant couples and continues to be involved in mindfulness research. Jill has also conducted research related to workplace violence, its neurobiological „causes“ and neurobiological effects on staff. As Research Director, Jill conducted the study: Releasing Children's Shining Potential: Improving the social and emotional wellbeing of primary school children through Journeywork. In addition, she conducted an Out of the Blue workshop evaluation on the effects of The Journey Method on depression, anxiety and stress. As well as her formal degrees, Jill has undergone education and training in chronic condition self-management care planning (The Flinders Program), Cognitive Processing Therapy, Myers-Briggs Personality Type Indicator (MBTI) accreditation, and Mental Health First Aid. Her studies in the Journey Method included using the tools of mindfulness, introspection, guided imagery and the Enneagram. Feel free to contact Jill for further information.	https://emotional-wellbeing.com.au/index.php?p=1_12
Mindfulness meditation is a way of giving “kind attention” to our experience in the here and now. As these sessions introduce you to a variety of meditation techniques and breathing practices we will also be making connections to themes in our current exhibitions. The 20 minute guided meditation is followed by sharing and instructor feedback. Doors open at 11:45 am. All participants are invited to check in at our Welcome Desk. Mindfulness @ ICA is sponsored by the Institute of Contemporary Art and the College Behavioral and Emotional Health Institute, both at Virginia Commonwealth University. Instructor Ashley Williams is the founder and owner of bareSOUL Yoga & Wellness and a Certified Yoga Therapist (C-IAYT) with 11 years experience in the fields of education, behavioral and mental health and community programming. She is dedicated to developing accessible yoga and mindfulness programs that transform institutions to promote social change.	https://icavcu.org/events/mindfulness-1127/
It can be challenging to keep up with changes to national education policy. Here at Yoga 4 Classrooms, our intention is to keep school and district administrators, educators, parents and other key stakeholders informed about policies that can have a beneficial impact on the health and well-being of students, staff and schools as a whole. Today we’d like to share some recent changes to Title IV funding under the Every Student Succeeds Act (ESSA) as these changes offer a much-needed opportunity to potentially provide funding for yoga, mindfulness and social and emotional learning (SEL) initiatives in schools. What is Title IV of ESSA? The ESSA is the main federal law for education in public schools covering grades K through 12. The ESSA was signed into law in 2015 when it replaced No Child Left Behind (NCLB), and took full effect during the 2017-2018 school year. The main difference between ESSA and NCLB is that states now have a bigger role in holding schools accountable. The good news is this bigger responsibility provides states and school districts with increased flexibility in terms of how to spend federal funding. For a detailed description of the similarities and differences between ESSA and NCLB, check out this article from understood.org. Title IV, Part A of ESSA (also known as the Student Support and Academic Enrichment Grants) recently combined several smaller programs under the such as the math and science partnership, safe and drug free schools, and counseling into one flexible block grant for states. Combining these smaller programs resulted in a big funding increase, with congress authorizing up to $1.1 billion for Title IV grants for fiscal year 2018. This means that these grants will begin coming into effect during the 2018 – 2019 school year. This new funding is allocated to districts from state education officials using a Title I funding formula, which means that states with more Title I schools will receive more funding. Using this formula, it’s estimated that all districts in the United States will receive a minimum of $10,000 with this Title IV program, but many districts will be eligible for much more than this. Check out this article from Education Week to get more details about ESSA’s Title IV spending pot as well as this comprehensive guide on Title IV and this list of ESSA resources from the U.S. Department of Education. How Can Districts and Schools Spend The Title IV Grant Money? The new Title IV grants authorize spending in three broad areas: - Providing students with a well-rounded education. This includes programs related to science, technology, engineering and math (STEM) as well as music, art, civics, social-emotional learning, and physical education. - Supporting safe and healthy students/schools. This includes programs related to promoting students’ physical health, mental health, violence prevention, and school counselors. - Supporting the effective use of technology. This includes funding for technological equipment/devices, professional development related to technology, and digital content. Districts or schools that receive an allocation above $30,000 must submit a needs assessment to their state department of education to receive the funds. These districts/schools are required to spend a minimum of 20% of their funding on well-rounded education and 20% on safe and healthy students. The remaining 60% of the funds can be spent on all three categories, including the effective use of technology. Schools or districts that receive an allocation below $30,000 do not need to submit a needs assessment, but they must spend their funds in at least one of the three categories above. Where Does Yoga, Mindfulness and SEL Fit In? Two key points make the Title IV block grant ideal for funding yoga, mindfulness and SEL in schools. First, these new grants give districts much more flexibility with regard to how to spend their money. Second, the first two categories of these grants are highly focused on promoting student health and well-being through initiatives that support mental health, physical health, and social-emotional learning. In fact, the ESSA grant guide for Title IV funding specifically lists “schoolwide positive behavioral interventions” as a fundable activity under category number two. A large and growing body of research suggests that school-based yoga and mindfulness programs support safe and healthy students as well as provide a well-rounded education. For example, school-based yoga and mindfulness have been shown to have positive effects on student mental health by enhancing coping and resilience, reducing test anxiety and lowering stress. These programs have also been found to reduce problem behaviors such as hostility, suspensions, bullying and disciplinary referrals. School-based yoga and mindfulness can also have a positive impact on social-emotional outcomes, academic performance, strength and flexibility, and physical well-being (read this article to learn more about how mindfulness and social-emotional learning can work together in the classroom). Finally, yoga and mindfulness support safe and healthy schools by enhancing educator well-being and promoting a positive classroom climate. This research makes a good case for using Title IV funds to support the implementation of school-based yoga and mindfulness in the interest of providing a well-rounded education and promoting safe and healthy schools. For more information on evidence-based benefits of yoga and mindfulness implementation at school, visit www.yoga4classrooms.com/supporting-research. How Can I Encourage the Use of Title IV Funds to Support Yoga & Mindfulness Implementation at My School? Title IV funds could be used in a variety of ways, such as to support professional development for classroom teachers to implement yoga and mindfulness at their school, as well as for learning materials and props such as yoga mats, mindfulness apps, and yoga and mindfulness activity card decks. Here are a few ways that you can get involved in using Title IV funds for yoga and mindfulness at your school: - Get informed about your school and/or district plans for ESSA Title IV funds. Make contact with key stakeholders at your school and/or district to find out if your school has a plan for spending ESSA Title IV funds. You can also visit your state Department of Education website to read more about the ESSA plan that your state has submitted to the Department of Education (DOE). - Be proactive with the needs assessment. If your district/school is being allotted more than $30,000, your district or school must conduct a needs assessment. Ideally, this application/needs assessment should be part of a district-wide planning process that includes input from teachers and parents (see this example planning and needs assessment template from the state of Utah). Classroom teachers, school counselors, specialists and others working with students every day are often on the front lines in terms of what is actually needed in their school. Make your voice heard by contacting your school administration and/or participating in relevant planning and school board meetings. - Use science to make the case for yoga and mindfulness in schools. All of the scientific findings that we cited above (and more) fall squarely within the Title IV funding categories of using yoga and mindfulness to support safe and healthy students and providing a well-rounded education. If you’re interested in more research, check out the evidence-based benefits summary and the related free Research Repository: Yoga, Meditation and Mindfulness for Children, Adolescents and In Schools, sponsored by Yoga 4 Classrooms. This repository is a comprehensive reference list of peer-reviewed, published studies on yoga and mindfulness in schools, with links to abstracts and full-text publications. The bottom line? If you’re interested in implementing yoga and mindfulness at your school to support whole child health, SEL, academic success and positive school climate, the time is now. There is funding available for the 2018 – 2019 school year, with districts submitting ESSA plans and applications for funds in spring/summer 2018, so make sure your voice is heard in the decision-making process. You might still have time to add yoga and mindfulness to your district plan this year, or you could start planning to add it next year. It’s our sincere hope that these new Title IV grants will be used to promote safer, healthier students and schools across the country. Contact us to let us know if we can support you in this endeavor. Need more funding ideas? Download our free tips and resources here. Authors Bethany Butzer, PhD is a research consultant for Yoga 4 Classrooms®. She also teaches, writes, and does research in the field of positive psychology, which emphasizes the development of human strength and potential. She received her PhD in psychology from the University of Western Ontario, Canada. Bethany has worked in the corporate world and in academia, and she has also spent several years as an entrepreneur. From 2013 to 2015 she was a postdoctoral research fellow at Harvard Medical School, where she studied the effects of yoga in school settings. Bethany currently lives in Prague, where she is teaching an undergraduate positive psychology course at the University of New York in Prague and continuing to study yoga and mindfulness for youth. Learn more about Bethany at www.bethanybutzer.com. Lisa Flynn is the founder and CEO of ChildLight Yoga® and Yoga 4 Classrooms®, nationally-acclaimed programs specializing in professional development training for educators, counselors, yoga teachers and allied professionals who support the physical, cognitive, social and emotional well-being of children and youth. Lisa is author of the Yoga 4 Classrooms Activity Card Deck(2011); Yoga for Children: 200+ Yoga Poses, Breathing Exercises, and Meditations for Healthier, Happier, More Resilient Children (2013); Yoga for Children-Yoga Card: 50+ Yoga and Mindfulness Activities for Kids (2018); and contributor to Best Practices for Yoga in Schools (2015). She is a national presenter and was recently honored as an Influential Businesswoman of the Year. Lisa’s work has been featured in notable media including Fox News, Forbes, Education Week, Parenting, and Yoga Journal. About Yoga 4 Classrooms: Yoga 4 Classrooms is a secular, evidence-informed yoga and mindfulness program for schools that promotes social, emotional and physical health and wellness, learning readiness and a positive school climate. By providing training and resources to support sustainable, school wide implementation, we empower schools to meet improvement goals while preparing students for a lifetime of success. Interested in integrating yoga and mindfulness at your school? Attend an upcoming workshop near you, take the online course, or host an in-service training for your school staff. Contact us to learn more.	http://www.yoga4classrooms.com/yoga-4-classrooms-blog/funding-yoga-mindfulness-sel-essa-and-title-iv-grants
What is Mental Hygiene? How familiar are you with the concept of “mental hygiene”? The term has actually been around since 1893 when Isaac Ray, a founder of the American Psychiatric Association, defined mental hygiene as "the art of preserving the mind against all incidents and influences calculated to deteriorate its qualities, impair its energies, or derange its movements.” Today (2022) Edward G. Brown defines mental hygiene in his book, The Time Bandit Solution: Recovering Stolen Time You Never Knew You Had, as a practice and focus on caring for your mind the same way you do for your body. Personally, as a clinician, I prefer Isaac Ray's idea of brain preservation. Given that approximately 1 in 5 Americans experience a mental illness in a given year. Our society and healthcare system, somehow fail to acknowledge the interdependent relationship between our physical and mental health. And the say is true, there is no health without mental health. Just like “dental/oral hygiene” and “body hygiene” – the routine and regular practice of brushing your teeth or cleaning your body. And, in conjunction to the daily routine, frequent checkups with a dentist or doctor are an additional benefit to ensuring good health and disease prevention. Similarly, the practice of good mental hygiene is an equally important part of strengthening, maintaining, and disease prevention of the brain. How regular and consistent is your mental hygiene? After all, the preservation of your cognitive, psychological, and emotional wellbeing depends on it. What is Mental Hygiene? Personally, I think the practice of good mental hygiene involves at least two parts: 1) the use of mindful self-awareness to monitor for changes or shifts (good or bad) in our cognitive, psychological, and emotional state; and 2) the regular use and application of mental exercises and strategies that allow us to be life-long learners, build strong and meaningful connections, mindfully reflect, maintain emotional stability, overcome difficulties, and prosper as individuals and as a society. In this article, my hope is to introduce what mental hygiene is, explain why it’s important, and provide some ideas on what it might look like in your daily life. The Power of Mindfulness From the moment you wake, before starting your day, the brain can actually benefit from a quick morning tune-up. Taking just 15 minutes a day to focus on your mental hygiene can provide many benefits, including an improved and consistent mood, increase concentration and enhance memory recall, learning and creativity. According to Hui Qi Tong, PhD, associate professor of psychiatry at Stanford Medicine and director of the Mindfulness Program at the Stanford Center for Integrative Medicine, incorporating a morning routine of meditation, stretching or exercise can easily qualify as good mental hygiene. As it pertains to the practice of mindfulness, Tong explains the goal of mindfulness is to interrupt the mind’s default mode or auto-pilot mindset by “Intentionally paying attention to what you are doing while performing any given task. This practice is an effective means of stress reduction. You can practice mindfulness even while brushing your teeth.” Let me explain... The Five Senses Tong recommends starting with one activity a day to work with – say brushing your teeth. To begin, “Make sure from the start, as you begin the back-and-forth action of brushing your teeth, to stay stay fully aware of the sensory experience.” Tong explains, “Notice everything about how you experience the ast of brushing. Drawing your attention to the experience will begin to override the mental chatter of say, planning your day or mulling over a problem." Essentially mindfulness focuses on the myriad sensory experiences that come with any conscious or intentional activity. For instance, “Feel the sensation of the bristles against your gums and notice the temperature of the water and the taste of the toothpaste”. Try this practice with any activity you perform during you day. From driving your car to eating your lunch - the goal of a mindfull experience is to create a calmer brain. In fact, following 8 weeks of a mindfulness-based stress management program, Harvard researchers found decreased activity in the brain and a thining of the amygdala in the region of the brain that is responsible for the fear and stress response. Mindless Consumption On the other hand, in these days of information overload, the endless scrolling on smart phones, monitoring the latest news or social feeds is what I consider mindless content consumption. It's just like over stuffing yourself at the all-you-can eat buffet. Social media posts, new trends, commercials, ads, movies– the list has no end. Over the last few years, research has consistently shown that mindlessness and overconsumption along with prioritizing materialistic life goals have negative impact on our mental hygiene, or psychological and emotional wellbeing. People who live this kind of lifestyle report lower levels of happiness, life satisfaction, and are more prone to suffer from depression and anxiety. Habits and Routines Routines and rituals give us a sense of control, familiarity, and stability in life. They make a chaotic world seem safe, calm, organized and meaningful. Additionally, routines and rituals provide us consistency and are an important part of maintaining our mental hygiene. For example, your morning routine can involve an early wakeup, making your bed first thing, eating a healthy breakfast, gratitude journaling, or a short workout. Gratitude The daily practice of gratitude is also highly beneficial for good mental hygiene. Practicing gratitude on a regular basis can give us a new perspective on life by opening our minds to having more positive experiences and connections with others. With gratitude, we learn that life is abundant if we can truly acknowledge and appreciate even the small things. Every experience can bring a valuable lesson. Nurture Relationships Human relationships are an important source of our mental health - emotional connections, strong bonds, the stories we share, and the activities we do together. As proven over the past two years of COVID, lack of social contact and isolation is a serious predictor of mental health issues. Even if you’re a total introvert, make time to enjoy a coffee with a good friend from time to time. Make sure that you surround yourself with people who make you feel good about yourself, who love and support you, and give you a sense of fulfillment and joy. Limit your time with those who constantly judge, complain, criticize, or otherwise drain your energy. Establishing clear and healthy boundaries is also an important part of self-care and mental hygiene. Physical Activity "Healthy Body. Healthy Mind." Physical activity should be a part of every person’s daily routine. This could be a light morning exercise, yoga, mindful walks in nature, and light stretching in the evening before you go to bed. Moving and physical activity help us maintain our happiness, hormone levels, and makes us more resilient to stressful situations. The contribution of physical activity to mental health is proof that mind and body truly are connected. We can only remain balanced if we maintain good hygiene of both. How will you incorporate mental hygiene into your lifestyle as a regular practice? While mental hygiene is a lot about introspection, self-care, and focusing on our own needs, it’s a lifestyle and a constant practice. Mental health is not something you have' it is something you practice. We can only be good for others if we’re good for ourselves first, so keep in mind that your good mood, vitality, and mental health will have a huge positive impact on those around you.	https://www.relationshipcoach360.com/post/what-is-mental-hygiene
in non-collegial work settings (Rosenholtz, 1986). A possible cause of this curvilinear trend in experience effects is that older teachers do not always continue to grow and learn and may grow tired in their jobs. Furthermore, the benefits of experience may interact with educational opportunities. Veteran teachers in settings that emphasize continual learning and collaboration continue to improve their performance (Rosenholtz, 1984). Similarly, very well-prepared beginning teachers can be highly effective. For example, some recent studies of 5-year teacher education programs— programs that include a bachelor’s degree in the discipline and master’s in education as well as a year-long student teaching placement—have found graduates to be more confident than graduates of 4-year programs and as effective as more senior teachers (Andrew & Schwab, 1995; Denton & Peters, 1988). It is also possible that uneven effects of experience in cross-sectional studies can be the result of cohort effects (for example, cohorts of teachers hired in times of shortage may be less well-qualified than those hired when schools can be more selective) or of attrition effects (for example, disproportionate early attrition of more able teachers may leave a less capable senior force on average) (Murnane & Phillips, 1981; Vance & Schlechty, 1982). Presumably, the direction of this effect would change if retention policies kept the most able beginning teachers in the profession....	http://www.studymode.com/essays/Effective-Teacher-1329048.html
Review Tech News The usage of innovation into classroom guideline has been a noteworthy concentration in California state-funded schools for quite a long while. Imminent educators in accreditation programs over the state are penetrated with regards to the significance of presenting understudies to the innovation instruments accessible to get to vital information and data to use in their scholastic and expert life. Given the current blast of PC and cell innovation, such a concentration is consistent and very much contemplated. In some countries, many more people are choosing to live alone nowadays than in the past. Do you think this is a positive or negative development? In recent years it has become far more normal for people to live alone, particularly in large cities in the developed world. In my opinion, this trend could have both positive and negative consequences in equal measure. The rise in one-person households can be seen as positive for both personal and broader economic reasons. On an individual level, people who choose to live alone may become more independent and self-reliant than those who live with family members. A young adult who lives alone, for example, will need to learn to cook, clean, pay bills and manage his or her budget, all of which are valuable life skills; an increase in the number of such individuals can certainly be seen as a positive development. From an economic perspective, the trend towards living alone will result in greater demand for housing. This is likely to benefit the construction industry, estate agents and a whole host of other companies that rely on homeowners to buy their products or services. However, the personal and economic arguments given above can be considered from the opposite angle. Firstly, rather than the positive feeling of increased independence, people who live alone may experience feelings of loneliness, isolation and worry. They miss out on the emotional support and daily conversation that family or flatmates can provide, and they must bear the weight of all household bills and responsibilities; in this sense, perhaps the trend towards living alone is a negative one. Secondly, from the financial point of view, a rise in demand for housing is likely to push up property prices and rents. While this may benefit some businesses, the general population, including those who live alone, will be faced with rising living costs. In conclusion, the increase in one-person households will have both beneficial and detrimental effects on individuals and on the economy.Used in a Y5 English lesson. This balanced argument with evidence/statistics was compared to another containing no evidence. Children picked out evidence and explained what the benefit of using this was. Children were then set a research task to find stat. List of Topics for Writing With Persuasion. You can also check these argumentative essay topics to get inspiring and interesting starters for an essay which incites dual sides for any matter of. Following is a list of topics for persuasive essay heartoftexashop.com can use these essay prompts for your own essay writing or edit them to your liking.. Persuasive Essay Topics for Kids. FAITH \| LEARNING \| COMMUNITY. In the way of Jesus, St Joseph’s Catholic High School aspires to respect and celebrate the dignity of all. Inspired by the life of St Joseph, the school promotes a culture of faith, justice and service. Tired of telling students to put away their phones? A veteran teacher shares tips for using mobile devices as learning tools. College Essay Essentials: A Step-by-Step Guide to Writing a Successful College Admissions Essay [Ethan Sawyer] on heartoftexashop.com FREE shipping on qualifying offers. Writing an amazing college admission essay is easier than you think! So you're a high school senior given the task of writing a word personal statement for your college application. The latest Technews and Tricks. Which Rules the heartoftexashop.com deals about all the modern Tips and Tricks, Smart phones, Pc tricks and Social media tricks.	https://gatetyhahewifu.heartoftexashop.com/essay-on-the-use-of-mobile-phones-in-schools-58486cc.html
Mindfulness meditation is a way of giving “kind attention” to our experience in the here and now. As these sessions introduce you to a variety of meditation techniques and breathing practices we will also be making connections to themes in our current exhibitions. The 20 minute guided meditation is followed by sharing and instructor feedback. Dialogues is new exhibition series that pairs two solo installations by artists chosen because their practices have something to say to each other. In March we will explore our internal dialogue and its role in our lives. Doors open at 11:45 am. All participants are invited to check in at our Welcome Desk. Mindfulness @ ICA is sponsored by the Institute of Contemporary Art and the College Behavioral and Emotional Health Institute, both at Virginia Commonwealth University. Instructor Ashley Williams is the founder and owner of bareSOUL Yoga & Wellness and a Certified Yoga Therapist (C-IAYT) with 11 years experience in the fields of education, behavioral and mental health and community programming. She is dedicated to developing accessible yoga and mindfulness programs that transform institutions to promote social change.	https://icavcu.org/events/mindfulness-0305/
UNIVERSITY PARK, Pa. — In the wake of the novel coronavirus, it is unfortunate that older adults, many of whom already experience more than their fair share of social isolation, are facing social distancing, according to a Penn State expert. “There is a growing body of research pointing to the devastating effects of social isolation and loneliness,” said Matthew Kaplan, professor of intergenerational programs and aging in the College of Agricultural Sciences and an intergenerational specialist for Penn State Extension. “Both actual loneliness and perceived loneliness are associated with increased risk of heart disease, dementia and even increased mortality risk,” he said. In addition, by putting older adults out of social commission, those in younger generations lose out as well, Kaplan contends. Older adults are important sources of social and emotional support, and they possess needed experience and perspective — borne from having persevered through epidemics, hurricanes, armed conflict and other disasters. The good news is that there are many things we could do to sustain social connections between the generations, even when physically distanced, Kaplan noted. “We need to be creative in how we use new and old technologies,” he said. “Whether through video chat apps, email, social media, virtual video games, the telephone or even old-fashioned letters or postcards, there are many ways to jumpstart, extend and deepen intergenerational conversations.” For example, for families and older adults who have internet access and are comfortable using it, there are many ways to spend time together. In recent years, websites have emerged that enable people to enjoy exciting virtual travel and learning experiences even while “sheltering at home.” Famous arts and cultural institutions, such as the Louvre, the Smithsonian and the Guggenheim, now are offering free virtual tours. Thanks to Zoom and other virtual meeting software, an online solo trip to a museum could be transformed into an exciting grandparent-grandchild adventure. The more-computer-savvy person could set up the meeting, and the less-savvy person only would have to click a link in an email, Kaplan said. “Just imagine the intergenerational flurry of questions, reflections and shared amusement upon learning the backstory behind Leonardo da Vinci’s inspiration to paint the ‘Mona Lisa,’ the discovery of the ancient Rosetta Stone, why the Egyptians mummified their dead, and why Yang Yang, the panda at the San Diego Zoo, loves to play in the snow,” he said. Computer gaming presents another realm of family-friendly activity that can transcend physical distance. In recent years, computer-game makers have been incorporating features that are conducive to family play, whether competitive or cooperative in nature. Multigenerational groups of players could take advantage of the many opportunities gaming platforms provide for interplayer sharing of gameplay knowledge, skills and perspectives. Another game Kaplan suggested is “Stump Your Relative.” All that is needed is for at least two family members or friends of different generations to choose one or more items that are familiar to them but likely to “stump” a member of another generation. Then, take turns placing an item in front of a computer or smartphone camera and guess what that item is; hints are encouraged. Another source of bountiful intergenerational exchange is rooted in the tradition of storytelling. Whether done through online platforms, such as StoryCorps Connect and Cornell’s Legacy Project, or over the phone, those with firsthand historic experience of living through times of hardship have important lessons to share for surviving and thriving today. For example, those who lived through World War II are likely to have engaging stories about how their families stretched their resources, learned to live within their means and found ways to be self-reliant, such as by growing victory gardens to help feed their families. If there are challenges related to computer access or digital literacy, Kaplan said, meaningful stories, photos, drawings, recipes and family mementos could be shared readily via postal cards, letters and small priority mail packages, noted Kaplan. “In many ways, we need older adults to help us get through this current pandemic,” he said. “We need ready access to their experiences, emotional support and, most important, their examples of resilience for getting through difficult times. And they need us. Social distancing is cutting them off from social connections that are so crucial for their own health and well-being.” For more information about intergenerational programs and aging, visit https://aese.psu.edu/extension/intergenerational or the Penn State Extension website at https://extension.psu.edu/youth-family-and-health.	https://www.psu.edu/news/impact/story/strategies-engaging-older-adults-era-social-distancing
Tegan is a registered psychologist who completed her Masters of Psychology (Educational and Developmental) at the Australian Catholic University. She enjoys working with individuals across the lifespan and works collaboratively with families, school personnel and external agencies. Tegan is interested in a diverse range of issues, including emotional challenges, family and interpersonal issues, and school difficulties. Tegan has worked with children, adolescents and their families, providing psychological support and assessments across multiple education settings, including government and independent schools. Tegan is enthusiastic about supporting individuals of all ages through tailored, personalised approaches. Tegan works predominately from a Cognitive Behaviour Therapy framework. She has a strong emphasis on evidence-based, person-centred approaches, while incorporating mindfulness and strength-based strategies to empower individuals. Tegan has experience in providing psychological services, facilitating group programs and conducting comprehensive psycho-educational assessments including learning, cognitive, and social/emotional needs. This includes providing feedback to schools in supporting young people with learning, behaviour, and social/emotional challenges. Check out our video with Tegan here: Meet the team_Interview with Tegan - Bachelor of Psychological Science (Honours), Australian Catholic University - Master of Psychology (Educational & Developmental), Australian Catholic University - Registered Psychologist with the Psychology Board of Australia, AHPRA - Member of the Australian Psychological Society (MAPS) - Grief and Loss - Anxiety and Depression - Mindfulness & Relaxation - Cognitive and Educational Assessments - Learning Difficulties - Family, Relationship, and Interpersonal Issues - Stress management - Parenting - Sleep - Behaviour Management Tegan consults at the Niddrie clinic Monday to Friday.	https://www.solutionpsychology.com.au/meet-our-team/tegan-bell/
The education of Asian deaf children (David fulton publishers, 1998)Any discussion of education needs to be set in the broader social context. In discussing education of Asian deaf children, the socio-economic position of Asian communities, and debates and developments in multicultural ... - Educational Leaders and the Prospective Responsiveness to the Vast Drastic Educational Changes in the Abu Dhabi Emirate (Canadian Center of Science and Education, 2015)This study examines the prospective responsiveness of school leaders to the drastic educational changes currently being instituted in Abu Dhabi. The study utilizes a qualitative research approach by using a focused group ... - Effectiveness of assistive technology in enhancing language skills for children with autism (Taylor & Francis, 2016-02)This study investigates the effects of assistive technology on improving communication skills of children with autism. Methods: Twelve children with autism (mean age=8 years) randomly assigned to either experimental groups ... - The Effects of Building the Ability on Cognitive Analysis of Situation on Selecting Values for Delinquent Adolescents. Experimental Study (2008)This study aimed to identify the effects of building the ability of cognitive analysis of situations on selecting values for delinquent adolescents. In order to achieve this goal, the study was applied on a group of ... - Effects of Certain Reading Strategies on Children with Reading Disabilities (Academia Publishing, 2017)Learning disability and their remedial services are quite relevant issues in India. Since the last few years, awareness about the issue is being discussed across various schools in Kerala. Except a few provisions during ... - Emotional intelligence and its relationship with stress coping style. (SAGE, 2020)This study investigated the relationship between emotional intelligence and stress coping style in a group of 265 students, using Goleman’s Theory of Emotional Intelligence. Findings indicated highest mean value of emotional ... - Emotional Social Competence among Faculty Members from the Abu Dhabi University in the Light of the Variables: Gender (male/female, Qualification, Specialization, and Experience) (University of Bahrain, 2016)The present research aimed to identify the level of Emotional Social Competence among a sample of faculty members who speak Arabic at the University of Abu Dhabi )Abu Dhabi and Al Ain branch(. To achieve the study goals ... - Enhancing Secondary Students' Geometric Thinking and Teachers' TPACK through Lesson Study Incorporating Phase-Based Instruction Using GSP (Universiti Sains Malaysia, 2016-02)Geometry has in many countries, proved to be one of the topics in mathematics that is problematic for students to understand. This shows that teaching and learning geometry in Thailand has not been very effective because ... - Entrepreneurship education in Malaysian universities (Routledge, 2015-10)Entrepreneurship education in the strongly emerging market of Malaysia was examined throughout the country’s 20 public universities. A broad based interview process amongst multiple stakeholders profiled educational policies ... - Evaluating student satisfaction of quality at international branch campuses (RoutledgeRoutledge, 2015-05)The aim of this research is to present the determinants of students’ perceptions of quality and experience of study at international branch campuses in Malaysia, a country that is set to become an academic hub in Asia. ... - An evaluation of teaching methods of entrepreneurship in hospitality and tourism programs (Elsevier, 2018-03)Entrepreneurship has become an important subject in many undergraduate and postgraduate programs in hospitality and tourism schools since it aims to prepare and train future entrepreneurs to venture into business. This ... - Examination of students’ selection criteria for international education (Emerald Group Publishing Limited, 2016-08)Purpose Motivations for study abroad in tourism and hospitality were examined as to the influence of a variety of personal criteria in the individual decision process of adult learners to select a host country and host ... - Examining the entrepreneurship curriculum in Malaysian polytechnics (Elsevier, 2011-11)This paper aims to empirically examine the effectiveness of the entrepreneurship curriculum used in Malaysian polytechnics in respect of students' entrepreneurial tendencies. Of 600 questionnaires distributed, a total of ... - Example Construction as a Devise to Reveal Awareness of Calculus Integration. (ERIC, 2019)Meaningful mathematics learning requires creating opportunities for learners to make use of their awareness to contact important mathematical structures. Four first year undergraduates studying engineering, mathematics ... - Example Construction Tasks and Mathematical Generality (Modestum, 2019)Generality is at the heart of mathematics. When executing a mathematical procedure, what do students learn … the procedure or the generality present in the procedure? In this paper I report on a study which engages ... - Expert personalized e-learning recommender system (2005-05)E-learning environments are based on a range of delivery and collaborative services. Introducing personalized recommender system in e-learning environment can support learning recommendations to learners. This paper ... - Factors influencing the intention to perform cash waqf among Muslim staff at Universiti Teknologi MARA, Kelantan Campus (2018)t. Cash waqf is one of the instruments of charitable conduct in Islamic religious and has been perceived as a method for waqf practice. The aim of this study is to identify factors that influence the goal to perform cash ... - An Ideal Islamic Educational Institution: A Conceptual Model (Elsevier, 2014-01)There is a growing dichotomy between Islamic ideology and the application of Islamic values. If this trend continues, the notion that Islam, as a religion, is not a reliable source of knowledge or a moral guide may become ... - An Ideal Islamic Educational Institution: A Conceptual Model (Elsevier, 2013-09-09)owledge or a moral guide may become the norm, with religion destined to remain separate from the real world. Thus, the impact of Islam as a way of life could be jeopardized. The ensuing consequence may result with formal ... - Identifying students’ trends toward personalizing Learning Management System (LMS) at Zarqa University (Extended) (Global Strategic Management Inc, 2014-04)Filtering information according to user’s preferences and needs is the focal point of personalization. Personalization as a business model has been used successfully in the e-commerce world by many organizations. The aim ...	https://dspace.adu.ac.ae/handle/1/1109/browse?rpp=20&sort_by=1&type=title&etal=-1&starts_with=E&order=ASC
Greater Richmond SCAN (Stop Child Abuse Now) has been working for 30 years to prevent and treat child abuse and neglect. SCAN advances its mission through five programs—the Child Advocacy Center, Family Support Program, Richmond CASA (Court Appointed Special Advocates), Circle Preschool, and Community Programs—which work together to provide the support, treatment, education, and advocacy needed to help build safe, stable, nurturing environments for children. SCAN’s Community Programs provides training, consultation, and technical assistance services to professionals, organizations, and systems across Virginia focusing on preventing and mitigating the impact of child maltreatment through the advancement of protective factors and trauma-informed approaches in organizations, communities, and systems. Five full-time Trauma-Informed Education Specialists provide professional development, coaching, modeling, and support on trauma responsive practice to individual schools, school districts, and afterschool programs. As it became clear that the changes in our everyday lives due to the pandemic would continue beyond just a month or two and school districts started planning for the 2020-2021 academic year, Community Programs was able to hire two additional individuals who would be part of a four-person team working within the Richmond Public School System. This team, in partnership with BareSOUL Yoga, adapted already-existing Community Programs trainings and developed additional trainings specific to the needs of educational staff. Topics include Trauma-Responsive Strategies for the Classroom; Building Resilience at Home: Breaks, Boundaries, and Balance; Mindfulness and Movement: Managing Stress; The Intersection of Trauma Exposure and Mindfulness; Managing Uncertainty; Routines and Rituals for Everyday; Mindfulness for Educators: Overall Self-Care; and Mindful Communication for Relationship Building. The team also hosts Community Conversations that provide space for educators to openly speak and feel heard. This past year has seen collective trauma and loss, from a global pandemic with deaths in the hundreds of thousands to violent displays of white supremacy. Individually, people have experienced unemployment, poverty, illness, social isolation, lack of child care, and more. In the midst of all this, the work of educating children and adolescents has continued, now with the added challenges of the virtual environment. Even before the pandemic, educators were reporting high levels of stress and anxiety in their work, with upwards of 50% of new teachers leaving their positions within five years. Researchers from the Yale Center for Emotional Intelligence and the Child Study Center surveyed 5000 teachers about their emotional well-being in 2017 and again at the end of March 2020, and both times, emotional stress was a top response. When teachers are feeling emotionally overwhelmed and stressed, this can impact their ability to build relationships with their students and make the strong connections that help students to be more emotionally regulated and engaged. One stable and supportive relationship with an adult is the single most common factor for children who develop resilience. Educators have the power to provide that crucial relationship by responding to students on a social-emotional level. However, research has shown that many of them have not been given the tools to do that. This is where Greater Richmond SCAN's Community Programs is able to intervene. By helping adults in the school system understand the importance of social-emotional competence and how to respond with more care and compassion to their own trauma and stress, Community Programs staff are helping to prevent potentially traumatic experiences for students. In our society with its many traumas and systems of oppression, self care and collective care are typically not prioritized, much to our individual and collective detriment. Greater Richmond SCAN is working to ensure that more educators are equipped to implement compassion and care in the classroom – virtual or in person. Educators can make a significant impact on the lives of children by modeling healthy social-emotional behavior and lessening the stigma attached to honoring emotions and self-care. The ability to recognize and respond to trauma in others starts with our own self-regulation, self-care, and self-compassion. This foundation supports teachers in extending compassion to their students and helping them co-regulate. These practices also extend beyond the classroom into educators’ own homes and communities and opens doors to better communication with students’ parents and caregivers. A cultural shift of this magnitude will take continued efforts over time. With each effort, we get closer to a world where children receive the support they need from adults who are supported as well. One step at a time, we can shift from a cycle of trauma and stress to one of resilience and care. ________________________________________________ SCAN is the founder and backbone organization for the Greater Richmond Trauma-Informed Community Network (GRTICN), a diverse group of over 500 individuals from more than 170 organizations who share a commitment to creating a more trauma-informed and resilient community. SCAN serves as the coordinator and convener of the Virginia TICNs, the statewide coalition of 26 trauma-informed community networks across Virginia.	https://www.acesconnection.com/g/aces-in-education/blog/how-care-and-compassion-for-educators-builds-a-foundation-for-children-s-resilience
In September 2014 archaeologists discovered an encampment about 1.5 miles away from Stonehenge. Using carbon dating it has taken until now to be able to determine the age of the encampment to be around 6,000 years old. The site of the encampment has been named Blick Mead and it is about 1.5 miles from the Stonehenge monument. Archaeologists tested charcoal remains at the Blick Mead site and carbon dating determined that these charcoal remains date from around 4,000 B.C which is hundreds and possibly even a thousand years before Stonehenge was constructed. Archaeologists also uncovered a number of other remains and artifacts that point to a settlement or encampment being present in the area around Stonehenge. Archaeologists have uncovered the remains of large cattle called Aurochs, the ancestors of our modern cows and bulls that were eaten by early hunter gatherers at Blick Mead. In addition to cattle remains archaeologists have found burnt flints used to start fires for cooking and warmth and other tools such as primitive knives. The newly discovered Blick Mead site probably attracted early hunter gatherers in Britain because of a natural spring in the area providing a steady source of fresh water for both humans and animals and rare algae that has changed the color of native rocks from brown to pink. No doubt this area would have been an excellent place to have a settlement or encampment. Historians and anthropologists believe that artifacts and structures from the Blick Mead site could shed light onto the pre-history of Stonehenge and its inhabitants which has long remained a mystery. There are still buildings that need to be studied such as a 33 meter long wooden structure that was possibly used for ritual burials that was unearthed at the Blick Mead site this September. Archaeologists and historians are concerned for the future of the site due to a plan to build a tunnel beneath the Stonehenge landscape in order to divert traffic from the nearby A303. The Department of Transport have said the will consult with experts to ensure the planned tunnel project does not disturb historical and cultural areas and artifacts.	http://www.cheriesplace.me.uk/blog/index.php/2014/12/29/archaeologists-uncover-6000-year-old-encampment-near-stonehenge/
The first evidence of culture contact between Japan and Peru can be traced back to the 16th century. Although the Japanese immigration did not start officially until 1899 with the arrival of the ship Sakura Maru to the Peruvian coast, the earlier presence of 20 indios de Xapón (indians from Japan) was recorded in 1613. This immigration process has been often studied by historians, and the situation of their descendants has been analyzed by anthropologists and sociologists. However, there are almost no studies about the material culture that resulted from such process. Archaeologists, usually focused on prehispanic cultures, have devoted significantly less attention to more recent periods. In this presentation, we will introduce several lines of research about the Japanese immigration to Peru that can be approached through archaeology, and how a new generation of archaeologists, anthropologists, and historians are developing innovative approaches to this topic in Peru.	https://core.tdar.org/document/441279/towards-an-archaeology-of-the-japanese-immigration-to-peru
Berkshire Publishing Group is seeking scholars and other experts who study the history of science and technology to write an article or two for the five-volume Berkshire Encyclopedia of World History, to be published in January 2005. This highly collaborative and international project will result in a work that truly defines the rapidly growing field of world history. William McNeill (author of Rise of the West and The Human Web) is serving as the senior editor and is working with editors Jerry Bentley (University of Hawaii, editor of the Journal of World History), David Christian (University of San Diego, author of Maps of Time), Heidi Roupp (Founding editor of World History Connected), and Judith Zinsser (Miami University, author of A History of Their Own: Women in Europe from Prehistory to the Present) and twenty other leading scholars and teachers serving as associate editors. The Berkshire Encyclopedia of World History will provide a broad, connected picture of times past – from the Paleolithic era to the present – around the globe. The work covers all facets of the human experience, with a focus on interactions across time and space. It contains some 750 signed articles written by experts – 1.5 million words – along with hundreds of illustrations, sidebars of primary source material, and appendices to aid in research, teaching, and comparative study. The print edition will be published in five volumes a year from now. We have had a generous and enthusiastic response from the scholarly community. A majority of articles have been assigned and many have already been written – by leading scholars including Michael Adas (Race and Racism; Social Darwinism), Al Andrea (Byzantine Empire; Crusades; Travel, Exploration, and Contact – Overview), Ralph Croizier (Confucius; Qin Shi Huangdi; Revolution – China), Alfred Crosby (Columbian Exchange), Donna Gabaccia (Diasporas; Migrations), Marnie Hughes-Warrington (Postmodernism; Writing World History), Martin Marty (Religion – Overview; Religious Fundamentalism), John Mears (Human Evolution – Overview; Austro-Hungarian Empire), Kenneth Pomeranz (Economic Growth, Intensive and Extensive), Andrew Sherratt (Secondary Products Revolution), Peter Stearns (Social History; Childhood), Ian Tattersall (Paleoanthropology), and Norman Yoffee (State Societies, Emergence of). The comprehensive nature of our coverage means, however, that there is a wide range of topics to be included. These topics are important, relevant, and challenging – and have often not been fully treated from a world history perspective before. This is an exciting, challenging opportunity to be part of the community of historians (and anthropologists, archaeologists, and scholars from other disciplines) who are exploring and defining world history in a groundbreaking resource for students and general readers. We welcome contributions from scholars and teachers and will be glad to provide you with detailed writing guidelines and sample articles. Contributors who write 2000 words or more will receive a free set of the encyclopedia (estimated retail value: $600), and those who write more than 4000 words will receive an honorarium as well. All articles will be peer-reviewed by the board of editors, and authors will be fully acknowledged in the published work. Please see the list of science and technology-related articles that remain unassigned at the bottom of this letter. If you are interested in writing any of the articles on the list, send a message indicating which article(s) you’re interested in writing, along with a paragraph about your position, experience, and major relevant publications (we do not need a CV at this stage), to our project editor, Sarah Conrick, at [email protected]. We look forward to hearing from you.	http://www.bshs.org.uk/contributions-sought-berkshire-encyclopedia-of-world-history
What are some Things anthropologists study? We need you to answer this question! If you know the answer to this question, please register to join our limited beta program and start the conversation right now! Related Questions Asked in Paleontology, Anthropology, Archaeology What is the difference between archaeologist anthropologists and paleontologists? Asked in Anthropology Why are anthropologists interested in objects from different cultures? Asked in Archaeology What do archeologists and anthropologists do? Asked in Archaeology Why do historians need archaeologists and anthropologists? Asked in History What types of task do anthropologists have? Asked in Anthropology What is part of anthropologists job? Asked in Anthropology What does a anthropology study? Asked in Business & Finance Who studies how and why people migrated? Asked in Health, Philippines Who are the Filipino anthropologists? Asked in Religion & Spirituality What is the name of the people who study ancient people? Asked in Science What branch of science is an anthropologist in and what does it study? Asked in Ancient History, Anthropology, Evolution, Human Origins What two kinds of human forms do physical anthropologists study? Physical anthropologists, also known as biological anthropologists, study early hominids as well as modern humans. Early hominids are the ancestors of humans, many physical anthropologists specialize in this field. Other physical anthropologists will specialize in modern humans and focus on studying grave sites discovered during excavations. Asked in Anthropology, Amish Is it true that Subcultures such as the Amish and Christian Scientists are not studied by anthropologists? Asked in Archaeology, Anthropology, Social Sciences Why do historians need archaeologists and anthropologists to study prehistoy? This is because history is the study of the written past, while prehistory is the study of the unwritten past. Archaeologists find their answers from material which is found in the ground, and anthropologists find their answers by trying to match the human behaviour of some societies with the evidence that the archaeologists found. Asked in History, Politics & Society What are scholars who study human society called? Asked in Animal Life What do you call people who study human fossils? Asked in Anthropology Scientists who study existing and past human cultures? Asked in College Degrees, Paleontology, The Difference Between What is the difference between a anthropologist and a paleontologist? Asked in Geography What do you call someone who studies the studies of culture what kind of geography?	https://www.answers.com/Q/What_are_some_Things_anthropologists_study
The French program Autoritas, a project funded by PSL (Paris Sciences & Lettres University), is focused on the study of the relationship between modes of authority and aesthetic practices from South Asia to Southeast Asia. The project is conducted jointly by four French research units: The CASE (Center for Southeast Asian Studies), the CEIAS (Center for South Asian Studies), the LAS (Social Anthropology Laboratory) and the GSRL (Societies, Religions & Secularities Group). By opening a dialogue among historians, art historians, epigraphists and archaeologists on the one hand, and anthropologists and ethnomusicologists on the other, the EHESS, the EFEO, the Collège de France and the EPHE pool their resources to bring together research results coming from a multidisciplinary approach aimed at examining the relationship between the aesthetic phenomenon and authority. The conference Modes of Authority and Aesthetic Practices from South to Southeast Asia intends to think comparatively about the relationship between aesthetic phenomena and authority in a region, South and Southeast Asia, where the aesthetic dimension plays a particularly important role in the legitimation strategies of different types of authority, be they religious, politic or artistic, and where the diversity of societies range from stateless communities to kingdoms and sultanates via various models of states. This meeting will gather together researchers from several social science fields (history, art history, literature, archaeology, epigraphy, ethnomusicology, ethnochoreology, social anthropology) and several cultural areas, inviting a dialogue between scholars of South and Southeast Asia. Deadline: Please submit a 300-word abstract and a short biographical note by September 30th 2017. Posté le juillet 5, 2017 at 02:26.	http://www.afrase.org/2017/07/05/call-for-papers-modes-of-authority-and-aesthetic-practices-from-south-to-southeast-asia-23-25-may-2018/
The fine arts and photography- and film-based forms of expression in particular have been marked by a notable expansion in fieldwork and other anthropological methods based on field observations and measurements. Additionally, the humanities have witnessed the increasingly widespread acceptance of the concept of art-based research, which argues for the necessity of research that utilizes photography, film, music, and other artistic techniques. As these examples indicate, investigative approaches that transcend the boundaries of traditional disciplines are making advances day by day. With that trend in mind, for this study we will assemble a team of specialists in the arts, including film anthropologists, cultural anthropologists, curators, art coordinators, and artists, and endeavor to connect theoretical perspectives from diverse fields with the real world through the medium of art. This study will have the objective of fostering the development of interdisciplinary research platforms that allow specialists from different fields to interact, collaborate, and through those activities, exchange knowledge and technology, and will also strive through that endeavor to extend and advance the respective architectures (frameworks, structures) of traditional disciplines.	https://www.minpaku.ac.jp/en/post-project/32290
Historic American Buildings Survey (HABS) Level II Documentation Waddick. Port-Sanilac-16 IMG_120111_080 Commonwealth provides expertise in the areas of historical landscape research and cultural landscape preservation. We collaborate with architects, historians, architectural historians, archaeologists, and landscape architects on a range of project types for a wide variety of clients, from private to governmental. Our work is based on a solid foundation of preservation theory and practice for the adaptation and sustainable use of historic properties to meet modern needs. Historical landscape services include:	https://www.commonwealthheritagegroup.com/historical-landscape-services/
The French School of Asian Studies was founded in 1900 in Saigon. The mission of the EFEO is interdisciplinary research on the civilizations of Asia, extending from India to Japan. A network of seventeen research centers in twelve Asian countries allows its 42 research scholars (anthropologists, archaeologists, linguists, historians and others) to carry out their fieldwork while maintaining a network of local specialists and Asianists from around the world.	https://eventscribe.com/2019/AAS/fsPopup.asp?BoothID=207442&rnd=0.8943735&MultiCompany=0&mode=exhibitor
The International Council on Monuments and Sites (ICOMOS) is an association of professionals that currently brings together approximately 9,500 members throughout the world, dedicated to the conservation of the world’s cultural heritage. ICOMOS works for the conservation and protection of cultural heritage places. It is the only global non-government organisation of this kind, which is dedicated to promoting the application of theory, methodology and scientific techniques to the conservation of cultural heritage. Its work is based on the principles enshrined in the 1964 International Charter on the Conservation and Restoration of Monuments and Sites (the Venice Charter) as well as a number of other conservation doctrines. As a network of international experts, ICOMOS benefits from the interdisciplinary exchange of its members, among which are architects, historians, archaeologists, art historians, geographers, anthropologists, engineers and town planners. The members of ICOMOS contribute to the preservation of heritage, developing and improving the standards and the techniques for each type of cultural heritage property such as buildings, historic cities, cultural landscapes and archaeological sites. The ICOMOS Board consists of the President, the Secretary General, the Treasurer, five Vice Presidents, 12 general members and the President of the Advisory Committee. These members (together with invited experts) all have demonstrated professional qualities and represent every major region of the globe. The Board prepares the program and the budget, oversees their implementation and registers new National and International Committees. It is assisted by the Advisory Committee (comprising the Presidents of each National, Transnational and International Scientific Committee of ICOMOS) and the Scientific Council (comprising the Presidents of each of the International Scientific Committees). For further information, visit the ICOMOS International website.	http://australia.icomos.org/about-us/icomos/
Average Annual Salary for a career in Sociology: In May 2004: - Anthropologists (study the whole science of humankind ) & Archaeologists (study of human cultures through the recovery, documentation and analysis of cultural and environmental data) had approximant median annual earnings of $43,000. - Historians - $44,000 (A person who is an authority on history) - Political Scientists - $86,000 (The field of the social sciences concerning the theory and practice of politics) - Sociologists - $57,000 (Social interactions and their consequences) In the Federal Government, social scientists with no experience could start at a yearly salary of $24,677 to $30,567 (in 2005). Those with a master's degree could start at $37,390, and those with a Ph.D. degree could begin at $45,239, while some individuals with experience and an advanced degree could start at $54,221. Beginning salaries were slightly higher in selected areas of the country where the prevailing local pay level was higher. Necessary Education for a Sociology Career: A Bachelors Degree in Sociology What is a Sociology career in a nutshell? Sociology is the study of the social lives of humans, groups, and societies, sometimes defined as the study of social interactions. It is a relatively new academic discipline that evolved in the early 19th century. It concerns itself with the social rules and processes that bind and separate people not only as individuals, but as members of associations, groups, and institutions. Types of Sociology jobs: Many social scientists conduct surveys, study social problems, teach, and work in museums, performing tasks similar to those of statisticians; counselors; social workers; teachers-postsecondary; teachers-preschool, kindergarten, elementary, middle, and secondary; and archivists, curators, and museum technicians. - Economists - Market & Survey Researchers - Psychologists - Urban & Regional Planners. Political scientists are concerned with the function of government including the legal system. Sociology Skills & Responsibilities: - Research - Critical Thinking - Communication - Human Relations - Analyze, Synthesize & Interpret Information - Knowledge of Social Structures and Change - Interact well with Diverse Cultures/Groups - Interpersonal Communication (oral & written) - Knowledge of Community Resources Research and Planning (sociological) - Statistical Abilities - Critical Thinking - Insight into Group Dynamics Transferable skills include managing, promoting, selling, analyzing, interpreting, editing, advising, organizing, problem solving, conflict resolution, detail orientation Future Outlook for Sociology careers: Overall employment of social scientists is expected to grow more slowly than average for all occupations through 2014. However, projected growth rates vary by specialty. Anthropologists and archaeologists will experience average employment growth. Employment of geographers, historians, political scientists, and sociologists will grow more slowly than average, mainly because these workers enjoy fewer opportunities outside of government and academic settings. Social scientists will find opportunities as university faculty, although competition for these jobs also will remain keen. The growing importance and popularity of social science subjects in secondary schools is strengthening the demand for social science teachers at that level. Anthropologists and archaeologists will see the majority of their employment growth in the management, scientific, and technical consulting services industry. Also, as construction projects increase, archaeologists will be needed to perform preliminary excavations in order to preserve historical sites and artifacts.	http://www.career-opportunities.net/articles/view/sociology_social_scientists
A primary ethical obligation shared by anthropologists is to do no harm. It is imperative that, before any anthropological work be undertaken — in communities, with non-human primates or other animals, at archaeological and paleoanthropological sites — each researcher think through the possible ways that the research might cause harm. Among the most serious harms that anthropologists should seek to avoid are harm to dignity, and to bodily and material well-being, especially when research is conducted among vulnerable populations. Anthropologists should not only avoid causing direct and immediate harm but also should weigh carefully the potential consequences and inadvertent impacts of their work. When it conflicts with other responsibilities, this primary obligation can supersede the goal of seeking new knowledge and can lead to decisions to not undertake or to discontinue a project. In addition, given the irreplaceable nature of the archaeological record, the conservation, protection and stewardship of that record is the principal ethical obligation of archaeologists. Determining harms and their avoidance in any given situation is ongoing and must be sustained throughout the course of any project. Anthropologists may choose to link their research to the promotion of well-being, social critique or advocacy. As with all anthropological work, determinations regarding what is in the best interests of others or what kinds of efforts are appropriate to increase well-being are value- laden and should reflect sustained discussion with others concerned. Anthropological work must similarly reflect deliberate and thoughtful consideration of potential unintended consequences and long-term impacts on individuals, communities, identities, tangible intangible heritage and environments. Chenhall, Richard, Kate Senior, and Suzanne Belton. 2011. “Negotiating Human Research Ethics: Case Notes from Anthropologists in the Field.” Anthropology Today 27(5):13-17. Jacobs, Sue-Ellen. 1987. “Case 3: Witness to Murder.” In Handbook on Ethical Issues in Anthropology. Joan Cassell and Sue-Ellen Jacobs, eds. Special Publication of the American Anthropological Association 23. Washington, D.C.: American Anthropological Association. Jacobs, Sue-Ellen. 1987. “Case 4: Hiding a Suspect.” In Handbook on Ethical Issues in Anthropology. Joan Cassell and Sue-Ellen Jacobs, eds. Special Publication of the American Anthropological Association 23. Washington, D.C.: American Anthropological Association. Anthropologists should be clear and open regarding the purpose, methods, outcomes, and sponsors of their work. Anthropologists must also be prepared to acknowledge and disclose to participants and collaborators all tangible and intangible interests that have, or may reasonably be perceived to have, an impact on their work. Transparency, like informed consent, is a process that involves both making principled decisions prior to beginning the research and encouraging participation, engagement, and open debate throughout its course. Researchers who mislead participants about the nature of the research and/or its sponsors; who omit significant information that might bear on a participant’s decision to engage in the research; or who otherwise engage in clandestine or secretive research that manipulates or deceives research participants1 about the sponsorship, purpose, goals or implications of the research, do not satisfy ethical requirements for openness, honesty, transparency and fully informed consent.2 Compartmented research3 by design will not allow the anthropologist to know the full scope or purpose of a project; it is therefore ethically problematic, since by definition the anthropologist cannot communicate transparently with participants, nor ensure fully informed consent. Anthropologists have an ethical obligation to consider the potential impact of both their research and the communication or dissemination of the results of their research. Anthropologists must consider this issue prior to beginning research as well as throughout the research process. Explicit negotiation with research partners and participants about data ownership and access and about dissemination of results, may be necessary before deciding whether to begin research. In their capacity as researchers, anthropologists are subject to the ethical principles guiding all scientific and scholarly conduct. They must not plagiarize, nor fabricate or falsify evidence,4 or knowingly misrepresent information or its source. However, there are situations in which evidence or information may be minimally modified (such as by the use of pseudonyms) or generalized, in order to avoid identification of the source and to protect confidentiality and limit exposure of people to risks. Beals, Ralph. 1969. Politics of Social Research. Chicago: Aldine. Beeman, William O. 1992. “Proprietary Research and Anthropological Ethics.” Anthropology News 33(9):21-22. Condominas, George. 1973. “AAA Distinguished Lecture 1972: Ethics and Comfort: An Ethnographer’s View of His Profession.” AAA Annual Report 1972:1-17. Cooper, Matthew. 2008. “Sharing Data and Results With Study Participants: Report on A survey of Cultural Anthropologists.” Journal of Empirical Research on Human Research Ethics 3(4):19-34. Downing, Theodore E., and Jerry Moles. 2001. “The World Bank Denies Indigenous Peoples their Right to Prior Informed Consent.” Cultural Survival Quarterly 25(4):68-69. Fluehr-Lobban, Carolyn. 1991. “Ethics and Professionalism in Anthropology: Tensions Between its Academic and Applied Branches.” Business and Professional Ethics 10(4):1-10. Fluehr-Lobban, Carolyn. 2003. “Informed Consent in Anthropological Research: We Are Not Exempt.” In Ethics and the Profession of Anthropology. 2nd ed. Carolyn Fluehr-Lobban, ed. Pp. 159-177. Walnut Creek, CA: AltaMira. Johnston, Barbara Rose and Terrence Turner. 1998. “Censorship, Denial of Informed Participation, and Human Rights Abuses Associated with Dam Development in Chile.” Professional Ethics Report 11(2). Jones, Delmos. 1971. “Social Responsibility and the Belief in Basic Research: An Example from Thailand.” Current Anthropology 12(3):347-350. Price, David. 1989. Before the Bulldozer: The Nambiquara Indians and the World Bank. Cabin John, MD: Seven Locks Press. Price, David H. 2007. “Buying a Piece of Anthropology, Part One: Human Ecology and Unwitting Anthropological Research for the CIA.” Anthropology Today 23(3):8-13. Price, David H. 2007. “Buying a Piece of Anthropology, Part Two: The CIA and Our Tortured Past.” Anthropology Today 23(5):17-22. Sieber, Joan E., ed. 1982. The Ethics of Social Research: Fieldwork, Regulation and Publication. New York: Springer-Verlag. In this document, when we use the term “compartmented,” we are referring generally to any research project in which the principal investigator is part of a research project, conducted on behalf of a third party, in which researcher has neither control nor knowledge about the overall goals, structure, purpose, sponsors, funding, and/or other critical elements of a project. Such projects may have government or private funding and may or may not entail classified information. Charlotte Allen, “Spies Like Us: When Sociologists Deceive Their Subjects,” Lingua Franca 7, no. 9 (1997). David Calvey, “The Art and Politics of Covert Research: Doing ‘Situated Ethics’ in the Field,” Sociology 42, no. 5(2008):905-918. Any research project that limits the anthropologist’s access to decisions, information and/or documentation that enables her/him to understand and responsibly explain the structure, goals, risks, and benefits of the research to potential subjects is problematic. This is because the researcher’s limited understanding and control makes it impossible to present potential participants with a clear and honest statement of risks, benefits, and outcomes. Department of Health and Human Services, “42 CFR Parts 50 and 93: Public Health Service Policies on Research Misconduct,” Federal Register 70, no. 94(2005):28370-28400. Anthropological researchers working with living human communities must obtain the voluntary and informed consent of research participants. Ordinarily such consent is given prior to the research, but it may also be obtained retroactively if so warranted by the research context, process, and relations. The consent process should be a part of project design and continue through implementation as an ongoing dialogue and negotiation with research participants. Normally, the observation of activities and events in fully public spaces is not subject to prior consent. Minimally, informed consent includes sharing with potential participants the research goals, methods, funding sources or sponsors, expected outcomes, anticipated impacts of the research, and the rights and responsibilities of research participants. It must also include establishing expectations regarding anonymity1 and credit2. Researchers must present to research participants the possible impacts of participation, and make clear that despite their best efforts, confidentiality may be compromised or outcomes may differ from those anticipated. These expectations apply to all field data, regardless of medium. Visual media in particular, because of their nature, must be carefully used, referenced, and contextualized. Anthropologists have an obligation to ensure that research participants have freely granted consent, and must avoid conducting research in circumstances in which consent may not be truly voluntary or informed. In the event that the research changes in ways that will directly affect the participants, anthropologists must revisit and renegotiate consent. The informed consent process is necessarily dynamic, continuous and reflexive. Informed consent does not necessarily imply or require a particular written or signed form. It is the quality of the consent, not its format, which is relevant. Anthropologists working with biological communities or cultural resources have an obligation to ensure that they have secured appropriate permissions or permits prior to the conduct of research. Consultation with groups or communities affected by this or any other type of research should be an important element of the design of such projects and should continue as work progresses or circumstances change. It is explicitly understood that defining what constitutes an affected community is a dynamic and necessary process. AAA. 2004. AAA Statement on Ethnography and Institutional Review Boards. AAA Committee on Ethics. 2000. Briefing Paper on Informed Consent. Council for International Organizations of Medical Sciences. 2002. International Ethical Guidelines for Biomedical Research Involving Human Subjects. Geneva: CIOMS. Freedman, Benjamin. 1975. “A moral theory of informed consent.” Hastings Center Report 5(4): 32–39. Golub, Alex. 2007. “Using Informed Consent Forms in Fieldwork.” Savage Minds. Marshall, Anne, and Suzanne Batten. 2004. “Researching Across Cultures: Issues of Ethics and Power.” Forum: Qualitative Social Research 5(3):39. Marshall, Patricia A. 2003. “Human Subjects Protections, Institutional Review Boards, and Cultural Anthropological Research.” Anthropological Quarterly 76(2):269-285. Marshall, Patricia A. 2007. Ethical Challenges in Study Design and Informed Consent for Health Research in Resource-Poor Settings. Special Topics in Social, Economic, and Behavioural Research 5. Geneva: World Health Organization Special Programme for Research and Training in Tropical Diseases. Molyneux, C. S., D. R. Wassenaar, N. Peshu, and K. Marsh. 2005. “‘Even if they ask you to stand by a tree all day, you will have to do it (laughter)…!’: Community voices on the notion and practice of informed consent for biomedical research in developing countries.” Social Science and Medicine 61(2):443-54. Parker, Michael. 2007. “Ethnography/Ethics.” Social Science and Medicine 65(11): 2248-59. Scarre, Christopher, and Geoffrey Scarre. 2006. The Ethics of Archaeology: Philosophical Perspectives on Archaeological Practice. New York: Cambridge University Press. Strathern, Marilyn. 2000. “Afterword: Accountability…and Ethnography.” In Audit Cultures: Anthropological Studies in Accountability, Ethics and the Academy. Marilyn Strathern, ed. Pp. 279-304. London: Routledge. Watkins, Joe. 2000. Indigenous Archaeology: American Indian Values and Scientific Practice. Walnut Creek, CA: AltaMira. Zhai, Xiaomei. 2009. “Informed Consent in the Non-Western Cultural Context and the Implementation of Universal Declaration of Bioethics and Human Rights.” Asian Bioethics Review 1(1):5-16. Sue-Ellen Jacobs, “Case 6: Anonymity Revisited,” in Handbook on Ethical Issues in Anthropology, ed. Joan Cassell and Sue-Ellen Jacobs, Special Publication of the American Anthropological Association 23 (Washington, D.C.: American Anthropological Association, 1987). Sue-Ellen Jacobs, “Case 5: Anonymity Declined,” in Handbook on Ethical Issues in Anthropology, ed. Joan Cassell and Sue-Ellen Jacobs, Special Publication of the American Anthropological Association 23 (Washington, D.C.: American Anthropological Association, 1987). Anthropologists must weigh competing ethical obligations1 to research participants, students, professional colleagues, employers and funders, among others, while recognizing that obligations to research participants are usually primary.2In doing so, obligations to vulnerable populations are particularly important. These varying relationships may create conflicting, competing or crosscutting ethical obligations, reflecting both the relative vulnerabilities of different individuals, communities or populations, asymmetries of power implicit in a range of relationships, and the differing ethical frameworks of collaborators representing other disciplines or areas of practice. Anthropologists have an obligation to distinguish the different kinds of interdependencies and collaborations their work involves, and to consider the real and potential ethical dimensions of these diverse and sometimes contradictory relationships, which may be different in character and may change over time. When conflicts between ethical standards or expectations arise, anthropologists need to make explicit their ethical obligations, and develop an ethical approach in consultation with those concerned. Anthropologists must often make difficult decisions among competing ethical obligations while recognizing their obligation to do no harm. Anthropologists must not agree to conditions which inappropriately change the purpose, focus, or intended outcomes of their research. Anthropologists remain individually responsible for making ethical decisions. When you begin considering an employment opportunity, there are a few documents to carefully review before agreeing to become an employee. First, most organizations will have an employment contract, personnel manual or some type of document that governs the relationship between the employee and the organization. Read this document(s) carefully. It usually spells out the conditions of employment, the employer’s responsibilities and the employee’s responsibilities. In these documents you should also find rights and responsibilities about data and publications. This is where you need to be clear about ownership of data, what is considered data, who has the right to review publications and final clearance on documents for distribution. If you believe that the terms are inappropriate, you should speak directly to the employer about your concerns. Be aware however, that the employer does not have to change their position; these documents have been carefully developed and reviewed by a variety of professional resources. In some situations, you may find these documents can be modified and it is an opportunity to help to educate the employer about your concerns and the issues raised by this code of ethics. You may be able to negotiate terms that you find appropriate based on this code of ethics. In any case, it will be up to you to work with the employer to modify the terms of employment. If you review these documents carefully before becoming an employee, you will be fully informed and can then make a considered decision about whether to accept an offer of employment. If you are applying for a grant or contract there will be language in the application forms that spells out the rights and responsibilities of the funder and the grantee/contractor. These documents should be carefully reviewed so that you are clear about the conditions of award that you will agree to if your proposal is successful and you accept the grant or contract. If there are conditions which are contrary to the principles in this code, you can bring it to the attention of the funder and attempt to negotiate appropriate language in the grant or contract. However, the funder has in most cases carefully considered their requirements, has obtained professional reviews and believes that the terms and conditions best serve their needs. You may find that many funders, particularly foundations are eager to have their work disseminated and you find willing partners. At the same time you may find that some funders place restrictions on how you may use the data collected and who controls review of reports or articles submitted for publication. It is your responsibility to carefully review the terms and conditions of the grant or contract award before you sign the document. Joan Cassell, “Case 17: The Case of the Damaged Baby,” in Handbook on Ethical Issues in Anthropology, ed. Joan Cassell and Sue-Ellen Jacobs, Special Publication of the American Anthropological Association 23 (Washington, D.C.: American Anthropological Association, 1987). Joan Cassell, “Case 20: Power to the People,” in Handbook on Ethical Issues in Anthropology, ed. Joan Cassell and Sue-Ellen Jacobs, Special Publication of the American Anthropological Association 23 (Washington, D.C.: American Anthropological Association, 1987). As examples, the full citation for FAR: 52.227-14 Rights in Data—General is provided in order to give the reader a clear understanding of the completeness and detail that becomes incorporated into an federal RFP or contract concerning “Rights in Data.” A second document provides examples of contract and grant language regarding Rights in Data from a Non-profit organization and a foundation. These last two examples represent actual contract/grant language. Results of anthropological research should be disseminated in a timely fashion. It is important to bear in mind that these results may not be clear cut, and may be subject to multiple interpretations, as well as susceptible to differing and unintended uses. In some situations, limitations on dissemination may be appropriate where such restrictions will protect participants or their cultural heritage and/or tangible or intangible cultural or intellectual property. In some cases, dissemination may pose significant risks because once information is disseminated, even in a limited sphere, there is great likelihood that it will become widely available.1 Thus, preventing dissemination may sometimes be the most ethical decision. Dissemination and sharing of research data should not be at the expense of protecting confidentiality. Anthropologists should not withhold research results from research participants, especially when those results are shared with others. However, restrictions on disclosure may be appropriate and ethical, such as where study participants have been fully informed and have freely agreed to limited dissemination, or where restrictions have been placed on dissemination to protect the safety, dignity, or privacy of research participants or to minimize risk to researchers. Proprietary, classified or other research with limited distribution raises ethical questions which must be resolved using these ethical principles. Association of American Universities, Association of Research Libraries, Coalition for Networked Information, and National Association of State Universities and Land-Grant Colleges. 2009. “The University’s Role in the Dissemination of Research and Scholarship.” EDUCAUSE Review 44(2):6-7. Brettell, Caroline B, ed. 1993. When They Read What We Write. Westport, CN: Bergin & Garvey. Hopper, Kim. 1996. “Fresh Thickets of Trouble: Unresolved Ethical Issues of Research in the Urban Public Domain.” City and Society 8(1):155-172. Lederman, Rena. 2006. “The Perils of Working at Home: IRB “Mission Creep” as Context and Content for an Ethnography of Disciplinary Knowledges.” American Ethnologist 33(4):482-491. Rappert, Brian. 2010. “Making Silence Matter: The Place of the Absences in Ethnography.” Ethnographic Praxis in Industry Conference Proceedings 1:260-273. Simonelli, Jeanne. 2007. “The Active Voice: Narrative in Applied and Activist Anthropology.” Anthropology and Humanism 32(2):156-170. Consistent with these guidelines, research should be conducted only after careful consideration of three fundamental principles: . . . (2) Equity: The sharing of research results, to the extent practical and legal, with individuals and communities affected by the research. c. Be sensitive to, and respect the legitimate concerns of, groups whose culture histories are the subjects of archaeological investigations. c. Accurately, and without undue delay, prepare and properly disseminate a description of research done and its results. d. Refuse a reasonable request from a qualified colleague for research data. c. Use confidential information for the advantage of herself/himself or a third person, unless the client consents after full disclosure. Code of Ethics. Washington D.C.: American Sociological Association, 1999. Sociologists have an obligation to ensure that confidential information is protected. They do so to ensure the integrity of research and the open communication with research participants and to protect sensitive information obtained in research, teaching, practice, and service. When gathering confidential information, sociologists should take into account the long-term uses of the information, including its potential placement in public archives or the examination of the information by other researchers or practitioners. (a) Sociologists take reasonable precautions to protect the confidentiality rights of research participants, students, employees, clients, or others. (b) Confidential information provided by research participants, students, employees, clients, or others is treated as such by sociologists even if there is no legal protection or privilege to do so. Sociologists have an obligation to protect confidential information and not allow information gained in confidence from being used in ways that would unfairly compromise research participants, students, employees, clients, or others. (c) Information provided under an understanding of confidentiality is treated as such even after the death of those providing that information. (d) Sociologists maintain the integrity of confidential deliberations, activities, or roles, including, where applicable, that of professional committees, review panels, or advisory groups (e.g., the ASA Committee on Professional Ethics). (e) Sociologists, to the extent possible, protect the confidentiality of student records, performance data, and personal information, whether verbal or written, given in the context of academic consultation, supervision, or advising. (f) The obligation to maintain confidentiality extends to members of research or training teams and collaborating organizations who have access to the information. To ensure that access to confidential information is restricted, t is the responsibility of researchers, administrators, and principal investigators to instruct staff to take the steps necessary to protect confidentiality. (g) When using private information about individuals collected by other persons or institutions, sociologists protect the confidentiality of individually identifiable information. Information is private when an individual can reasonably expect that the information will not be made public with personal identifiers (e.g., medical or employment records). (a) Sociologists inform themselves fully about all laws and rules which may limit or alter guarantees of confidentiality. They determine their ability to guarantee absolute confidentiality and, as appropriate, inform research participants, students, employees, clients, or others of any limitations to this guarantee at the outset, consistent with ethical standards set forth in 11.02(b). (b) Sociologists may confront unanticipated circumstances where they become aware of information that is clearly health- or life-threatening to research participants, students, employees, clients, or others. In these cases, sociologists balance the importance of guarantees of confidentiality with other principles in this Code of Ethics, standards of conduct, and applicable law. (c) Confidentiality is not required with respect to observations in public places, activities conducted in public, or other settings where no rules of privacy are provided by law or custom. Similarly, confidentiality is not required in the case of information available from public records. (a) When sociologists establish a scientific or professional relationship with persons, they discuss (1) the relevant limitations on confidentiality, and (2) the foreseeable uses of the information generated through their professional work. (a) When research requires maintaining personal identifiers in databases or systems of records, sociologists delete such identifiers before the information is made publicly available. (b) When confidential information concerning research participants, clients, or other recipients of service is entered into databases or systems of records available to persons without the prior consent of the relevant parties, sociologists protect anonymity by not including personal identifiers or by employing other techniques that mask or control disclosure of individual identities. (c) When deletion of personal identifiers is not feasible, sociologists take reasonable steps to determine that appropriate consent of personally identifiable individuals has been obtained before they transfer such data to others or review such data collected by others. Sociologists use extreme care in delivering or transferring any confidential data, information, or communication over public computer networks. Sociologists are attentive to the problems of maintaining confidentiality and control over sensitive material and data when use of technological innovations, such as public computer networks, may open their professional and scientific communication to unauthorized persons. (a) Sociologists do not disclose in their writings, lectures, or other public media confidential, personally identifiable information concerning their research participants, students, individual or organizational clients, or other recipients of their service which is obtained during the course of their work, unless consent from individuals or their legal representatives has been obtained. (b) When confidential information is used in scientific and professional presentations, sociologists disguise the identity of research participants, students, individual or organizational clients, or other recipients of their service. (a) To minimize intrusions on privacy, sociologists include in written and oral reports, consultations, and public communications only information germane to the purpose for which the communication is made. (b) Sociologists discuss confidential information or evaluative data concerning research participants, students, supervisees, employees, and individual or organizational clients only for appropriate scientific or professional purposes and only with persons clearly concerned with such matters. (a) Sociologists take reasonable steps to ensure that records, data, or information are preserved in a confidential manner consistent with the requirements of this Code of Ethics, recognizing that ownership of records, data, or information may also be governed by law or institutional principles. (b) Sociologists plan so that confidentiality of records, data, or information is protected in the event of the sociologist’s death, incapacity, or withdrawal from the position or practice. (c) When sociologists transfer confidential records, data, or information to other persons or organizations, they obtain assurances that the recipients of the records, data, or information will employ measures to protect confidentiality at least equal to those originally pledged. Sociologists have an obligation to promote the integrity of research and to ensure that they comply with the ethical tenets of science in the planning, implementation, and dissemination of research. They do so in order to advance knowledge, to minimize the possibility that results will be misleading, and to protect the rights of research participants. (a) Sociologists disseminate their research findings except where unanticipated circumstances (e.g., the health of the researcher) or proprietary agreements with employers, contractors, or clients preclude such dissemination. (b) Sociologists do not fabricate data or falsify results in their publications or presentations. (c) In presenting their work, sociologists report their findings fully and do not omit relevant data. They report results whether they support or contradict the expected outcomes. (d) Sociologists take particular care to state all relevant qualifications on the findings and interpretation of their research. Sociologists also disclose underlying assumptions, theories, methods, measures, and research designs that might bear upon findings and interpretations of their work. (e) Consistent with the spirit of full disclosure of methods and analyses, once findings are publicly disseminated, sociologists permit their open assessment and verification by other responsible researchers with appropriate safeguards, where applicable, to protect the anonymity of research participants. (f) If sociologists discover significant errors in their publication or presentation of data, they take reasonable steps to correct such errors in a correction, a retraction, published errata, or other public fora as appropriate. (g) Sociologists report sources of financial support in their written papers and note any special relations to any sponsor. In special circumstances, sociologists may withhold the names of specific sponsors if they provide an adequate and full description of the nature and interest of the sponsor. (h) Sociologists take special care to report accurately the results of others’ scholarship by using correct information and citations when presenting the work of others in publications, teaching, practice, and service settings. (a) Sociologists share data and pertinent documentation as a regular practice. Sociologists make their data available after completion of the project or its major publications, except where proprietary agreements with employers, contractors, or clients preclude such accessibility or when it is impossible to share data and protect the confidentiality of the data or the anonymity of research participants (e.g., raw field notes or detailed information from ethnographic interviews). (b) Sociologists anticipate data sharing as an integral part of a research plan whenever data sharing is feasible. (c) Sociologists share data in a form that is consonant with research participants’ interests and protect the confidentiality of the information they have been given. They maintain the confidentiality of data, whether legally required or not; remove personal identifiers before data are shared; and, if necessary, use other disclosure avoidance techniques. (d) Sociologists who do not otherwise place data in public archives keep data available and retain documentation relating to the research for a reasonable period of time after publication or dissemination of results. (e) Sociologists may ask persons who request their data for further analysis to bear the associated incremental costs, if necessary. (f) Sociologists who use data from others for further analyses explicitly acknowledge the contribution of the initial researchers. Education researchers adhere to the highest professional standards in public communications about their professional services, credentials, expertise, work products, or publications, whether these communications are from themselves or from others on their behalf. (a) Education researchers take steps to ensure the accuracy of all public communications. Such public communications include, but are not limited to, directory listings; personal resumes or curriculum vitae; advertising; brochures or printed matter; interviews or comments to the media; statements in legal proceedings; lectures and public oral presentations; or other published materials. (b) Education researchers do not make public statements that are false, deceptive, misleading, or fraudulent, either 5 because of what they state, convey, or suggest or because of what they omit. Such activities include, but are not limited to, false or deceptive statements concerning their own or others’ (1) training, experience, or competence; (2) academic degrees; (3) credentials; (4) institutional or association affiliations; (5) services; (6) fees; or (7) publications or research findings. Education researchers do not make false or deceptive statements concerning the scientific or scholarly basis for any professional services they may provide. (c) When education researchers provide professional advice, comment, or testimony to the public, the media, government, or other institutions, they take reasonable precautions to ensure that (1) the statements are based on appropriate research, literature, and practice; and (2) the statements are otherwise consistent with the Code of Ethics. (d) In working with the press, radio, television, online media or other communications media or in advertising in the media, education researchers are cognizant of potential conflicts of interest or appearances of such conflicts (e.g., providing compensation to employees of the media), and they adhere to the highest standards of professional honesty. (a) Education researchers who engage or employ others to create or place public statements that promote their work products, professional services, or other activities retain responsibility for such statements. (b) Education researchers make reasonable efforts to prevent others whom they do not directly engage or employ (such as employers, publishers, sponsors, organizational clients, and members of the media) from making deceptive statements concerning their professional research, teaching, or practice activities. Education researchers ensure that confidential information is protected. They do so to ensure the integrity of research and the open communication with research participants and to protect sensitive information obtained in research, teaching, practice, and service. When gathering confidential information, education researchers take into account the long-term uses of the information, including its potential placement in public archives or the examination of the information by other researchers or practitioners. (a) Confidentiality agreements are made known to or established between education researchers and others at the outset of a scientific, scholarly, or professional relationship and are reviewed periodically as conditions require. See also 12.03(b). (c) Confidential information provided by research participants, students, employees, clients, or others is treated as such by education researchers even if there is no legal protection or privilege requiring them to do so. Education researchers protect confidential information and do not allow information gained in confidence to be used in ways that would unfairly compromise research participants, students, employees, clients, or others. (d) Information provided under an understanding of confidentiality is treated as such even after the death of those providing that information. (e) Education researchers maintain the integrity of confidential deliberations, activities, or roles, including, where applicable, that of professional committees, review panels, or advisory groups. (f) Education researchers protect the confidentiality of student records, performance data, and personal information, whether verbal or written, given in the context of academic consultation, supervision, or advising. (g) Members of research or training teams and collaborating organizations with access to confidential information maintain confidentiality. To ensure that access to confidential information is restricted, principal investigators, other researchers, and administrators take steps necessary to protect confidentiality through appropriate data protection methods and plans. (h) When using private information about individuals collected by other persons, organizations, or institutions, education researchers protect the confidentiality of individually identifiable information. Information is private when an individual can reasonably expect that the information will not be made public with personal identifiers (e.g., student, medical, or employment records). (i) Education researchers inform themselves fully about and use methods, procedures, and steps that can enhance confidentiality protections, including awareness of legal provisions. (a) Education researchers inform themselves fully about all laws, rules, or circumstances that may limit guarantees of confidentiality. They determine their ability to guarantee absolute confidentiality and, as appropriate, inform research participants, students, employees, clients, or others of any limitations to this guarantee at the outset, consistent with ethical standards set forth in 12.02(b). (b) Education researchers may confront unanticipated circumstances in which they become aware of information that is clearly health- or life-threatening to research participants, students, employees, clients, or others. In these cases, education researchers balance the importance of guarantees of confidentiality with other principles in this Code of Ethics, standards of conduct, and applicable law. (c) Confidentiality is not required with respect to observations in public places, activities conducted in public, or other 7 settings where no rules of privacy are provided by law or custom. Similarly, confidentiality is not required in the case of information from publicly available records. (a) When education researchers establish a scientific, scholarly, or professional relationship with persons, they discuss (1) the relevant limitations on confidentiality, and (2) the foreseeable uses of the information generated through their professional work. (b) Unless it is not feasible or is counterproductive, the discussion of confidentiality occurs both at the outset of the relationship and thereafter as new circumstances may warrant. (a) When research requires maintaining personal identifiers in databases or systems of records, education researchers remove such identifiers before the information is made publicly available. (b) When removal or masking of personal identifiers is not feasible, education researchers take reasonable steps to determine that appropriate consent of personally identifiable individuals has been obtained before they transfer such data to others or review such data collected by others. When it is not feasible to obtain consent for subsequent use, education researchers take steps to ensure that access to such data occurs only under restricted conditions where users agree to honor confidentiality agreements or protections in place. (c) When confidential information concerning research participants, clients, or other recipients of service is entered into databases or systems of records available to persons without the prior consent of the relevant parties, education researchers protect the privacy of others by not including personal identifiers or by employing other techniques that mask or control disclosure of individual identities. Education researchers protect confidential data, information, or communication in their storage, delivery, or transfer over computer networks or other electronic means. Education researchers are attentive to the problems of maintaining confidentiality and control over sensitive material and data when use of technology, such as computer networks, may open their professional, scientific, and scholarly communication to unauthorized persons or inadvertent disclosure. (a) Education researchers do not disclose in their writings, lectures, websites, or other public media confidential, personally identifiable information concerning their research participants, students, individual or organizational clients, or other recipients of their service which is obtained during the course of their work, unless consent from individuals or their legally authorized representatives has been obtained. (b) When confidential information is used in scientific, scholarly, and professional presentations, education researchers disguise the identity of research participants, students, individual or organizational clients, or other recipients of their service. (a) To minimize intrusions on privacy, education researchers include in written and oral reports, consultations, and public communications only information germane to the purpose for which the communication is made. (b) Education researchers discuss confidential information or evaluative data concerning research participants, students, supervisees, employees, and individual or organizational clients only for appropriate scientific, scholarly, or professional purposes and only with persons authorized to discuss such matters. (a) Education researchers take reasonable steps to ensure that records, data, or information are preserved in a confidential manner consistent with the requirements of this Code of Ethics, recognizing that ownership of records, data, or information may also be governed by law or institutional principles. (b) Education researchers plan so that confidentiality of records, data, or information is protected in the event of the education researcher’s death, incapacity, or withdrawal from the position or practice. (c) When education researchers transfer confidential records, data, or information to other persons or organizations, they obtain assurances that the recipients of the records data, or information will employ measures to protect confidentiality at least equal to those originally pledged. (d) Education researchers take reasonable steps to ensure that they protect the identity of research participants in disseminating their research findings to the extent provided under assurances of confidentiality. Because interpreting the past is so vital to democratic debate and civic life in the public realm, historians regularly have the opportunity to discuss the implications of their knowledge for concerns and controversies in the present–including present controversies about past events. It is one of the privileges of our profession to share historical insights and interpretations with a wider public, wherever the locus of our employment. We should welcome the chance to do so, and the institutions that employ historians should recognize the importance of this aspect of our work. Historians should not be subject to institutional or professional penalties for their beliefs and activities, provided they do not misrepresent themselves as speaking for their institutions or their professional organizations when they are not authorized to do so. Practicing history in the public realm presents important challenges, for when historians communicate with a wider public, they must represent not just a particular interpretation or body of facts, but the best practices of the discipline of history itself. This means they must inevitably walk a tightrope in balancing their desire to present a particular point of view with their responsibility to uphold the standards and values that underpin their professional authority as historians. This challenge can be especially complex for public historians, whose daily working lives frequently require multiple levels of accountability, and for historians working in advocacy roles. Public discussions of complex historical questions inevitably translate and simplify many technical details associated with those questions, while at the same time suggesting at least some of the associated complexities and divergent points of view. While it is perfectly acceptable for historians to share their own perspectives with the public, they should also strive to demonstrate how the historical profession links evidence with arguments to build fair-minded, nuanced, and responsible interpretations of the past. The desire to score points as an advocate should never tempt a historian to misrepresent the historical record or the critical methods that the profession uses to interpret that record. Historians who work in government, corporate, and nonprofit institutions, as well as those occasionally entering public arenas as political advisers, expert witnesses, public intellectuals, consultants, legislative witnesses, journalists, or commentators, may face a choice of priorities between professionalism and partisanship. They may want to prepare themselves by seeking advice from other experienced professionals. As historians, they must be sensitive to the complexities of history, the diversity of historical interpretations, and the limits as well as the strengths of their own points of view and experiences and of the discipline itself. In such situations, historians must use sources, including the work of other scholars, with great care and should always be prepared to explain the methods and assumptions in their research; the relations between evidence and interpretation; and alternative interpretations of the subjects they address. Psychologists respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality, and self-determination. Psychologists are aware that special safeguards may be necessary to protect the rights and welfare of persons or communities whose vulnerabilities impair autonomous decision making. Psychologists are aware of and respect cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status and consider these factors when working with members of such groups. Psychologists try to eliminate the effect on their work of biases based on those factors, and they do not knowingly participate in or condone activities of others based upon such prejudices. Psychologists do not disclose in their writings, lectures, or other public media, confidential, personally identifiable information concerning their clients/patients, students, research participants, organizational clients, or other recipients of their services that they obtained during the course of their work, unless (1) they take reasonable steps to disguise the person or organization, (2) the person or organization has consented in writing, or (3) there is legal authorization for doing so. 5. Archaeologists should make public the results of their research in a timely fashion, making evidence available to others if publication is not accomplished within a reasonable time. Because the archaeological record represents the heritage of all people, it is the responsibility of professional archaeologists to communicate with the general public about the nature of archaeological research and the importance of archaeological resources. Archaeologists also have specific responsibilities to the local communities where they carry out research and field work, as well as to their home institutions and communities. Archaeologists should be sensitive to cultural mores and attitudes, and be aware of the impact research and fieldwork may have on a local population, both during and after the work. Such considerations should be taken into account in designing the project’s strategy. 1. Professional archaeologists should be actively engaged in public outreach through lecturing, popular writing, school programs, and other educational initiatives. 2. Plans for field work should consider the ecological impact of the project and its overall impact on the local communities. 3. Professional archaeologists should not participate in projects whose primary goal is private gain. 4. For field projects, archaeologists should consult with appropriate representatives of the local community during the planning stage, invite local participation in the project, and regularly inform the local community about the results of the research. 5. Archaeologists should respect the cultural norms and dignity of local inhabitants in areas where archaeological research is carried out. 6. The legitimate concerns of people who claim descent from, or some other connection with, cultures of the past must be balanced against the scholarly integrity of the discipline. A mutually acceptable accommodation should be sought. 3. Professional archaeologists should maintain confidentiality of information gleaned in reviewing grant proposals and other such privileged sources. 5. Archaeologists should honor reasonable requests from colleagues for access to materials and records, preserving existing rights to publication, but sharing information useful for the research of others. Scholars seeking access to unpublished information should not expect to receive interpretive information if that is also unpublished and in progress. 6. Before studying and/or publishing any unpublished material archaeologists should secure proper permission, normally in writing, from the appropriate project director or the appointed representative of the sponsoring institution and/or the antiquities authorities in the country of origin. A Guide to Professional Ethics in Political Science. 2nd ed. Washington D.C.: American Political Science Association, 2008. 16. Appraising manuscripts and reviewing books are serious scholarly responsibilities. 16.1 Those invited to make appraisals or to write reviews should disqualify themselves if they have a reasonable doubt about whether they can exercise the responsibility with scholarly detachment. Such doubt might be raised, for example, by an invitation to appraise the manuscript or review the book of a close personal friend or of a departmental colleague. 16.2 Insofar as possible, editors and book-review editors should themselves act in conformity with the above principles. Moreover, in connection with the appraisal of manuscripts, editors should take all reasonable precautions to avoid revealing the names of the author and the reader to each other. 17. When a piece of writing is jointly authored, it is presumed to be the intellectual product of the authors collectively, not individually, and this fact should govern its further use including its use by any of the original authors. 17.1 Passages of text and major themes and ideas used in subsequent work by any of the authors should be attributed to the original source following accepted standards for quotation and citation. Exceptions to this practice should occur only if a portion of the jointly authorized work has been clearly attributed in the original work to one of the authors. 18. Authors who submit manuscripts to more than one professional journal at the same time are obligated to inform each editor of the fact. 19. Political scientists seeking to reprint the previously published work of others have an ethical obligation to make sure that consent is obtained. 19.1 The copyright holder should consent to the inclusion of previously published work only if the author consents. The copyright holder should either obtain the consent of the author or require that this be done by the party seeking permission to reprint. 19.2 In cases where the copyright holder or the publisher of previously published work has not taken steps to obtain consent, the political scientist involved, as compiler and editor of the book, should secure the consent of the author of the material. Political scientists are encouraged to include in contracts with publishers a provision that the publisher must obtain the consent of the author or authors before allowing reprinting of the work. 19.3 The copyright holder and the author are each entitled to a flat fee or a share of royalties in connection with permissions to reprint, specific terms depending on agreement with the party seeking permission. Either the copyright holder or the author may waive his or her right. Each may act on his or her own behalf, or by mutual consent one may act on behalf of both. 19.4 Permission must be renewed, and financial arrangements are subject to renegotiation, whenever a book goes into a new edition. 19.5 Any work reprinted may be changed only with the specific consent of the author. An author ordinarily is entitled to a complimentary copy of any publication in which his or her work is reprinted. 20.1 Prospective editors shall not use the names of any individuals as contributors to an edited volume unless and until they have received permission of the contributors for use of their names. 20.2 Once contracts are signed for an edited volume, and solicitations of manuscripts are made, editors have an obligation to include the solicited work in the publication if it conforms to the standards of scholarship previously established by the editors. 20.3 Along with any other guidelines established by the editors, contracts and instructions to contributors should include clear specification of (1) manuscript length for the individual contributor; and (2) number of days for authors to respond to editors’ alterations or suggestions for revision to the manuscript. 20.4 Editors will normally have responsibility and authority for decisions on acceptability of manuscripts, and should clearly communicate this understanding, or any departure therefrom, to the contributors. 21.1 Authors are not ordinarily under an ethical obligation to acknowledge its origins. 21.2 Authors are free to decide what acknowledgment, if any, to give to the professor under whose supervision they worked. 21.3 Any financial support for the dissertation should be acknowledged in a manner consistent with principles for all published research. This code recognizes that the public may be defined in multiple and sometimes competing ways and that public interest is a fluid concept often formulated within the context of particular situations and subject to continuous debate. Nonetheless, ethical practice implies a responsibility to serve the public interest, as conscientiously determined in any given situation, and requires certain basic principles of professional conduct. 4. Public historians should be fully cognizant of the purpose or purposes for which their work is intended, recognizing that research-based decisions and actions may have long-term consequences. Public historians have a responsibility to perform work competently, diligently, creatively, and independently in pursuit of a client’s or employer’s interest, and a corollary responsibility to assure that such performance is consistent with their service to the public interest. 8. A public historian is obligated not to disclose information gained in a professional relationship when the client or employer has requested such information to be held confidential. Exceptions to the principle of non-disclosure must be made when required by process of law. Exceptions may be made when disclosure would prevent a violation of law or prevent a substantial injustice to the public interest. In such instances, a public historian must verify the facts and issues of the circumstance and, when practicable, make every reasonable effort to obtain separate opinions from other qualified professionals employed by the client or employer and every reasonable effort to obtain reconsideration from the client or employer. Public historians should contribute to the development of the historical profession by advancing knowledge and improving methods, systems, procedures, and technical applications. More broadly, public historians should respect the professional views of their colleagues and peers in all professional fields. Public historians should strive to increase the diversity of the profession to reflect more closely the demographics of society. Equally important, public historians should strive to increase public understanding of the practice of public history. 5. A public historian should share the results of experience and research that contribute to the body of public historical knowledge. 1. Interviewers, sponsoring institutions, and institutions charged with the preservation of oral history interviews should understand that appropriate care and storage of original recordings begins immediately after their creation. 2. Interviewers should document their preparation and methods, including the circumstances of the interviews and provide that information to whatever repository will be preserving and providing access to the interview. 3. Information deemed relevant for the interpretation of the oral history by future users, such as photographs, documents, or other records should be collected, and archivists should make clear to users the availability and connection of these materials to the recorded interview. 4. The recordings of the interviews should be stored, processed, refreshed and accessed according to established archival standards designated for the media format used. Whenever possible, all efforts should be made to preserve electronic files in formats that are cross platform and nonproprietary. Finally, the obsolescence of all media formats should be assumed and planned for. 5. In order to augment the accessibility of the interview, repositories should make transcriptions, indexes, time tags, detailed descriptions or other written guides to the contents. 6. Institutions charged with the preservation and access of oral history interviews should honor the stipulations of prior agreements made with the interviewers or sponsoring institutions including restrictions on access and methods of distribution. 7. The repository should comply to the extent to which it is aware with the letter and spirit of the interviewee’s agreement with the interviewer and sponsoring institution. If written documentation such as consent and release forms does not exist then the institution should make a good faith effort to contact interviewees regarding their intent. When media become available that did not exist at the time of the interview, those working with oral history should carefully assess the applicability of the release to the new formats and proceed—or not—accordingly. 8. All those who use oral history interviews should strive for intellectual honesty and the best application of the skills of their discipline. They should avoid stereotypes, misrepresentations, and manipulations of the narrator’s words. This includes foremost striving to retain the integrity of the narrator’s perspective, recognizing the subjectivity of the interview, and interpreting and contextualizing the narrative according to the professional standards of the applicable scholarly disciplines. Finally, if a project deals with community history, the interviewer should be sensitive to the community, taking care not to reinforce thoughtless stereotypes. Interviewers should strive to make the interviews accessible to the community and where appropriate to include representatives of the community in public programs or presentations of the oral history material. 1. Our primary responsibility is to respect and consider the welfare and human rights of all categories of people affected by decisions, programs or research in which we take part. However, we recognize that many research and practice settings involve conflicts between benefits accruing to different parties affected by our research. It is our ethical responsibility, to the extent feasible, to bring to bear on decision making, our own or that of others, information concerning the actual or potential impacts of such activities on all whom they might affect. It is also our responsibility to assure, to the extent possible, that the views of groups so affected are made clear and given full and serious consideration by decision makers and planners, in order to preserve options and choices for affected groups. 2. To our resource persons or research subjects we owe full and timely disclosure of the objectives, methods and sponsorship of our activities. We should recognize the rights of resource persons, whether individuals or groups, to receive recognition for their contributions or to remain anonymous if they so desire or to decline participation altogether. These persons should be informed of our commitment to the principle of confidentiality throughout the design of research or other activities involving resource persons and should thoroughly investigate and understand all of the limitations on our claims of confidentiality and disclosure. 3. To our employers we owe competent, efficient, fully professional skills and techniques, timely performance of our work and communication of our findings and recommendations in understandable, non-jargonistic language. As practicing anthropologists, we are frequently involved with employers or clients in legally contracted arrangements. It is our responsibility to carefully review contracts prior to signing and be willing to execute the terms and conditions stipulated in the contract once it has been signed. At the outset of a relationship or contract with an employer or client, we have an obligation to determine whether or not the work we are requested to perform is consistent with our commitment to deal fairly with the rights and welfare of persons affected by our work, recognizing that different constituencies may be affected in different ways. At this time, we should also discuss with our employer or client the intended use of the data or materials to be generated by our work and clarify the extent to which information developed during our activities can be made available to the public. Issues surrounding the protection of subject confidentiality and disclosure of information or findings should be thoroughly reviewed with the potential employer or client. We will not undertake activities which compromise our ethical responsibilities. We will carry out our work in such a manner that the employer fully understands our ethical priorities, commitments and responsibilities. When, at any time during the course of work performance, the demands of the employer require or appear to require us to violate the ethical standards of our profession, we have the responsibility to clarify the nature of the conflict between the request and our standards and to propose alternatives that are consistent with our standards. If such a conflict cannot be resolved, we should terminate the relationship. 4. In our relations with students and trainees, we will be candid, fair, nonexploitative, nondiscriminatory and committed to the student’s or trainee’s welfare. We recognize that such mentoring does involve an exchange in which practitioners share their knowledge and experience in return for the significant effort and contribution of the students/trainees. We should be honest and thorough in our presentation of material and should strive to improve our teaching and training techniques and our methods of evaluating the effectiveness of our instruction. As practicing anthropologists we are frequently called upon to instruct, train or teach individuals, anthropologists and others in nonacademic settings (workshop participants, in-service trainees, continuation or certification program trainees and research teams). To such persons, we owe training that is informed, timely and relevant to their needs. Our instruction should inform both students and trainees of the ethical responsibilities involved in the collection and use of data. To our students and trainees we owe respect for and openness to nonanthropological methods and perspectives. Student and trainee contributions to our work, including publications, should be accurately and completely attributed. 5. To our colleagues, anthropologists and others, we have a responsibility to conduct our work in a manner that facilitates their activities or that does not unjustly compromise their ability to carry out professional work. The cross-disciplinary nature of the work of practicing anthropologists requires us to be informed and respectful of the disciplinary and professional perspectives, methodologies and ethical requirements of nonanthropological colleagues with whom we work. We will accurately report the contribution of our colleagues to our research, practice-related activities and publications. 6. To the discipline of anthropology we have a responsibility to act in a manner that presents the discipline to the public and to other professional colleagues in a favorable light. We will point out the value of anthropological contributions to the understanding of human problems and humankind. Where appropriate in the context of our work, we will encourage the use of anthropological approaches and recommend the participation of other anthropologists. We will contribute to the growth of our discipline through communicating and publishing scientific and practical information about the work in which we are engaged, including, as appropriate, theory, processes, outcomes and professional techniques and methods. Physical anthropologists are part of the anthropology community and members of many other different communities each with its own moral rules or codes of ethics. Physical anthropologists have obligations to their scholarly discipline, the wider society, and the environment. Furthermore, field workers may develop close relationships with the people with whom they work, generating an additional level of ethical considerations. The principles and guidelines in this Code provide physical anthropologists with the tools to engage in developing and maintaining an ethical framework, as they engage in their work. This Code is based on the Code developed and approved by the American Anthropological Association (AAA). Joan Cassell, “Case 22:Forbidden Knowledge,” in Handbook on Ethical Issues in Anthropology, ed. Joan Cassell and Sue-Ellen Jacobs, Special Publication of the American Anthropological Association 23 (Washington, D.C.: American Anthropological Association, 1987). Anthropologists have an ethical responsibility1 for ensuring the integrity, preservation, and protection of their work. This obligation applies both to individual and collaborative or team research. An anthropologist’s ability to protect and use the materials collected may be contingent upon complex issues of ownership and stewardship.2 In situations of disagreement, contestation, or conflict over ownership, the primary assumption that the researcher owns her or his work product applies, unless otherwise established. Other factors (source of funding, employment agreements, negotiated agreements with collaborators, legal claims, among others) may impact ownership of records.3 Anthropologists should determine record ownership relating to each project and make appropriate arrangements accordingly as a standard part of ethical practice. This may include establishing by whom and how records will be stored, preserved, or disposed of in the long term. Researchers have a responsibility to use appropriate methods to ensure the confidentiality and security of field notes, recordings, samples or other primary data and the identities of participants. The use of digitalization and of digital media for data storage and preservation5 is of particular concern given the relative ease of duplication and circulation. Ethical decisions regarding the preservation of research materials must balance obligations to maintain data integrity with responsibilities to protect research participants and their communities against future harmful impacts. Given that anthropological research has multiple constituencies and new uses such as by heritage communities, the interests of preservation ordinarily outweigh the potential benefits of destroying materials for the preservation of confidentiality. 6 Researchers generating object collections have a responsibility to ensure the preservation and accessibility of the resulting materials and/or results of analyzed samples, including associated documentation. “Data management” in the social sciences, including all fields of anthropology, entails just about everything related to doing research: ethics, law, intellectual property, publication, research ethics, institutional review boards. The Internet affords to researchers a tremendous amount of information about the development and management of datasets. As such, the following list should be treated as a starting point for research on data management issues in the social sciences. It’s also worth noting that most professional associations, as well as universities, federally-funded research and development centers (FFRDC), funding agencies, private companies, and other research organizations have developed institutional policies and regulations regarding data collection, management, safeguarding, and retention. Before you begin collecting data, it’s probably wise to familiarize yourself with relevant resources, policies, procedures and helpful administrators at your institution; and to make sure that your research plans address any data management concerns raised by your funding agency. The Council on Government Relations, which represents over 150 research universities in the United States, is an excellent clearinghouse for information about federal funding of university research, including state, federal, and academic policies related to data management and retention. Specific to data management is the CGR’s free 40-page discussion of issues related to management and retention of data, including case studies and scenarios: COGR, Access to and Retention of Research Data Rights and Responsibilities (2006). The Office of Research Integrity at the U.S. Department of Health and Human Services provides general guidance on issues related to data ownership and custody: Nicholas H. Steneck, ORI Introduction to the Responsible Conduct of Research (2004). Bernard, H. Russell. 2006. Research Methods in Anthropology: Qualitative and Quantitative Approaches. Lanham, MD: Altamira. Denzin, Norman, and Lincoln, Yvonna S. The Sage Handbook of Qualitative Research. 1994. Thousand Oaks, CA: Sage. Scarre, Christopher, and Scarre, Geoffrey. 2006. The Ethics of Archaeology: Philosophical Perspectives on Archaeological Practice. New York: Cambridge University Press. Turner, Trudy. 2005. Biological Anthropology and Ethics: From Repatriation to Genetic Identity. Albany, NM: SUNY Press. Vitelli, Karen D., and Chip Colwell-Chanthaphonh. 2006. Archaeological Ethics. Lanham, MD: Altamira. Bishop, Libby. 2009. “Ethical Sharing and Reuse of Qualitative Data.” The Australian Journal of Social Issues 44(3): 255-272. Broom, Alex, Lynda Cheshire, and Michael Emmison. 2009. “Qualitative Researchers’ Understandings of their Practice and the Implications for Data Archiving and Sharing.” Sociology 43(6): 1163-1180. Parry, Odette, and Natasha Mauthner. 2004. “Whose Data Are They, Anyway?” Sociology 38(1): 139- 152. Anthropological research increasingly involves on-line research studies, which raise particular concerns about data validity, privacy, confidentiality, collection, and management. A good starting point for assessing these issues is the 1999 American Association for the Advancement of Science (AAAS) report: Mark S. Frankel and Sanyin Siang, “Ethical and Legal Aspects of Human Subjects Research in Cyberspace” (Washington D.C.: American Association for the Advancement of Science, 1999). Despite being 12 years old, this report remains most frequently cited resources on this topic. The University of Michigan’s Inter-University Consortium for Political and Social Research has extensive resources and information related to data management, including tutorials and educational materials on electronic information retention and archiving. The Digital Archaeological Record is an electronic repository to facilitate the archiving and sharing of archaeological data. The Crow Canyon Archaeological Center has a good overview of issues related to archaeological research ethics and the law: William D. Lipe, “Archaeological Ethics and Law” (2006). The Council of European Social Science Data Archives provides guidance on the development, annotation, archiving, and management of social science data, as well as an extensive discussion of ethics, rights and responsibilities in the collection, management, and sharing of social science data. Council for the Preservation of Anthropological Records (COPAR). N.d. Links to ethnographic archives, sites about anthropologists, and resources for anthropologists. Golla, Victor. 1995. “The Records of American Indian Linguistics.” In Preserving the Anthropological Record. 2nd ed. Sydel Silverman and Nancy J. Parezo, eds. New York: Wenner-Gren Foundation for Anthropological Research. Griset, Suzanne, Arthur W. Vokes, and Catherine Sarther. 2004. Requirements for the Preparation of Archaeological Project Collections for Submission to the Arizona State Museum. Tuscon: Arizona State Museum, University of Arizona. Leopold, Robert. 2008. “The second life of ethnographic fieldnotes,” Ateliers du LESC 32:n.p. National Anthropological Archives. N.d. “NAA Donating FAQs.” Smithsonian Institution. Silverman, Sydel. N.d. “Why Preserve Anthropological Records?” CoPAR Bulletin 1. Sullivan, Lynne P., and S. Terry Childs. 2003. Curating Archaeological Collections: From the Field to the Repository, Archaeologist’s Toolkit 6. Walnut Creek, CA: AltaMira. Wilson, Thomas H., and Nancy J. Parezo, “The Role of Museums.” In Preserving the Anthropological Record. 2nd ed. Sydel Silverman and Nancy J. Parezo, eds. New York: Wenner-Gren Foundation for Anthropological Research. The National Science Foundation now requires prospective Principal Investigators to submit a Data Management Plan with all proposals. See National Science Foundation, “Data Management and Sharing Frequently Asked Questions.” Further guidance and resources about data management plans are available from the University of California’s DMPTool. The National Institutes of Health requires data sharing (“NIH Data Sharing Policy“). In 1999, the Office of Management and Budget issued a revision to OMB Circular A-110, which requires that Federal agencies that award research and development dollars ensure that all data be available to the public under the requirements of the Freedom of Information Act. A discussion of the changes and the text of the revision, which went into effect in November 1999, is available at: Office of Management and Budget, “OMB Circular A-110: Uniform Administrative Requirements for Grants and Agreements With Institutions of Higher Education, Hospitals, and Other Non-Profit Organizations,” Federal Register 64, no. 195(1999):54926-54930. Anthropologists who pursue federal projects that result in the development of intellectual property, particularly those which generate licenses and/or patents, should be aware of the University and Small Business Patent Procedures Act, popularly known as the Bayh-Dole Act, as well as their own institutions’ policies regarding intellectual property and technology transfer. Bayh-Dole is the 1980 legislation that enabled universities to assume exclusive control over intellectual property resulting from federally-funded research and development, for the purpose of further development, transfer to industry, commercialization and provision to the public. Denise Thomson, Lana Bzdel, Karen Golden-Biddle, Trish Reay & Carole A. Estabrooks. “Central Questions of Anonymization: A Case Study of Secondary Use of Qualitative Data.” FQS: Forum: Qualitative Social Research 6(1). and the Irish Qualitative Data Archive (IQDA) Qualitative Data Anonymizer. The University of California Technology Transfer Office has republished a COGR-developed overview of the history and impact of the Bayh-Dole Act:. Council on Governmental Relations, “The Bayh-Dole Act: A Guide to the Law and Implementing Regulations” (1999). The National Council of University Research Administrators has published a monograph on intellectual property issues in university research: Ann M. Hammersla, A Primer on Intellectual Property (Washington, D.C.: National Council of University Research Administrators, 2006). David H. Price, “Anthropological Research and the Freedom of Information Act,” Cultural Anthropology Methods 9, no. 1 (1997):12-15. Mary Elizabeth Ruwell, “The Physical Preservation of Anthropological Records” in Sydel Silverman and Nancy J. Parezo, eds., Preserving the Anthropological Record, 2nd ed. (New York: Wenner-Gren Foundation for Anthropological Research, 1995). Hugh Gusterson, “What’s in a Laptop?” Anthropology Now 4, no. 1 (2012):26-31. Inter-university Consortium for Political and Social Research, the Qualitative Data Repository, and the UK Data Service. There is an ethical dimension to all professional relationships.1 Whether working in academic or applied settings, anthropologists have a responsibility to maintain respectful relationships with others. In mentoring students, interacting with colleagues, working with clients, acting as a reviewer or evaluator, or supervising staff, anthropologists should comport themselves in ways that promote an equitable, supportive2 and sustainable workplace environment. They should at all times work to ensure that no exclusionary practices be perpetrated on the basis of any nonacademic attributes. Anthropologists must not obstruct the scholarly efforts of others when such efforts are carried out responsibly. In their role as teachers and mentors, anthropologists are obligated to provide instruction on the ethical responsibilities associated with every aspect of anthropological work. They should facilitate, and encourage their students and research staff to engage in dialogue on ethical issues, and discourage their participation in ethically questionable projects. Anthropologists should appropriately acknowledge all contributions to their research, writing, and other related activities, and compensate contributors justly for any assistance they provide. They are obligated to give students and employees appropriate credit for the authorship of their ideas,4 and encourage the publication of worthy student and employee work. Cassell, Joan, and Sue-Ellen Jacobs, eds. 1987. Handbook on Ethical Issues in Anthropology. Special Publication of the American Anthropological Association 23. Washington, D.C.: American Anthropological Association. Center for the Study of Ethics in the Professions. 2012. Ethics Education Library. Illinois Institute of Technology. Council of Graduate Schools. 2014. Project for Scholarly Integrity. Fostering Integrity in Research, Scholarship and Teaching (FIRST). 2004. “Teaching Ethics for Research, Scholarship, and Practice.” University of Minnesota. National Academy of Engineering. 2013. Online Ethics Center for Engineering and Science. Office of Research Integrity. 2011. “General Resources.” U.S. Department of Health and Human Services. Research Ethics Program. 2013. Resources for Research Ethics Education. University of California San Diego. Science, Technology and Society Initiative. N.d. “IDEESE: International Dimensions of Ethics Education in Science and Engineering.” University of Massachusetts Amherst. Sue-Ellen Jacobs, “Case 12: Possible Conflict of Interest,” in Handbook on Ethical Issues in Anthropology, ed. Joan Cassell and Sue-Ellen Jacobs, Special Publication of the American Anthropological Association 23 (Washington, D.C.: American Anthropological Association, 1987). American Association of University Professors, “Statement on Professional Ethics” (2009). C. K. Gunsalus, “How to Blow the Whistle and Still Have a Career Afterwards,” Science and Engineering Ethics 4, no. 1(1998):51-64). Sue-Ellen Jacobs, “Case 10: Professor Purloins Student’s Work: Her Recourse?” in Handbook on Ethical Issues in Anthropology, ed. Joan Cassell and Sue-Ellen Jacobs, Special Publication of the American Anthropological Association 23 (Washington, D.C.: American Anthropological Association, 1987).	http://ethics.americananthro.org/category/statement/
Bard Graduate Center, together with the Conservation & Scientific Research Department of the Rijksmuseum, announce a 10-month (September 2019–June 2020) fellowship focusing on developing the idea that conservation practice is a human science. Long devoted to the restoration and preservation of objects, conservation in the twentieth century became focused on questions of dating and attribution. With this fellowship, we aim to refocus attention on the life course, rather than the birth, of objects and so bring the conservator or cultural heritage scientist into the conversation about history-through-things now being carried on between historians, anthropologists, archaeologists and art historians. Aimed at conservation scholars at an early stage of their careers, the Fellow will reside in New York for 5 months (September–January) and in Amsterdam for 5 months (February–June). They will be integrated fully into the intellectual lives of Bard Graduate Center and the Conservation & Scientific Research Department of the Rijksmuseum. The fellow will have considerable free time to do research in local collections and libraries. His or her main institutional responsibility will be to guide a monthly “wandering” seminar: visits of an invited group of scholars to view “problematic” objects in local area collections. The Fellow will play a major role in choosing the objects and collections and moderating the discussions of all relevant issues with the curators, conservators, and scientists in attendance. Each month will explore a different collection (public or private) and a different type of object (antiquities, art, natural history specimens, ethnographic, archaeological, etc.). The Fellow will write up a report of the conversation for the project website and supervise any editing and publication of video recordings. In addition to job criteria requirements, this position requires travel outside the US. This fellowship is part of Bard Graduate Center’s “Cultures of Conservation” initiative, generously supported by The Andrew W. Mellon Foundation. Salary is $45,000 and housing is available, as is a small research/travel fund while the Fellow is in residence. To apply, please submit the following materials electronically via email to [email protected] in a single PDF file: a cover letter stating the candidate’s qualifications for this fellowship as well as its desirability, a sample piece of writing, and curriculum vitae. In addition, please arrange for two letters of reference to be submitted via email to [email protected]. Applications must be received by March 1, 2019. Bard Graduate Center is an AA/EOE employer. Applicants must meet position criteria, including proper work authorization to work both at the BGC and abroad from June 1, 2019 through June 30, 2020.	https://www.h-net.org/jobs/job_display.php?id=58223
A 3000 year old wheel has been found at the Must Farm archaeological site, known as British Pompeii, making it the most complete and well preserved Bronze Age wheel ever to be discovered in the country. At Must Farm, several houses and artefacts dating to the Bronze Age have been unearthed this year. Experts believe the wheel, which is one metre across, dates from 1100 to 800 BC. It is so well preserved that it still has its hub. Members of the Cambridge Archaeological Team, part of the University of Cambridge, who are leading the investigation at Must Farm Quarry near Wittlesey, an ancient Fenland market town six miles (10 km) from Peterborough in East Anglia, say this is an unprecedented find in terms of completeness and size. The wheel was found near to the UK’s best-preserved Bronze Age dwellings, which caught fire and fell into the riverbed, where they were preserved in clay and silt. The discovery poses challenges to anthropologists’, historians’ and archaeologists’ understanding of what Late Bronze Age technology was like in Britain three thousand years ago. This latest find is but one of several discoveries at Must Farm which are providing an extraordinary insight into what domestic life was like for early Britons three thousand years ago. Other spectacular finds include a wooden platter, a small wooden box with its contents still inside, an intact box, three circular wooden houses that were once propped up on stilts, rare small jars and bowls with food remains still inside, as well as textiles made from lime tree bark fibres. Close up of the wooden hub of the wheel. (Image: historicengland.org.uk. Credit: Cambridge Archaeological Unit). Although this settlement was near rivers with lots of fish, according to the contents of the unearthed bowls, the Bronze Age Britons of East Anglia preferred beef and mutton. People in Britain were much more sophisticated three thousand years ago than previously thought. Several glass beads that formed part of an elaborate ornamental necklace have also been found. Charred roof timbers are clearly visible in one of the roadhouses. The whole site was surrounded by a palisade (wooden posts). According to the archaeologists, the inhabitants ran out of their burning homes leaving all their possessions behind. This was unfortunate for them but fortunate for us, because everything has been remarkably well preserved in riverbed silt. The archaeological team says it even discovered some footprints. Forensic archaeologists are currently trying to determine what caused the fire that sent the houses crashing down to the riverbed. In this case, forensic refers to the application of scientific techniques to try to determine why something happened. We commonly use the term when solving crimes. This wooden platter was found recently. Archaeologists said it is well preserved. (Image: historicengland.org.uk. Credit: Cambridge Archaeological Unit). Archaeologists, who describe the site as ‘a dream come true’, say there is still much more to be found. After the dig is completed, which is still expected to take a few more months, everything will be taken for further examination and conservation. The artefacts will all be displayed at the Peterborough Museum, as well as other centres across East Anglia. Ground level at the ancient site was six feet below today’s ground level. The team says it reached the riverbed, as it was when residents lived there three thousand years ago, about one month ago. Over the last few years, several Bronze Age items have been discovered at the Must Farm Site. Nine log boats in pristine condition were found in 2011, and a rapier and sword in 1969. This mostly complete, small, delicate wooden box was found recently. It appears to still have contents preserved inside, which the team has taken great care to leave in place. (Image: historicengland.org.uk. Credit: Cambridge Archaeological Unit). Historic England (formerly English Heritage) and building products company Forterra are funding the £1.1 million project to excavate 1,100 square metres of the Must Farm quarry site. The oldest Bronze Age wheel ever found in the UK is the Flag Fen wheel, which dates to about 1300 BC – however, that one is smaller (0.8m diameter) and is incomplete. The oldest wheels in Europe date to at least 2500 BC, in the Copper Age. This wheel, probably part of a cart, shows that Bronze Age Britons were probably exploiting the dry land, most likely for hunting and farming. Although they lived in houses on stilts over marshland, the wheel tells us there was also a strong link to the land.	https://marketbusinessnews.com/wheel-3000-years-old-found-at-british-pompeii-most-complete-ever/125494/
Today’s world is populated by large, sophisticated, densely populated, and technologically advanced nation-states. But how did such complex social formations arise? And why do so many different states share so many features of governance and structure? To answer these questions, researchers systematically gathered historical information on around 400 different past societies from the last 10,000 years, sampling from 30 regions spanning the entire globe. The researchers took in every society from Egypt's old kingdom pyramid builders to Viking kingdoms in medieval Iceland, and by way of the great kingdoms of Angkor Wat in South East Asia. After analysing the data they pinpointed a single dimension of 'social complexity' that can meaningfully measure the developmental trajectories of all societies explored in the sample. In other words, they found a set of general principles that apparently govern the evolution of human society. The research has just been published in leading international journal, the Proceedings of the National Academy of Sciences. This work is the result of years of research conducted by a large, international team of evolutionary scientists, historians, archaeologists, and anthropologists led by Peter Turchin and Thomas Currie. Senior Research Fellow in Trinity College Dublin’s School of Computer Science and Statistics, Dr Kevin Feeney, led the information technology effort by developing a platform for collecting and curating the massive, complex dataset. Dr Feeney’s team has made the entire dataset available as linked open data here.. Dr Feeney said: “Understanding how we got to our modern world is the critical first step in showing us where we are heading next. The single dimension of ‘social complexity’ that measures societal development is made up of nine highly correlated characteristics, incorporating 51 separate features, from the size of the society to its economic sophistication, administrative capacity, informational technology, and others.” “The majority of previous studies in this area have focused on only one or two 'primary' characteristics in an attempt to explain social development. Our approach has led to this exciting new understanding that social development requires an intricate co-evolution of numerous, seemingly disparate traits.” “Our findings also highlight the power of the sciences and humanities working together to rigorously test hypotheses about general rules that may have shaped human history.” The data used in this project come from the Seshat:Global History Databank, directed by Peter Turchin, Harvey Whitehouse, Pieter Francois, Thomas Currie, and Kevin Feeney. The Seshat project gathers information from past societies in order to rigorously test different hypotheses about the rise and fall of large-scale societies across the globe, and over the course of human history. Seshat seeks to bring together in one place the largest collection of data on our shared human past that has ever been assembled. This project was supported by a John Templeton Foundation grant; a Tricoastal Foundation grant; an ESRC Large Grant; an Advanced Grant from the European Research Council (ERC) under the European Union’s Horizon 2020 Research and Innovation Programme; a grant from the European Union’s Horizon 2020 research and innovation programme ALIGNED .	https://www.scss.tcd.ie/news/item.php?id=96
The Department of Anthropology at the Faculty of Social and Behavioural Sciences is seeking a postdoctoral researcher who will work within the research project HEALTH-AI, funded by a European Research Council Advanced Grant. The HEALTH_AI project empirically investigates how medical experts collaborate with algorithms. Together with their team (consisting of the Principal Investigator, 2 PhDs, an assistant and the Postdoctoral researcher), they will study a multi-sited ethnography of a currently evolving revolution in global health systems: big data/AI-informed national health governance. Nevetheless, they are interested in how medical experts collaborate with computer systems. Tasks Among other things, the candidate will perform the following activities: - conducting fieldwork in China and the UK; - co-developing a methodological toolkit, drawing on literature review and consultations with methods experts across disciplines; - engage in critical dialogues with fellow team members and contribute to theoretical innovations and data analysis of the larger project; - writing single-authored and/or co-authored articles. The minimum requirement per year is one single-authored paper in a peer-reviewed journal and/or one co-authored paper with a fellow team member or with scholars in a relevant field; - participating in and helping to organize conferences, workshops, seminars and other scholarly activities; - contribute to popular dissemination of the research results, and undertake administrative tasks related to the project; - be based in the Netherlands and take an active part in the research environment at the Amsterdam Institute for Social Science Research; - potentially: additional teaching tasks, but only upon availability and agreed upon in mutual consultation. Duration: 36 months Salary - Salary depends on past education and relevant work experience, with a minimum salary of €3974 and a maximum salary of €5439 gross per month - Additionally, they offer an extensive package of secondary benefits, including an 8% holiday allowance and a year-end bonus of 8.3%. Job Requirements Applicants are to possess the following qualifications: - a PhD degree (or finalizing within the first months of the postdoctoral job, with a fixed completion date) in human geography, anthropology, STS, or other relevant social science; - relevant ethnographic research experience in China, preferably in the realm of public health; - interest in ethnographic research methods and methodological innovation; - outstanding qualitative research qualities; - excellent competencies in theories in human decision-making in the realm of public health as well as publications in (inter-) national peer-reviewed journals - excellent proficiency in written and spoken English and Mandarin Chinese; - an independent work attitude and ability and interest to work in a team; - willingness to travel abroad for research stays, conferences, and project-related workshops; - strong organizational skills; - affinity with coding and programming. Application Process Interested applicants are welcome to send the following documents alongside their applications: - a full academic CV, including a list of publications; - a letter stating their motivation for this position and how they can contribute to the project (not longer than 1 to 2 pages); - a research statement (maximum 1,000 words) outlining the candidate’s own vision on human/nonhuman collaboration (decisionmaking) in public health; - a writing sample (preferably a published academic paper); - contact information for two academic references. Deadline: February 05, 2023. For more information on Postdoctoral Researcher Position in ‘Health-AI’, visit the official site.	https://www.academichive.com/postdoctoral-researcher-position-in-health-ai-university-of-amsterdam/
A generous endowment by the George W. Brackenridge Foundation of San Antonio enables the Department of Philosophy and Classics to bring distinguished guests to speak to undergraduates on topics of outstanding interest to ancient philologists, archaeologists, historians, anthropologists, art historians, and philosophers. In fitting with the Foundation’s aim to provide first-class educational opportunities to underserved students, the Professorship particularly honors those whose work embodies both scholarly rigor and a more synoptic perspective. Events are open to students and faculty of UTSA and other local and regional universities and colleges, as well as the general public.	https://colfa.utsa.edu/philosophy-classics/brackenridge
Updated: May 16, 2016 6:47:07 pm In a recent excavation operation conducted in Florida, scientists dug out materials which significantly alter our understanding of American history, pushing it back 1000 years before what had been assumed till now. A team of anthropologists, led by Jessi J. Halligan and Michael R. Waters, embarked upon the project in 2012. It involved excavating a part of the bedrock underlying the Aucilla river in Florida and digging out bone and stone artefacts which they report got deposited 14,500 years before present. They published the results in the journal, Science Advances, on May 13, 2016. The Clovis culture For very long, archaeologists and anthropologists have been of the opinion that the Clovis people were the very first inhabitants of North America. Clovis is the name of a town in New Mexico and the Clovis culture is associated with the findings made at an archaeological site next to the town. Following the discovery of the first Clovis site, several areas containing similar artefacts were discovered in North America. Evidence of the Clovis culture date back to approximately 13,000 years ago and had been discovered in the 1920s and 30s. Over the years, however, numerous challenges have been posed to the theory of the Clovis being the first inhabitants of America, with newer sites being discovered in Oregon, South Carolina, Pennsylvania and Chile. The recent finding made at Florida aligns itself with the excavations made at these other sites, thereby making a strong case for a pre-Clovis human habitation in America. Pre-Clovis evidence in Florida Archaeologists James Dunbar and palaeontologist David Webb had, in the 1980s, discovered human artefacts on the site that goes by the name Page-Ladson in Florida. They came across a tusk of a mastodon (extinct species distantly related to elephants), which had been scarred by sharp stone knives. The archaeologists estimated the tusk to belong to a period approximately 14,400 years ago. However, in the face of insufficient evidence, the finding was challenged and the site ‘relegated to an ambiguous status’. Halligan and Waters returned to the Page-Ladson site in 2012, with the aim of unearthing evidence strong enough to prove that human life in America definitely existed 14,000 years back. They dug out layers of sediments, each layer being older than the previous one. By the time they reached the layer dated 14,500 years back, they uncovered materials which could only have been associated with humans. These included five sharpened rocks which were transported from outside the region and a double sided stone knife. On corroborating this evidence with the tusk discovered by Dunbar and Webb, they reached the conclusion that human life existed in Florida much before the Clovis culture. Further evidence includes previously discovered butchered megafaunal (giant animals) bones. Previously, evidence of domesticated dog remains had also been found. However, this has still not been confirmed. Conclusion made by the anthropologists The excavations made at Page-Ladson pushes back considerably the date of the first migration made to America. As reported by Halligan, Waters and their team of anthropologists, “At Page-Ladson, hunter-gatherers, possibly accompanied by dogs, butchered or scavenged a mastodon carcass at the sinkhole’s edge next to a small pond at ~14,550 cal yr B.P. These people had successfully adapted to their environment; they knew where to find freshwater, game, plants, raw materials for making tools, and other critical resources for survival.” The anthropologists believe that with this new finding, they can confidently say that human habitation existed in America about 15,000 years back. Evidence for this theory, though sparse, surely does exist. Also from Express Research: Why Bangladesh is executing Jamaat-e-Islami leaders. A short history 📣 The Indian Express is now on Telegram. Click here to join our channel (@indianexpress) and stay updated with the latest headlines For all the latest Research News, download Indian Express App. - - The Indian Express website has been rated GREEN for its credibility and trustworthiness by Newsguard, a global service that rates news sources for their journalistic standards.	https://indianexpress.com/article/research/americas-history-just-got-changed-by-1000-years/
Supporting local councils and their communities in the advancement of Australia as a welcoming, prosperous and cohesive nation. What is Welcoming Cities Welcoming Cities is a national network of cities, shires, towns and municipalities who are committed to an Australia where everyone can belong and participate in social, cultural, economic and civic life. Welcoming Cities is a Founding Partner of Welcoming International – a growing network of more than 200 municipalities across the world. Welcoming Cities is an initiative of Welcoming Australia, supported by the Scanlon Foundation. Diversity is Our Reality Australia is one of the most culturally and linguistically diverse nations in the world. Australia’s First Peoples represent more than 250 language groups and the oldest living and continuous culture. More than one-quarter of Australians are born overseas and almost half of all Australians have at least one parent born overseas. Collectively, we speak more than 200 languages, and languages other than English are spoken by more than one-fifth of the population. Amid this diversity we enjoy relative harmony. Our standards of living and levels of social cohesion rank among the highest in the world. However, the benefits of migration, cultural diversity and social cohesion are not being enjoyed by all. Our Challenge and Opportunity Australia is a nation of disparate narratives. Our population and economic distribution is polarised, with communities experiencing either: - Rapid growth and trying to advance social cohesion and economic participation; or, - Stagnation and decline and the challenge of attracting and retaining newcomers. The continued success of multicultural Australia will depend on our ability to embrace diversity, foster social cohesion and build economic success in the face of complex population challenges. Inclusion is a Choice The social, cultural, economic and civic challenge lies in how communities embrace diversity and harness its strengths. Of all tiers of government, local government are best placed to understand the complexity and diversity of their communities and facilitate a whole-of-community approach. Welcoming Cities exists to support local councils and their communities in the advancement of Australia as a welcoming, prosperous and cohesive nation. How We Help Welcoming Cities recognises that, of all tiers of government, local councils are best placed to understand the complexity and diversity of their communities. However, they often engage in this work with limited resources and support. Members of Welcoming Cities have unprecedented access to a community of like-minded Local Governments and community stakeholders through: Knowledge Sharing Supporting local governments to access evidence-based research, resources, policies and case studies. Partnership Development Facilitating & resourcing multi-sector partnerships to maximise learning, reach and impact. Celebrating Success Recognising local governments that demonstrate leading practice and innovation in welcoming efforts. Standard + Accreditation Setting the National Standard for cultural diversity and inclusion policy and practice in Local Government. Membership Benefits Membership of the Welcoming Cities network is a measurable step towards becoming a thriving community. All that’s required to join is a signature and commitment from the Council’s Mayor or CEO. Welcoming Cities members can access a knowledge sharing platform, webinars and the advice and support of their peers. This includes member Councils who have progressed further through the Standard. As Councils progress through the stages of Welcoming, further benefits and opportunities are made available, including eligibility for awards and inclusion in leadership groups, advisory committees and events. Throughout, Welcoming Cities provides promotional and communications support to help its members tell their story of success and demonstrate their commitment to their communities. Economic Benefits “Welcoming is not just the right thing to do, it’s the smart thing to do.” Over the next 35 years, migration will drive economic and skills growth in Australia. Migrants will contribute $1,625 billion (1.6 trillion dollars) to Australia’s GDP, and 10 per cent more to the economy than existing residents. Migration will also lead to a 60 per cent increase in people with a university education. Migration will increase: GDP Per Capita Growth Workforce Participation Rate After Tax Real Wages For Low Skilled Workers University Education Social Benefits Welcoming is the means by which local councils, businesses and communities can embrace and integrate migrant communities for greater social cohesion. Welcoming and inclusion is a process by which all people can develop a sense of belonging; and, when people feel welcome they will actively participate in, and contribute to, community life. Becoming a Welcoming City The Welcoming Cities initiative supports local councils to consider, commit to, communicate, plan for, build and sustain a welcoming community. The steps to becoming accredited as a Welcoming City are as follows. Consider Welcome - A local council explores the possibility of participating in the Welcoming Cities network and briefs the Executive and Councillors on key considerations and opportunities. Commit to Welcome - A local council commits to participating in the broader Welcoming Cities network, and develops and socialises strategies that create opportunities for all members of their community to participate in and contribute to social, economic and civic life. Communicate Welcome - Messages of unity, shared values and belonging permeate the community through the voices of leaders, the media and among residents. - Diverse voices are valued, listened to, communicated and celebrated. Plan for Welcome - A local council facilitates a multi-sector approach, working to create a welcoming community that values social, economic and civic participation for all people. - A local council establishes policies and practices that embed welcoming and inclusion across all policy areas. - A local council develops strategies that focus on both new & emerging communities and receiving communities. Build Welcome - A local council considers and benchmarks their policies and practices against The Welcoming Cities Standard. - Newcomers and established residents increasingly find common ground and leadership is representative of the diversity of the community. Sustain Welcome - A local council is audited against The Welcoming Cities Standard and accredited as a Welcoming City. - Social cohesion and socioeconomic indicators improve over time.	https://welcomingcities.org.au/what/
At the Northwest Regional Assembly's 7th session, one of the key announcements made by the president of the house, Professor Fru Angwafo III is to have youths in the region take central stage and be at the epicentre of activities that will register sustainable peace and development in the region. Holding under the theme; Conciliation, Conflict resolution, mediation, Peace Building and Development, the president believes that the reset of mindsets can be done through moral rearmament. By meeting the social needs of diverse population, using community theatre as a tool to capture the burdening youth population. "Listening to these groups and enrolling them in elaborating budgets and program, will build bridges, grow self esteem and self confidence as social pillars for our human development", Professor Fru Angwafo III. "There should be an operational collaboration framework in the community in respect of cultural pillars; tradition, religion. Doing things for sustainable peace and development; working out a trauma healing project for psycho social support to bereaved persons", this he said at the session's opening on July 26th 2022 in Bamenda. The President of the NWRA also appreciated efforts from NGOs both at the local and national levels who according to him, work ceaselessly to foster social cohesion, reconciliation and reconstruction. Priority in line with sustainable development, takes bottom-top approach with "human intensity manual labour activities, identified by the community will consume the greater part of the 2022 budget as well as rehabilitation and renovation works" "We promote local content, using improved local materials, as this scheme will not only occupy the unemployed burdening youth but contribute in strengthening local economy". Room was however provided for exchanges on best practices, that will answer present challenging calls for innovation, than being importers of values on science and technology from the west. Northwest governor, Adolphe Lele Lafrique during the mid term evaluation, believed that benefits of the special status in the region will be enormous if it upholds peace building principles for meaningful development. "You are the ones to change the narrative of the Northwest region. Where are we today in our efforts to restore peace and normalcy in the Northwest region, how do we evaluate efforts of the different stakeholders, what has been the contribution of the administrative authority, traditional rulers, councilors, mayors in the pacification of the Northwest region". "Which tools do we need to mobilize and apply in the process of overhauling our attitude towards the pacification of the Northwest region", these were the series of questions put forth by NW governor, to act as a wakeup call for all stakeholders in the quest for peace in the Northwest region. One will not overemphasize that the Anglophone crisis that has lasted for 5 years has in one way or the other haulted development activities in every community. The armed conflict has resulted to several damages and lost of lives, yet the Northwest Regional Assembly is not giving up, but making efforts to liase with local methods and make amends. The house enlisted experts that provided attainable and workable solution tools, as a step towards Peace.	https://www.civiclens.info/2022/07/northwest-regional-assembly-president.html
The mission of the ASTRA Museum is, for more than 100 years, to connect the audience with traditional values, through continuous change to the cultural needs of the society. Whether we are talking about Romanian, Saxon, other minority or even extra-European heritage, the ASTRA Museum is the keeper and the provider of the authentic values to the community. Although its profile is ethnographic, the mission of the ASTRA Museum goes beyond the exclusive promotion of the traditional, becoming a true cultural promoter at the fusion between old and new, traditional and modern, national and global. To remain relevant to its audience, ASTRA Museum invests in programs meant to improve the cultural life of the community and encourage people to turn tradition into an active part of their daily lives. It has four museums with an extremely rich heritage varied regarding the geographical origin but also of the message it carries, the central goal of the ASTRA Museum is to represent a standard of good practices in Romanian and international museology. Successor and keeper of the heritage and values of ”The Museum of the Association”, ”The Museum of Transylvanian Civilization ASTRA”, integral part of the ”C.N.M. ASTRA”, brings to its visitors, the charming world of the multiethnic Transylvania. A simple walk through the 96 hectares of ”The ASTRA Museum of Traditional Folk Civilization”, reveals to visitors an image of rural life throughout our country, exhibited in over 400 houses, household annexes and technical installations. ”Emil Sigerus – The Museum of Saxon Ethnography”, curator of Saxon culture and civilization in Transylvania, successor of the Carpathian Museum, has the most important ethnographic collections with a Saxon profile, with the name of the great personality, with significant merits in this field, Emil Sigerus. ”Franz Binder – The Museum of Universal Ethnography” is the only museum in Romania with the profile of capitalizing on extra-European heritage. Being in conservation for the moment, the museum defines its vision as an anthropological museum of world cultures, meant to understand the social phenomena of contemporary society. ”The ASTRA Center for Heritage”, with its facilities, solves the issue of conservation and restoration on all types of support, based on solid theoretical and practical knowledge. Saving heritage requires dedication, understanding, knowledge and perseverance in the process of conservation and restoration the objects and monuments that are physical, chemical and biological degraded. ”The Conservation and Restoration Training Center” – represents a substructure within the ASTRA Museum which has two essential missions among the museum functions. The first involves the preventive conservation of collections, and the second, the professional development of those who contribute to the preservation of cultural heritage. “ASTRA Museum” – publishing house, was established in 1995, continuing and developing the publication of monographs and periodicals initiated in 1966 by the specialized team led by Cornel Irimie, founder of the Open Air Museum in Dumbrava Sibiului.	https://muzeulastra.ro/en/about/
· We believe in providing experiences that promote and nurture positive self-esteem by building on children’s strengths. · We support, respect and value children’s individuality, their opinion, self- expression and incorporate this in all aspects of the program. · We believe in providing a safe, secure and caring environment where children feel confident and protected, to thrive and develop to their full potential. Opportunities for risk taking in the children’s nature play is promoted and in support of STEAM Learning. · We believe in providing an environment that is flexible, stimulating, respectful of diversity and individuality and caters for each child’s strengths and abilities. This in turn will help the children reach their full potential as a whole being. · We aim to create a sense of belonging and acknowledge the traditional owners of the land (The Wurunjeri people) on whose land we now stand and demonstrate respect to the elders past, present and emerging. · We believe in strong collaboration to ensure that children are guided and supported to work co-operatively and collectively with others, nurturing positive behaviours to ensure the development of appropriate social behaviours and relationships based on mutual respect. 2. Community · We believe in ongoing communication between families, educators the community and children in order to provide opportunities and best outcomes for children. · We aim to work in partnership with the families and communities to create opportunities for an active learning environment. · We believe in fostering a sense of community awareness and participation which will contribute to children’s sense of belonging, being and becoming active participants within their community. · We believe in encouraging parents to be involved in the Centre’s activities, and create opportunities for parents to develop friendships and supportive arrangements between one another. · We understand the needs of children, families, educators and the community are constantly changing and that ongoing evaluation is essential to create a service that is responsive to their needs. · We believe in respecting organisations within our community to foster a sense of belonging (amongst the centre, the families and the community). · Alpha Early Learning Centre embraces the belief that parents are the first and most important teachers of their children. We recognize and foster an active partnership between home and childcare. · We believe in an ‘open door’ policy at all times for parents and extended families, networks and local community. · We encourage families to be active participants in the life of the centre. · We embrace the diverse beliefs and values of The Centre’s Greek heritage and the Multicultural Community. 3. Staff · We believe that each staff member brings fundamental and unique personal qualities such as empathy, respect, warmth, cultural background and a passion for learning which is incorporated into the program. · Participation to various professional networks promotes open communication and further supports educator development. · We aim to ensure that personal and professional contributions are highly respected and valued in a team environment and that communication is open and confidentiality is maintained. · We value each staff member as unique and that personal and professional development is promoted, supported and ongoing to ensure a high quality service is provided. · The centre values and supports all staff in their endeavour to maintain a high level of interest in the optimal welfare of children. · We aim to ensure that staff work collaboratively sharing their knowledge, experiences and expertise to ensure best outcomes for the children. · We are guided by the principles identified by the National Quality Standards and our Code of Ethics and provide every child with the fundamental right to be protected, ensure the dignity and right of the child are maintained at all times. 4. Program · We believe in providing a Greek/English bilingual program that incorporates the needs of both children and parents of English and non-English speaking backgrounds. · We provide a Greek/English bilingual program that enriches the child’s cognitive development and outlook/awareness of a variety of languages in our society. · We believe in providing a multicultural curriculum that is inclusive of the Centre’s diverse cultures, languages, beliefs, values and child rearing practices within our community which optimises children’s learning. (Reference the development of a Calendar of Events to guide and promote the various programs) · We provide a program that is stimulating and challenging. · We celebrate cultural diversity, motivate the children through play and discovery. · We foster life skills such as fairness, social justice, and constantly reaffirm children’s self-esteem. · We believe that all children including children with additional needs have equal opportunity to participate in all aspects of the program. (Further extending their learning in STEM and STEAM. · We believe in providing a developmentally appropriate program that caters for the social, emotional, physical and intellectual needs of all children, supporting, guiding and scaffolding their learning so they may reach their full potential. · We believe that the program should be inclusive of the whole group as well as be flexible to respond to the needs of individual children in a holistic approach. · We believe that children learn through collaboration with their peers, adults and by interacting with the environment. · We aim to create a positive indoor and outdoor program inclusive of risk taking that is inviting, inclusive and rich in opportunities, one that reflects the local community and the families who use the service. · The Development of Alpha ELC’s Reconciliation Action Plan will support and embed Australian Indigenous activities and raise awareness of the Australian Indigenous Peoples Culture.	https://www.alphaelc.com.au/about/mission-2/
Faith schools: the evidence Over a third of schools in Britain are faith schools, yet their place within public education systems remains deeply contested. Proponents of faith schools claim that they improve parental choice, achieve superior educational outcomes, and are better at promoting moral values. The evidence from the research strongly contests these claims. Such research is often piecemeal and difficult to access, making it hard to gain a comprehensive view of the debate. This research bank is intended as a valuable resource for policymakers, politicians, academics and anyone else interested in the ongoing debate around faith schools in Britain. Each entry provides an at-a-glance overview of the key evidence and central arguments made in a different study. The research bank is arranged chronologically within a number of key sections: social cohesion; performance; school choice; values; and public opinion. Together, the evidence provides a compelling and comprehensive case against state-funded faith schools. Social cohesion The evidence in this section shows that faith schools undermine social cohesion by segregating pupils on religious, ethnic, racial and social grounds. By reducing contact between people from different social groups, faith schools foster exclusionary in-group dynamics that are detrimental to the wellbeing of a liberal, multicultural society. This evidence strongly undermines claims by supporters that faith schools facilitate social integration, promote a communal religious ethos and help to integrate minority faiths into the life of the nation. Briefing>>> \| Download the research bank as a PDF >>> \| Share on Twitter>>> Understanding public attitudes in Britain towards faith schools B. Clements (2010), British Educational Research Journal, 36(6): 953–973. This paper provides a detailed analysis of different aspects of public attitudes towards faith schools in Britain. It uses data from the British Social Attitudes Survey 2007 to analyse the relationships between attitudes towards faith schools and religious characteristics. The paper finds that Catholics and those who attend religious services regularly, those with higher levels of religious feeling and those with socially conservative beliefs are more supportive of faith schools. Importantly, there was found to be little impact in relation to measures of socio-economic status, except for past or current attendance at a private or fee-paying school of a household member. These findings support critics of faith schools who contend that they promote divisive, in-group dynamics. Why are English secondary schools socially segregated? J. Coldron, C. Cripps and L. Shipton (2010), Journal of Education Policy, 25(1): 19–35. This paper seeks to explain the persistent social phenomenon of segregated schooling in England, whereby children from families with broadly the same characteristics of wealth, education and social networks are more likely to be educated together and therefore separate from children from more socially distant groups. The operation of these class mechanisms is illustrated by considering the different ways in which segregation is generated in selective, faith and community schools. The authors claim that the primary reason for this segregation is that more affluent and more highly educated parents are gaining greater access to the better schools, compounding the already existing inequality of educational opportunity between rich and poor. A reinforcing effect is also observed, in which poor pupils educated in schools with concentrations of other poor pupils do not progress as well as they would in a school with a more balanced intake. Conversely, those pupils that are already advantaged and educated with their more affluent peers flourish educationally. This is not only unjust but has a negative impact on attainment and a country's position in the international league tables for educational performance. Socially segregated schooling is also implicated in the reduction of social cohesion and civility. The paper shows that social segregation in school varies by geographical area but also by the type of school. Using data from the Sutton Trust, it finds that the average proportion of pupils on free school meals in voluntary aided (faith) schools was 5.6% compared with 14.6% for the surrounding areas. The paper also claims that church schools might engage in the covert selection of pupils by social background. For example, about 8% of faith schools (in 2006) asked for details that could facilitate social selection (such as the background of the family or child). The oversubscription criteria of faith schools frequently omitted to prioritise children who were more difficult to educate (e.g. those with special educational needs) and were more complex than those for other types of school. The criterion of religious commitment (verified by reference from a priest) was also likely to favour parents with more time and resources to demonstrate this in the community of the local church. The authors noted that where a faith school was already known to have a highly privileged intake, less affluent parents were less likely to apply. A copy of this paper is available to download from ResearchGate. Conflicts of ethos: issues of equity and diversity in faith-based schools G. Mcnamara and J. O'Higgins Norman (2010), Educational Management Administration and Leadership 38(5): 534–546. This paper, which focuses on the experiences of faith schools in Ireland, highlights a range of problematic issues for schools owned and run by the Catholic Church. Extensive exemptions to employment and equality legislation give schools the power to discriminate against employees and pupils on grounds of ethos and to avoid teaching equality in the field of sex education. Research also shows that faith schools are ten times more likely to be unrepresentative of their local catchment areas than traditional schools, and highlights significant levels of homophobic bullying. The overall impression is that faith schools have become inhospitable places for minority groups, members of which are perceived to be 'outsiders'. A PDF copy of this paper is available from the Pennsylvania State University repository. Responses of three Muslim majority primary schools in England to the Islamic faith of their pupils J. Ipgrave, J. Miller and P. Hopkins (2010), Journal of International Migration and Integration 11: 73–89. This paper examines the responses of three English primary schools (one Muslim faith school and two community schools) to the education of their Muslim pupils. It focuses on the approaches of teachers and school leaders to the faith backgrounds of their pupils, their constructions of Islam for these educational contexts, and their preparation of Muslim children for a religiously plural Britain. The authors observe that debates around the education of Muslim children in England commonly centre on two themes: (1) linkages between the affirmation of children's religious background and their engagement and achievement in school (a view typically promoted by supporters of Muslim schools), and (2) concerns that increases in distinctive separate education for Muslim pupils intensify existing trends towards segregation. The study found that all three schools allowed pupils and staff to wear Islamic dress, provided halal food in the school canteen, made allowances to enable older pupils to participate in Ramadan and gave pupils time off school for Eid Celebrations. It also found variation in Islam-related curriculum provision. The Muslim faith school was characterised by a clear intention to frame educational provision around the tenets of Islam, being grounded in the idea that 'solutions to the problem of Muslim youth could be found by providing them with the sense of confidence in their religious identity'. The authors write: 'The school's policy is not just to make incidental links with Islam but to present the whole of learning through an Islamic lens'. In contrast, at one of the community schools in the study: 'The neutrality of the staff on religious matters is stressed. School assemblies are viewed more as learning experiences than as acts of worship'. The authors claim that the Muslim school had 'clearly opted for a degree of separation', although they added that the promotion of religious faith was oriented towards seeing religion as a social resource, and that 'a large part of the school's responsibilities towards its pupils' development is their preparation for wider British society'. This paper is also freely available as a PDF from the University of Warwick institutional repository. Building a Sense of Community: Children, Bodies and Social Cohesion Peter J. Hemming, Brunel University The author outlines processes that took place within two primary schools to promote a sense of community and belonging. This feeling of togetherness was achieved through the repetition of embodied rituals, routines, practices and events and occurred in a non-religious sense in both of the schools. However, the Catholic school was also able to draw on a wide range of religious rituals for community building, leading to a more tightly knit but less inclusive collective, particularly for those children who were from minority religious backgrounds. This displays the great social divisions that faith schools create across Britain. In contrast, the Community school took a much more inclusive approach that, because of the fewer rituals used, resulted in a slightly weaker sense of in-group togetherness. This pattern was repeated through how both schools engaged with their wider communities. The Catholic school focused more exclusively on the local parish community, whereas the Community school had more of an inclusive responsibility towards the neighbourhood community. These processes again highlighted the importance of embodied meetings and practices for making sense of the concept of community. Furthermore, the paper researches how the stance of the British Government currently remains committed to the role of religion within the education system and is keen to stress the place of faith-based schools in promoting social cohesion between different ethnic and religious groups. While some faith schools may be able to work towards developing social cohesion, research has shown that religion also has the potential to exclude, particularly in this case whereby most children had created relationships with individuals of the same faith as them and not branching out to mix with individuals with the different social, religious or economic background to them. A PDF copy of this report is available to download Click here for the journal Right to Divide? Faith Schools and Community Cohesion R. Berkeley (December 2008) with research by S. Vij, Runnymede Trust. This extensive report publishes the findings of a Runnymede Trust research project designed to find out whether a school system with faith schools could also promote equality and cohesion. The project involved a wide range of stakeholders, including parents, teachers, education experts, religious leaders, local authority officials and pupils. The report makes a number of observations. Faith schools are criticised for being exclusive, for promoting singular faith identities and for their inaction on issues of social cohesion. The report notes that a commitment to the promotion of cohesion 'is not universal, and for many faith schools not a priority' and that, despite a statutory duty to promote community cohesion, 'many faith schools have done very little to engage with community cohesion initiatives'. The report further notes that faith schools 'have not developed a distinctive approach to learning about diversity' (expressing particular concerns 'that faith schools do not put enough emphasis on LGBT issues') and claims that any advantages they might have in terms of educational performance might be due to their selection practices. Faith schools are found to take a lower proportion of pupils eligible for free school meals than non-faith schools and to be 'disproportionately likely' to have used unfair admissions practices, such as interviewing parents and asking about their ability to contribute funds. This, the report claims, 'creates the perception that faith schools are exclusive rather than inclusive institutions with little interest in being schools of and for their local community'. Although the report supports the inclusion of faith schools within the school system, it concludes that: 'the most effective way of enabling faith schools to meet their obligation to promote cohesion' is for them to be opened up to pupils from a wider range of faith and non-faith backgrounds. Overall, the report makes six recommendations: - Faith schools should end selection on the basis of faith. The report notes that: 'Faith schools should be for the benefit of all in society rather than just the few … With state funding comes an obligation to be relevant and open to all citizens … All parents should be given access to what faith schools claim is a distinctive ethos … At the moment, faith can be used by parents as a means of ensuring social exclusivity within a school'. - Children should have a greater say in how they are educated. The report asserts that children's rights are as important as parents' rights, and that, while much of the debate around faith schools has focused on issues of parental choice, children's views have been excluded. As the authors put it: 'Faith schools in particular emphasize parental choice … but do not champion the rights of children'. - RE should be part of the core national curriculum. The report called for all schools to follow a common curriculum for religious education 'as a minimum guarantee of learning about the role of faith in society, critical thinking about religion, ethics, and the diversity of faith traditions'. - Faith schools should also serve the most disadvantaged. Here it was noted that, despite claims to serve the most disadvantaged in society, 'faith schools educate a disproportionately small number of young people at the lowest end of the socio-economic scale'. This was attributed to selection procedures based on faith, which gave an advantage to more privileged socio-economic groups. The report further noted that: 'When challenged on this data, faith school providers seem to be more keen in their public announcements to discuss statistical validity than engage with a mission to serve the most disadvantaged'. - Faith schools must value all young people. This recommendation focused on the way in which faith schools privileged the role of faith as a marker of identity over other identifying markers, such as ethnicity, gender or sexual orientation. The report noted that: 'given their emphasis on values and moral education, faith schools have not developed a distinctive approach to learning about diversity'. - Faith should continue to play an important role in our education system. In making this final recommendation the report asserted that 'faith schools remain a significant and important part of our education system', but reaffirmed the above problems that faith schools faced. School diversity and social justice: policy and politics A. West and P. Currie (2008), Educational Studies, 34(3): 241–250. This paper examines diversity in the English education system and explores tensions between education policy, politics and social justice. The study shows that claims about the higher educational quality of faith schools are 'questionable', noting that research comparing GCSE and national test results (at age 14) for religious and non-religious schools finds any gains for the former being attributed to the quality of the pupils they admit. The authors write that: 'It thus appears that the existence of religious schools privileges some children over others – with fewer children from poor backgrounds attending them', and note that this has 'undesirable consequences in terms of social justice considerations'. The authors go on to show how religious schooling can lead to segregation on religious and ethnic lines. Faith schooling: implications for teacher educators. A perspective from Northern Ireland N. Richardson (2008), Journal of Beliefs and Values, 29(1): 1–10. This article examines the effects of sectarian divisions within the Northern Ireland education system on the structure of teacher training. The study is based on a survey of the relationship between two religiously separated teacher education institutions. The author notes that the current system of separating teacher training institutions on the basis of faith 'is counter-productive in relation to the task of building a more inclusive, cohesive society', and argues that: 'If teachers are to be role models of mutual understanding, inclusion and respect for diversity, if they are to set and contribute to the kind of classroom and whole-school ethos that encourages the acceptance and celebration of diverse identities, then they need experience for themselves of that diversity'. The paper concludes by calling for the development of 'an ethos of "shared faiths", with full respect for those who are of no faith'. Although this paper focuses on the context of Northern Ireland, the social and cultural impact of selecting teachers on the basis of their faith has clear implication for the wider debate around faith schools. Supporters of faith schools claim that the use of faith as a criterion for the employment of teaching staff is essential for upholding the ethos of faith schools, but as studies such as this demonstrate, selecting teachers in this way can lead to a narrowing of educative possibilities with potentially corrosive effects on social cohesion and diversity. Faith‐based schools in England after ten years of Tony Blair G. Walford (2008), Oxford Review of Education, 34(6): 689–699. This article presents a review of faith-based schooling in England after ten years of expansion under the governments of New Labour. It charts the growth of faith schools, considers some of the underlying rationales for this programme (based on the belief that a faith ethos would generate higher academic results) and finds that: 'the evidence is at best mixed'. The paper shows that while faith schools have tended to produce higher academic results than non-faith schools, this can be explained by their selection of students from higher social classes, with faith schools taking a lower proportion of pupils who are eligible for free school meals. The author also points out that: 'in value added terms, their success is much less clear'. The paper goes on to note that many faith groups do not want separate, faith-based schooling for their children and highlights substantial issues of ethnic as well as social segregation resulting from selection processes. It suggests that there is less chance of an education system producing social fragmentation and cultural tensions 'if schools have a mix of children from different social classes, ethnicities and religions. The desire for cultural continuity can be achieved without the need for separation'. Catholic schools in Scotland and divisiveness S. J. McKinney (2008), Journal of Beliefs and Values, 29(2): 173–184. This study examines the extent to which faith schools in Scotland are divisive. Focusing on Catholic schools, and drawing on interview data with academics, Catholic leaders and educationalists, it finds that faith schools are divisive in five key ways: (1) their state funding; (2) their use of selective admissions processes; (3) social perceptions of their divisiveness; (4) their effects on social cohesion; and (5) their effects on the autonomy of children. The study finds that faith schools in Scotland are seen to be divisive socially, religiously and in terms of attitudes and beliefs that create, or promote, an alternative identity. The Catholic school system is also perceived to be a privileged system, with unfair employment opportunities for Catholic teachers in Catholic schools. Faith Schools Research Bank PDF version (PDF, 1.1 Mb) A one page briefing explaining the Faith School Research Bank.	https://www.secularism.org.uk/faith-school-facts.html?page=6
Kathryn Tye is a Director and Trustee of arts charity Creative Cohesion in Sunderland. Supporting young and emerging creative businesses, the charity also coordinates the Sunderland Family Arts Network (SFAN), a collaboration between multiple arts, cultural, heritage and community organisations, which aims to improve accessibility to arts and creativity in the City. Supported by Arts Fundraising & Philanthropy’s Funding Network Projects 2017. Sourcing and securing funding is a widely acknowledged challenge in the arts and cultural sector, and with budgets increasingly being squeezed both in organisations and by individuals, traditional forms of income generation are evolving. SFAN members identified a lack of knowledge and experience in crowdfunding methods, and a gap in potential fundraising income via sponsorship. Additionally, the creative sector in Sunderland has been in a state of flux for some time, with four organisations being affected by building closures, budget cuts within the Local Authority, and subsequent merging of services into single venues. Staff turnover, repositioning of roles within some of the member organisations, and the addition of newer charities and community groups to the Network, meant that the group also felt general training in fundraising approaches would be beneficial. Finally, SFAN itself has been self-sustaining for almost five years, with no income-generating strategy. The Network had reached a ‘make or break’ point, and continuing with the project would require a fresh approach and a strategy to raise funds to secure its future. Open invitations were circulated, and 21 places were booked onto the workshop day on 12th March 2018. The SFAN fundraising workshop was delivered by Ellie Turner, of Tyne and Wear Community Foundation. On the day 19 people attended, from fifteen different organisations across the North East. These included: - Creative Learning Officers in visual and performing arts - Learning and Engagement Officers from Local Authority organisations - Individual Arts Practitioners who volunteered and worked for arts charities and organisations - Project Officers from heritage venues - Fundraising and Audience Development Managers in creative writing - Education and Training Community Officer - Founders of charities and community groups Having worked with Community Foundations for several years, Ellie’s experience and knowledge of funding practices was welcomed by all attendees on the day. The sessions covered: - Applying to Community Foundations for funding or support - Top Tips from Funds - Introduction to Digital Fundraising - Linking Crowdfunding to Corporate Giving - How to approach Corporates (towards securing funding or in-kind support) Throughout the day Ellie included short workshops to help relate the topic to individual projects, providing the opportunity for people to start planning approaches, or a strategy against which they could plan in the future. Having the worksheets to refer back to when required was cited by some of the attendees as being a great benefit of the session. Another popular activity was the sponsorship-match activity, which involved the group identifying which real-life sponsorship opportunities, package values, and sponsors, matched. This exercise was particularly effective in demonstrating how to identify what might be valuable to corporates when thinking about sponsorship options, and how to price packages accordingly. The biggest take-aways from the session identified by the group were: - Ensure funding applications reflect guidelines and answer questions clearly - Impact statements delivered by beneficiaries can be more important than you realise (one member shared experience of a beneficiary delivering a speech at an event a potential supporter was attending - they increased their support from £10k to £129k upon hearing her testimony) - Digital fundraising requires proper planning and consistent communication with audience - Develop clear rewards that appeal to your audience for both individual giving (via crowdfunding for example) or corporate sponsorship - Corporates can offer in-kind support, think about projects or opportunities where people-power, facilities, and physical resources are as useful as a cash injection! From feedback collected after the workshop the overall response was that the session was useful, with most respondents anticipating using their knowledge to fundraise for projects within the next 3-12 months. Crowdfunding was overwhelmingly the most valued topic on the day. Future training sessions on writing fundraising strategy, measuring impact, and bid-writing were identified among respondents as areas of interest. The workshop held by SFAN, made possible by funding from Arts and Philanthropy via Cause4, will lead to: - Development of a fundraising strategy for SFAN itself - Implementation of subsequent training sessions as identified by respondents - Publication and signposting of fundraising opportunities and training by SFAN for use by creative and cultural organisations across the region - Collaboration between organisations who met at the workshop Watch this space for exciting projects and updates from SFAN members!	https://artsfundraising.org.uk/blog/exploring-fundraising-options-sunderland-family-arts-network
Resource Team Member Joseph Kunkel leads a group discussion during the CIRD Workshop. In anticipation of the Tribe’s imminent resettlement from their ancestral land along the coast of Louisiana, in January 2017 the Isle de Jean Charles Band of Biloxi-Chitimacha-Choctaw Tribe (IdJC Tribe) gathered for a pivotal community workshop, with support from the Citizen’s Institute on Rural DesignTM (CIRD). Given the devastating effects of manmade and natural disasters on the Isle de Jean Charles, tribal leaders had considered the possibility of relocation for several years. The flooding of historic marshlands on this narrow spit of land facing the Gulf of Mexico can no longer be mitigated by levees, and the shrinking island can no longer support the Tribe as it once did when Cypress trees grew tall. It is tragically clear how land-use decisions combined with climate-induced displacement have threatened the Tribe’s unity, sovereignty, and ability to maintain traditional practice and cultural assets. Over the course of time, the flooding and erosion have led Tribal members to abandon their homes and tribal territory in search of higher and drier refuge. Although some have remained on the island, a significant number have already relocated further inland. Tribal leaders recognize that this outmigration has fractured the Tribe’s social life, and they are determined to reestablish cohesion and maintain a strong sense of connection to place among the members of this timeless community -- values that have historically been at the heart of the Tribe’s lifeways. The resettlement, while devastating, is an opportunity for the Tribe to become empowered once more, and to rebuild a shared life as a whole community. In 2016—several years after the Tribe expressed their commitment to pursue a new location, and after many attempts to secure funding for the relocation effort—the Tribe was awarded a $48 million grant through the National Disaster Resilience Competition, in collaboration with the Louisiana Office of Community Development (OCD). However, this grant constitutes only half of the necessary funds to fully realize the Tribe’s vision of its new homeland. Furthermore, the Tribe’s traditional approach to land settlement drastically diverges from contemporary approaches to land development and planning. To address these challenges, the two-day workshop brought together an unprecedented group of Tribal members, a large and diverse resource team, and state, federal, and local government representatives, who were instrumental in developing a sensitive yet practical approach to the resettlement. The group outlined phasing, feasibility, design parameters, and opportunities for leveraging and maximizing existing human, financial, cultural, and technical resources. The discussions and newly forged relationships helped to build a bridge between the aspirations of a long neglected but determined community and the unfamiliar governmental systems through which the Tribe must navigate. Site visit during the workshop with Resource Team Members, tribal members, state and federal representatives, and workshop participants. While the road ahead is still long and uncertain, the Tribe has crossed a critical point in building a relationship with their new home by firmly establishing a community-driven, place-oriented approach to planning and design vis-à-vis State representatives. Four core principles and associated practices were deliberated in order to guide this process: Exploration, incrementalism, flexibility, and climate-responsible and community-oriented design. The Tribal approach to land settlement is significantly different from contemporary mainstream approaches to land use planning. Before any decisions can be made, it is crucial for the Tribe to explore and study their new land in order to understand the ways in which they can interact with it. The Tribe was actively involved in the land selection process, and had the opportunity to spend time on the land and engage with it through traditional practices. This process has positioned the Tribe as the real client, the beneficiary, the owner and caretaker of the land; members of the Tribe alone truly understand their needs, the needs of the land, and how they regeneratively support and nurture one another. Due to limited resources, the design and planning process must also allow for incremental development of the new site. This way, immediate needs will be met with currently available funds, while future resources will be used to enable long-term implementation. The federal funds are designated mainly for the costs of relocation itself and general site planning, so the Tribe is working to leverage the process in order to identify additional funding. With guidance from a number of the CIRD resource team members, the Tribe has already secured a grant from the National Academy of Sciences to design an interactive science center, which will serve a number of the Tribe’s cultural practices, including a seed bank for traditional medicinal plants. The general site plan will incorporate and complement this crucial element of the Tribe’s communal spaces. Flexibility of use compliments incrementality. Because not all structures or facilities can be built immediately, each space will need be utilized for a variety of community activities. This approach will also ensure that there will be opportunity for interaction and shared experience throughout the new site, which supports the goal of regenerating a robust community life. Through sensitive design, the new settlement will be developed in synergy with the environment, while incorporating traditional Tribal symbols into the architectural plan. Architect Eddie Cazayoux explains a potential layout for the site which depicts a palmetto leaf—a prominent element for the IdJC Tribe. In a traditional Tribal settlement process, these four principles—especially that of exploration—would be represented without question. The unique element here is that the Tribe established clear criteria, based on traditional values, which were then incorporated into the Request for Proposals (RFP) disseminated by the State of Louisiana for the design and planning of the new site. The RFP reflected traditional Tribal values of place and approach to land settlement, including the opportunity for the Tribe to experience the site before solidifying design or planning approaches. The design team will be selected in part based on its capacity to be flexible and in continuous collaboration and contact with Tribal representatives, in order to adapt the design as the Tribe increasingly discovers the characteristics of their new home. Furthermore, the selected team will include a Native American specialist. The review panel for the selection of the winning proposal included tribal representatives, and the incorporation of traditional Tribal knowledge and real community involvement into the State-facilitated planning and design process is crucial in supporting the Tribe’s self-reliance, in respecting their knowledge of their own needs, and in establishing their ownership of their own resources. The relationships forged through the workshop have been immensely beneficial to all parties. CIRD staff and Resource Team Members demonstrated their capacity to translate Tribal values and traditions into practice, in contrast to the conventional role that many planners assume as gatekeepers of formal, conventional planning processes. The convening of federal partners together with Tribal members was instrumental in finding a common ground, and offers many lessons for communities across the United States and worldwide who struggle with clashing cultural approaches to planning issues. In particular, State representative Matthew Sanders, from the Louisiana Office of Community Development, noted that the process developed with the IdJC Tribe will act as a replicable pilot, to be adopted by other communities who face similar circumstances and are striving for recovery and resilience in the face of natural disasters. Reciprocally, the Tribe shared its vast knowledge with outside partners about the meaning of place, the value of holism, and the importance of respect for the natural environment.	https://www.pps.org/article/exploring-higher-ground-honoring-tribal-tradition-louisianas-climate-resettlement-plan
Delmar Oberholtzer and Ryan Yoder The United States Census Bureau recently released the data it collected on public schools for the 2016 year, including the amount of money spent. The data indicates that the public school systems are spending an average of $11,762 per student in their care.1 Private schools generally operate on a smaller budget, but their per pupil expenditures still run into the thousands of dollars. These types of numbers naturally lead to some common questions. How do we justify such expenses? Are our schools worth the significant amount of money we spend on them? What good is a school, really? The most common answers to these questions often focus on the good a school provides for an individual student. A school teaches students how to work with people, build social skills, and helps them make friends. A school teaches skills that make students valuable workers, ensuring that each individual will be able to find a job or career. In Christian schools, a school also teaches a student about the truths of the Christian faith and encourages them to make that faith an integral part of their lives and worldview. These are all good answers, but they don’t complete the picture of a school’s value. A Christian school also provides benefits to its community, a value though often overlooked and hard to quantify, is real nonetheless. A Tie that Binds The first way in which a school serves the good of its community is through the social ties it creates and supports. A school is never sustained by the efforts of a single individual, it is always the result of a group of people who come together with a shared purpose. Those people include the staff, students, parents, churches, business partners, school board, alumni, financial supporters, and others that have an interest in the success of the school. As the school brings these people together it provides a common experience and a shared value that deepens the connectedness of the community. A school that actively engages its stakeholders can be a true asset by reinforcing a genuine sense of mutual care and camaraderie. In a society where people are becoming more socially isolated than ever before, any implement which brings people together in this way is of great value.This is especially true for private Christian schools. Because there is no reliance on federal or state funding, all the support is generated by the local church or churches and the community that surrounds them. Likewise, almost all major decisions are made by local leaders and representatives. The church community collectively owns the school and is brought closer together through that shared ownership. While a church is more than just a social grouping, it is indubitably stronger when its members can come together in the type of fellowship and commonality that the support of a Christian school can provide. A Source of Potential Another way in which a school serves its community is through the preparation of “servants to the public” from one generation to the next. In a secular setting, this translates into the production of people who serve as anything from paramedics to sanitation workers. Schools make sure that there will always be people who are trained to keep their community safe and functioning. A church is like a secular community in that it also needs a collection of people who support it through their service. Individual churches are structured in different ways, but they all need people who are willing to serve by preaching, singing, discipleship, performing administrative tasks, handling finances, teaching, and taking care of church property. Even a church that has all of these responsibilities covered should be preparing for the day when the tasks need to be passed on to a new generation. A school provides the church with a place to identify and prepare individuals who possess the gifts for those positions of service. It is common for schools to encourage the development of gifts such as speech, creativity, and written expression, then display them before the community in the form of special programs or performances. These activities keep the community informed of the potential that exists among its young people and helps them identify those who might best serve the community in a variety of ways. A Bastion of Values Finally, and possibly most important, a school provides the church with a point of reference for, and transmission of, shared values and culture. Because a school is generally under the power of the local community as mentioned above, it becomes a reflection of the community’s values and beliefs. Making decisions about the school can force a church to truly evaluate what it believes and how it should be practiced and communicated. Whatever is truly believed by the church will find its way into the school, either in daily operations or in the content that is taught. A school with a healthy relationship with a church community can become an expression of the church, a public example of how its faith can be lived out and practiced. Not only does the school reflect the church community’s values, it transmits them to the students under its care. The school sets an example and encourages patterns of behavior that have the potential to last a lifetime. In one sense, a school can serve as a conduit from the church to the students that attend the school, teaching the basic tenets of faith as well as how to apply the Christian faith to daily life and action. A school that serves a distinct culture will pass on cultural practices and traditions as well as the truths and beliefs of the church. There have always been Anabaptist groups who place a great deal of value in their distinct heritage, whether it has been expressed through clothing, language, holidays, foods, or music. For those who value their cultural background, a school can support efforts to pass on that identity to their children. In these ways the school becomes a tool for the preservation of the beliefs and culture of a church community and promotes its continuation from generation to generation. What Good is a School? In an age where schools broadcast their test scores, brag about their graduate employment rates, and celebrate their most successful students, it is important to not lose sight of the larger value of a school. The work it does on behalf of each student in its care is of utmost importance, but a good school can and should be honored for the significant good it can do for the community it serves. So what good is a school? It seems safe to say that the benefit of Christian schools, while significant to each student, also extends to the church, community, and ultimately to the Kingdom of God.	https://anabaptistperspectives.org/essays/guest-blog-schools-common-good/
Growing all the more important within our Australian society is the need to respond to increasing diversity in race, culture and religion. Migration has shifted our social landscape impacting lives at the grassroots and institutional processes. The unfortunate suffering in the world caused by war, persecution, famine, environmental and economic crisis or the exponential advancements in science, technology and travel have created conditions for the largest movement of people known. Australians are experiencing an historical opportunity to learn about appreciating the diverse values, practices and beliefs, on a scale like never before, within already well-established Australian cultural norms. This growing consciousness of our interconnected planet could also be leading us to the most profound stage of this nation’s development. Although we may all share a common goal and desire for a socially cohesive society, we may not all define it in the same way or agree on who makes up that society. It is necessary to acknowledge that these global impacts are very complex. Our governing institutions are understandably not economically equipped for the level of population growth we are experiencing and have had to make legislative decisions that feel restrictive. Recent arrivals try to navigate experiences of loneliness, isolation and prejudice whilst trying to find a job, adopt Australian values and fulfill citizenship requirements. Long-standing Australians are grappling with strains to employment opportunities and increased costs of living whilst learning to incorporate large communities of differing beliefs and practices. At the same time, our country has always be known for giving everyone a “fair go”. Adjustments have been made to our infrastructure and corporate policies are now more explicit about ensuring greater diversity in the workplace. We have witnessed the inter-mingling of all ethnic, cultural and religious backgrounds in our neighbourhoods, schools, shopping centres and workplaces. This has given rise to the widest array of cuisines, languages, celebrations, music, national dress, places of worship and traditional stories. We are considered one of the most successful multicultural countries in the world -is it possible for us to go further and reach greater heights? Could we view this as a transitional time in our country, where adjustments are being made and tried, however clunky, to give rise to one of the most socially cohesive nations? This raises perennial questions for all Australian citizens to consider: How can a more peaceful and inclusive society be fostered? How can we commit to strengthening the ideals of a socially cohesive society? What values do we wish to carry forward? And how can we identify and gain agreement on what they are? To explore these questions, the Australian Baha’i Community has, over the last year, held discussions with representatives of government, civil society, religious groups and the public in conversations, roundtables and forums. It became clear that all people share a common aspiration for a socially cohesive society, it is an issue of enduring importance and this is closely associated with, and perhaps dependent upon, feeling like they belong. These discussions have shed light on the need for a consultative framework, the role religion and youth play, the significance of our indigenous people, experiences of working together, identity, the evolution of Australian values, reconceptualising community, constructive media, transcending prejudices and recasting our narratives, in order to foster this sense of belonging. Some of these ideas will be explored in a series of contributions, which is aimed at stimulating an ongoing conversation amongst those who are also striving to strengthen social cohesion in Australia.	https://www.oea.bahai.org.au/post/2018/09/29/youth-and-social-cohesion
Because I feel strongly about all Americans understanding other cultures, I have written this paper. In this paper, I will discuss the Hispanic culture on child rearing practices and customs, gender identity, health care practices and customs, and the role of religion/spirituality and I will compare and contrast these with and other West Indies Countries. It is also important to read other articles such as http://www.cfabamerica.com/ethical-dilemma-in-modern-society , http://www.cfabamerica.com/project-bring-jobs-home-made-in-america , http://www.cfabamerica.com/h-r-25-fair-tax-act-of-2011 . The culture systems may have different beliefs between cultures. Whatever a culture believes forms the foundation of that culture. Child rearing practice changes from culture to culture and what may seem unusual in one culture may be perfectly fitting to another. Each culture raises their children differently so that the child can achieve his or her goals according to the culture of the parent. Hispanic population has displayed tremendous growth in the United States and is one of the fastest growing populations. According to Matsumoto and Juang (2013), the Latinos population constitutes 15.1% (U S Census Bureau, 2005-2006). Miller and Washington (2013) found that 308.7 million people resided in the United States in April 2010, of which 50.5 million (or 16%) were of Hispanic or Latino origin (p. 223). According to Quinlan (2010) the Common Wealth of Dominica as an example, are bilingual in Creole English and French Creole. Its population is approximately 68, 000 and is of mixed African, European (French and English) and American (Island-Carib or Kalinago) descent (p. 2). There is no population census for Carib in America which I believe is an oversight of our census. The Hispanic parent embraces the interdependence. The extended family is important to them. The Bible says, that God said, the man has now become like one of us (Genesis 3:22). The Trinity shows an example of interdependence. Perez Rivera and Dunsmore (2011) noted that “Latino populations have a tendency to emphasize group conformity, repeat, and harmonies social interactions” (p. 325). The Latinos is a collective culture, and they work in groups. Child rearing practices and customs First, I examined the cultural value of West Indies and Mexican mothers of preschoolers, and Durand (2011) found that “respect, family, and religion were the most important values that mothers sought to transmit to their children, and education is another consistent Latino child rearing goal that has been described in the literature on Latino parenting” (p. 258). The Latinos have good family values, and they grow close to each other and takes care of their parent when they get old. Likewise in the West Indies, mothers applauded to support a child’s demonstration of respect. Though parents are loving, they are also stern. For example, if children don’t show respect to their elderly, they would be held reliable for the consequences of their wrong behavior. Therefore, this may result in punishment such as sending the child to his/her room and they must stay there until the parent gives the consent to leave the room. The Families of West Indies are also a collective culture as the Hispanic. As a collective culture people work together and help make educational decisions for the group. Parents demonstrate good ethical behaviors such as fairness, equality and dignity. Durand (2011) discussed research that examines parenting among the Latino families with strengths based perspective, that describes and have the capability to adapt, culturally, relevant view of practice that promote healthy child outcomes is critical. In the Mexican family, the mothers have been described as the primary socialization agent responsible for maintaining cultural beliefs, values, structuring the family environment, and to support and maintain those values, women’s status rises when they become mothers, due to the belief among Mexican Americans. Their belief is, maternal love is greater and more sacred than spousal love (p. 256). Bermudez and Stinson (2011) discuss conflict resolution unfortunately, cross-cultural studies related to Conflict Resolution (CR) among intimate partner relationships are scarce, especially as they relates to Latino couples living in the United States. Through the present study, the authors introduce ﬁndings from newly formed CR styles adapted for Latino couples, examining the roles of gender and culture (p. 72). Bermudez, and Stinson further noted Latinos represent 23 countries in North, Central, and South America and the Caribbean and are considered a heterogeneous ethnic group in the United States with a multitude of contextual factors creating vastly different immigration experiences. Considering if a Latino is an immigrant in the United States or not is important to note because being either native or foreign born will generate vastly different experiences and world views affecting communication and family life. Language is also a critical and essential aspect of Latinos’ experience in the United States. For immigrants, not being ﬂuent in English can be a stressor due to experiences of marginalization, discrimination, and lower upward mobility. The United States native born Latinos, not being ﬂuent in Spanish can be stressful and cause shame and family conﬂict, given that the Spanish language is what most commonly uniﬁes Latinos and anchors their ethnic and collective identity. Language also enables the Latinos to maintain aspects of their original culture and extend into the new culture and across generations, as well as to connect thoughts and emotions to cultural heritage (p. 74). Traditionally, fortunately in the West Indies they are bilingual so the transition is more of a culture shock then language barrier. Lenik (2012) noted through a multisite approach restricted to a region of the Common Wealth of Dominica, an island that people known as Carib have inhabited continuously since 1492, archaeological testing between 2005 and 2007 demonstrates that the Carib label obscures heterogeneity among native peoples of West Indies (p. 81). Gender identity Gender identity is another way of one’s perception awareness of their belonging to a particular gender role. Health care practices and customs can work together with Spirituality and religion. Spirituality is a set of beliefs and practices related to the issue of what is veiled beyond one’s comprehension, whereas Matsumoto and Juang (2013) suggested, religion ties together cultures’ attitudes, values, belief, the things of the world. Both Spirituality and religion can sometimes work with health care practices. Durand (2011) found that Mexican American mother are primary caregivers and fathers the sole disciplinarians is changing, due to mothers’ increasing participation in the labor force, which may inﬂuence traditional patriarchal family structures and roles. Views on gender roles around parenting suggest that more complex dynamics are evolving. Although a patriarchal view of gender roles persists among Mexican Americans, factors such as decision making are often shared by the parents, or involve a process in which the mother commands much authority, contributing to a more advocate gender relationship (p. 256). This same trend is also more prevalent now in America with increasing negative consequence of one parent family. Matsumoto and Juang (2013) noted that “the differences in parenting styles and child rearing provide learning platforms for child that allow them to achieve developmental goals foster by their particular cultures” (p. 87). Many of these styles later changes the multimedia such as television. When an immigrant comes to the USA they find it difficult to adapt to the different religions. In the West Indies as well as Hispanics the main religion is Catholic. Health care practices and customs Strunk, Townsend-Rocchiccioli and Sanford (2013) found that aging of America and the explosion of Hispanic immigrants into the United States are causing a tremendous burden to the health care system. The challenges already apparent in an overburdened health care system are examined, and useful strategies for health care providers are offered. The significant challenges facing the Hispanic population are presented, and the need for cultural sensitivity and its importance in providing culturally competent, patient-relevant care and health disadvantage, rates of mental health problems among Hispanics and other ethnoracial minorities. Strunk and et al., further discussed that neighborhood social environments shaped and perpetuate health disparities, beyond the influence of individual sociodemographic characteristics, and its economic disadvantage is associated with poorer self-rated health, and poorer mental health, including more depressive. In this regards, the explosion of immigration of the Hispanic population into the United States in recent years has placed considerable challenges on a health care system that is chronically overburdened and inadequate (pp. 45-46). The elimination of the IRS and passing HR 25 http://www.cfabamerica.com/h-r-25-fair-tax-act-of-2011 , will help to solve this problem in addition a 1% sales tax to help pay for Medicaid Rios, Aiken and Zautra (2012) found that homogenous ethnic neighborhoods are linked to positive physical and mental health among Hispanics. Residents of high density Mexican American and Cuban American neighborhoods reported better health than those in low-density neighborhoods of similar SES. Within similar socio economic geographic areas, older Mexican Americans in ethnically homogeneous neighborhoods reported higher self-rated health than those in more diverse neighborhoods and teen birth rates among Latinas were lower in communities high in social capital. However, cohesion among ethnic enclaves may be coupled with social exclusion in the wider community. The question of how ethnic composition relates to aspects of social cohesion warrants further clarification, and neighborhood processes relating social cohesion to physical and mental health may lead to a greater understanding of how neighborhoods the contexts in which we live and work, thrive, and endure favor the health of some above others, and life in the USA is supplied with social and economic inequalities. In this same article they mentioned that, Health disparities have been increasingly well documented for ethnic minorities and the economically disadvantaged and racial and ethnic minorities in the USA achieve lower income and educational levels compared with non-Hispanic Whites and Hispanics consistently report poorer self-rated physical health compared to Whites (p. 50). Ickes and Sharma (2012) stated considering the lack of physical activity among Hispanic American, and the associated barriers, the institute of medicine has expressed an urgent need to initiate intervention which inﬂuence obesity-related behaviors among diverse ethnic groups. In fact, Healthy People 2020 recommends increasing legislative policies for the built environment that enhance access to and availability of physical activity opportunities. Future interventions must attempt to combine such health promotion eﬀorts to have a greater impact (p. 13). Quinlan (2010) noted that in some West Indies counties, there is a doctor available, but to get medical service few villagers own private automobiles, however, and rides are expensive and some-times difficult to arrange. Therefore all villagers rely heavily on traditional notions of illness and their corresponding home remedies a system locally called “bush medicine, and therefore, medical is expensive” (p. 2). The role of religion/spirituality Duarté-Vélez, Bernal and Bonilla (2010) discussed how spirituality or religion is another important value in many Latino families, the Judeo-Christian tradition being the most prominent, and traditional religion views same-sex relationships as wrong or evil. To develop a healthy sexual identity, sexual minorities within a conservative religious tradition may need to resolve a cognitive discord between two seemingly contradictory identities. For Latino youth who highly value family acceptance and conventional religion, this inconsistency is particularly critical. Latinos in their coming out process may fear hurting family members by coming out. Being silent about their sexual orientation could be a way of protecting parents and other family members, which, for men, is compatible with the values of manhood (p. 897). Lenik (2012) viewed during the posi-Columbia period, that the Common Wealth of Dominica natives’ as a heterogeneous people who experienced many changes after generations of encounter with European, African, nonlocal Amerindian, and Creole peoples, and the natives believed in natural remedies rather than conventional” (p.82). Duarté-Vélez, et al. (2010) discussed Evidence Base Treatment (EBT) can be applied for the Latinos with integrity to the core components of the treatment and also with ﬂexibility to the uniqueness of client characteristics. At times, the use of EBT and the consideration of the culture, context, and singularity of the person are framed as antagonistic positions. This case represents an integration of these two positions within the context of a clinical trial where it was possible to individualize the treatment and yet maintain ﬁdelity to the protocol. Yet, beyond the consideration of cultural issues related to the manual, it was possible to individualize the treatment to the special needs of the client. (p. 904). Gillum and Griffith (2010) found that those Americans trace their ancestry to Mexico, where Native American health beliefs blended with Spanish folk medicine and Roman Catholic teachings. Upon encountering western medicine, belief in spiritual causation and treatment of illness may persist in parallel with utilization of allopathic medicine so that prayer and other spiritual practices may retain great importance, and Mexican society is less individualistic than US society, with greater involvement of extended family and others in healing practices including prayer (p. 284). Caplan, Paris, Whittemore, et al. (2011) and Desai, Dixon, Alvidrez, Scahill, et al. (2011) suggested most Latinos engage in prayer daily and God is an active, intimate, presence in one’s day to-day life, and traditionally, the religious affiliation of individuals in Latin American countries has been closely linked to the influence of Catholicism that came with Spanish colonization. Caplan et al., further stated religiosity and perceptions about mental illness there is abundant evidence to suggest that religiosity and spirituality may play a significant role in the mental health and health outcomes related to Latino (p. 590). Quinlan (2010) mentioned that 77% of residents in Common Wealth of Dominica are Catholics as in most West Indies cultures, and prayer is a traditional coping mechanism such as a way to cope with depression, including exercise aerobics (p. 9). Caplan et al. (2011) noted clinical and public health implications to provide culturally-competent services, primary care providers should consider integrating religious and spiritual practices into health interventions in order to promote overall well-being. The most common in Mexican culture, is curanderismo, a form of Hispanic folk medicine associated with spiritual healing and the maintenance of harmony and balance with nature. Providers need to be aware of and discuss the patient’s belief systems for the patient who acknowledges having a mental health problem, but does not specifically label it as depression, the provider should elicit the patient’s definition of the problem and reflect the patient’s illness label, rather than impose a diagnostic category of depression. Instead, one needs to convey acceptance of these beliefs and at the same time offer hope, encourage self-efficacy, and strengthen the patient’s coping resources. In terms of public health interventions, level of literacy is a key factor that most likely distinguishes participants with less than an eighth-grade education from those with greater education in terms of causal beliefs (p. 605). Summary According to Caplan et al. (2011) who summarizes it best when they write, public health campaigns to increase knowledge about depression among this population would therefore entail use of media, such as radio and television for public service announcements. The lay community health advocates could be employed to inform people of biomedical concepts of depression and serve as liaisons with the community and religious institutions (p. 605). If more emphasis was placed on integration rather than migration there would be a decrease of major health issue of people. The multi-culture make up of American as Hispanics become the majority, will soon change our view of their beliefs, and the Hispanic culture will influence the American way of life. The Hispanic communities have already been more vocal, and marriages between other cultures will have a causation effect. Conclusion In conclusion, the Bible discussed how “the wolf will dwell with the lamb, and the leopard will lie down with the young goat and the calf and the young lion and the fatling together; and a little boy will lead them. Also the cow and the bear will graze, their young will lie down together, and the lion will eat straw like the ox. The nursing child will play by the hole of the cobra, and the weaned child will put his hand on the viper’s den. They will not hurt or destroy in all My holy mountain, For the earth will be full of the knowledge of the Lord As the waters cover the sea” (Isaiah 11:6-9, NASB). As we move into the future we will see the continued assimilation of race, creed color and religion. Once this is accepted, what is currently considered chaos, will be one normal practice. It is important to note America was once made up of the majority of European then Asian, and soon the Hispanic will outnumber both. With the changing of immigration laws and the tax structure, there will have a greater number of people immigrating to America. My experience is that the interaction with the peers and learning from each other helps form a new understanding between cultures. http://www.cfabamerica.com/why-you-should-vote-for-dr-charles-f-tolbert-a-write-in-candidate-for-united-states-senate-florida-2018 Isaiah 42: 1 1 “Here is my servant, whom I uphold, my chosen one in whom I delight, I will put my Spirit upon him, and he will bring justice to the nations. Dr. Tolbert does not accept donations, and yet Scott and Nelson will spend more than $ 50 million in taxpayer money while applying for a political office. https://ballotpedia.org/United_States_Senate_election_in_Florida,_2018 Charles Frederick Tolbert EdD PO Box 2798 Okeechobee FL 34973 Www.writeintolbert.com Bachelor’s degree Organizational Effectiveness (BS) Master of Theology (DIVM) Master of Education and Technology (EdM) Doctor in Educational Leadership (EdD) Request your support for Dr. Tolbert to be the next Veterans Administration Secretary http://www.cfabamerica.com/articles-written-and-sent-to-the-president-may-2018 http://www.cfabamerica.com/resume-of-dr-charles-tolbert-sent-to-donald. 1. http://www.cfabamerica.com/seven-articles-under-review-and-editing-for-the-veterans-administration-talk-radio-april-24-2018 Charles F Tolbert BS, DIVM, EdM, EdD Retired MSGT Shepherd Candidate for the Senate of the United States, Fl 2018 Www.calltoduty.org [email protected] References Bermudez, J., & Stinson, M. A. (2011). Redefining conflict resolution styles for Latino couples: Examining the role of gender and culture. Journal of Feminist Family Therapy, 23(2), 71-87. doi:10.1080/08952833.2011.575349. Caplan, S., Paris, M., Whittemore, R., Desai, M., Dixon, J., Alvidrez, J., & … Scahill, L. (2011). Correlates of religious, supernatural and psychosocial causal beliefs about depression among Latino immigrants in primary care. Mental Health, Religion & Culture, 14(6), 589-611. doi:10.1080/13674676.2010.497810. Duarté-Vélez, Y., Bernal, G., & Bonilla, K. (2010). Culturally adapted cognitive-behavior therapy: Integrating sexual, spiritual, and family identities in an evidence-based treatment of a depressed Latino adolescent. Journal of Clinical Psychology, 66(8), 895-906. Durand, T. (2011). Latina mothers’ cultural beliefs about their children, parental roles, and education: Implications for effective and empowering home-school partnerships. Urban Review, 43(2), 255-278. Gillum, F., & Griffith, D. (2010). Prayer and spiritual practices for health reasons among American adults: The role of race and ethnicity. Journal of Religion & Health, 49(3), 283-295. doi: 10.1007/s10943-009-9249-7. Ickes, M. J., & Sharma, M. (2012). A systematic review of physical activity interventions in Hispanic adults. Journal of Environmental & Public Health, 1-15. doi:10.1155/2012/156435. Lenik, S. (2012). Carib as a colonial category: Comparing ethnohistoric and archaeological evidence from Dominica, West Indies. Ethnohistory, 59(1), 79-107. doi:10.1215/00141801-1435401. Matsumoto, D., & Juan, L. (2013). Culture & Psychology. (7ed.). Belmont, CA: Wadsworth, Cengage Learning. Miller, R. K., & Washington, K. (2013). Part VI: Ethnic focus: Chapter 34: Hispanic- American consumers. In Consumer Behavior (pp. 223-227). Perez-Rivera, M., & Dunsmore, J. C. (2011). Mothers’ acculturation and beliefs about emotions, mother-Child emotion discourse, and children’s emotion understanding in Latino families. Early Education and Development, 22(2), 324-354. Quinlan, M. B. (2010). Ethnomedicine and ethnobotany of fright, a Caribbean culture-bound psychiatric syndrome. Journal Of Ethnobiology & Ethnomedicine, 69-26. doi:10.1186/1746-4269-6-9. Rios, R., Aiken, L., & Zautra, A. (2012). Neighborhood contexts and the mediating role of neighborhood social cohesion on health and Psychological distress among Hispanic and Non-Hispanic Residents. Annals of Behavioral Medicine, 43(1), 50-61. doi:10.1007/s12160-011-9306-9. Strunk, J. A., Townsend-Rocchiccioli, J., & Sanford, J. T. (2013). The aging Hispanic in America: Challenges for nurses in a stressed health care environment. Medsurg Nursing, 22(1), 45-50.	http://www.cfabamerica.com/hispanic-and-west-indies-culture
Your role in helping us shape the future: You are a driven, innovative business leader who leads with strategic direction to provide analytical insights and collaborate with senior management in support of the company's business and corporate development initiatives. You build relationships internally and externally which will, in turn, accelerate entrepreneurial growth and global innovation/product initiatives and enhance the organization’s largest partnerships. Owning and performing the core analysis to evaluate and execute new investment opportunities, partnerships/alliances, acquisitions, mergers, spin-offs and joint ventures will be core to this role. The successful candidate will be a key partner to the global business unit leaders across all divisions. Are you up to the challenge? - Support growth strategy through identification, assessment and execution of potential mergers, acquisitions, investments and joint ventures as well as divestitures by the company - Collaborate with the VP of Corporate Development to think about corporate development opportunities in a progressive, systematic and routine fashion - Be the analytical champion on cross-functional teams in developing transaction analyses and executing and interfacing with commercial, finance, strategy, accounting, legal, tax, HR and other departments to ensure seamless deal execution - Build dynamic, flexible, detailed and accurate financial models which portray company operations and transaction details - Evaluate and execute other strategic initiatives such as joint ventures, divestitures, licensing and partnership activities - Create discussion guides to walk through with management of potential investment targets and lead discussions with such management teams - Develop strategic rationales and make final recommendations based on due diligence, strategic fit analysis, and feasibility studies - Analyze data provided by management and understand which elements are important to present key opportunities and risks - Support key organic initiatives by reviewing and assessing deals as well as building discrete strategic analysis to support decision making - Perform quantitative and qualitative analysis on core strategic issues and generate action-oriented insights and recommendations - Manage Intelsat’s existing investment portfolio and evaluate follow-on investment or liquidation opportunities - Provide leadership to the team-members, develop and stretch talent to maximize the function’s business impact - Stay on top of industry trends, researching and developing theses to guide corporate strategy Can you drive these processes? - Execution of acquisitions, joint ventures, divestitures, partnerships and other corporate development initiatives - Build systematic methods for researching and analyzing potential corporate development opportunities and industry trends - Financial and valuation modeling, data analysis, competitive and industry vertical research, and additional thoughtful analytical support of key strategy and investment ideas You should definitely have: - This role is subject to EAR/ITAR and candidates must be US Persons (US Citizens, Permanent Residents, Asylees, Refugees) - Bachelor’s Degree and a total of 8-12 years’ experience in a financial role - Minimum of 6 years financial, transaction and strategy experience in M&A at an investment bank, private equity firm, consulting firm and/or large global corporation - Will consider less experience in lieu of having solid experience at a top tier invesment bank, private equity firm, or consulting firm - Significant experience executing all aspects of transactions including direct experience in diligence, execution and integration - Experience working in a demanding environment with highly motivated and driven professionals - Ability to handle projects with multiple workstreams, with proven leadership success over a wide variety of functional business problems - Superior analytical and problem-solving skills, with demonstrated intellectual and analytical rigor - Ability to structure and manage complex cross-enterprise projects and processes with multiple stakeholders at both senior and junior levels - Advanced Excel, PowerPoint, and financial modeling skills - Proven record of establishing strategic positioning, including business fit and risk vs. return analysis - Excellent presentation skills, including strong oral and writing capabilities; ability to clearly communicate compelling messages to senior managers and external business partners - Strong people development and influencing skills; ability to build and drive extended and virtual teams towards a collaborative environment It would be nice if you had: - Familiarity with space-based communications networks - Deep knowledge of the telecommunications value chain, including business models, technology and key players - MBA or relevant graduate degree from top-tier institution or similar academic / professional experience - Experience working with Standards Definition Organizations and understanding of Mobile Network Operator datacenter architectures - Experience with data tools (Tableu, Qlik etc…) What it’s like to work with us: Intelsat is connecting the world and transforming the satellite landscape by reaching beyond the traditional satellite industry. We are defining new products that will open new, profitable markets. To help us reach this goal, you should be a bold thinker who will perform a key role in shaping Intelsat innovation for years to come. • We emphasize personal and professional growth • Awesome benefits including 401(k), PTO, medical, tuition reimbursement, and training • Fun, diverse, and inclusive culture Other Job Info: - These statements are intended to describe the general nature and level of work being performed by employees assigned to this job. This is not intended to be an exhaustive list of all responsibilities, duties, and skills required of employees assigned to this job. - Job requires ability to lift up to 20 lbs - This role is subject to ITAR; candidates must be a US Person (this includes US Citizen, Permanent Resident or Protected Individual such as an asylee or refugee). - These statements are intended to describe the general nature and level of work being performed by employees assigned to this job. This is not intended to be an exhaustive list of all responsibilities, duties, and skills required of employees assigned to this job. - Company description: Intelsat is the largest provider of fixed satellite services worldwide. We enable providers of media, telecom and government services to deliver information and entertainment to people at home, in the office or on the move. On a day-to-day basis, Intelsat supplies video, data and voice connectivity in approximately 200 countries and territories for approximately 1,800 customers, many of which Intelsat has had relationships with for over 30 years. Some of the world’s leading media and communications companies, multinational corporations, Internet service providers and government/military organizations hallmark Intelsat’s customer base. Customers access capacity through extensive service offerings, which include transponder services, hybrid managed services combining satellite capacity and terrestrial facilities, and channel services.	https://careers.intelsat.com/job/McLean-Senior-Corporate-Development-Advisor-VA-22102/710901900/
You will be joining Near, one of the fastest growing Enterprise SaaS companies and experience a true start-up culture with the freedom to experiment and innovate. At Near, we believe that great culture is not just about work; it’s work + life. We not only encourage our employees to dream big, but also give them the freedom and the tools to do so. Near’s Global Corporate Development and Mergers and Acquisitions team is responsible for helping shape Near’s strategy by identifying industry trends, maintaining relationships with relevant external partners, as well as sourcing, negotiating, structuring, and executing strategic acquisitions/investments across all of Near's geographies and businesses. The Sr. Director, Corporate Development will collaborate with the Near leadership team to lead the company's business and corporate development initiatives. As the data and related intelligence market landscape evolves, he/she will partner with corporate strategy as well as various regions and product verticals to evaluate, analyze, and execute all of Near’s M&A and strategic investments to help Near maintain its leadership position in the industry. Deal sourcing, including managing key external relationships (e.g., investment banks and other channels), is a key component to this role. He/she will provide leadership in evaluating and executing new investment opportunities, partnerships/alliances, acquisitions, mergers, spin-offs and joint ventures. The successful candidate will be a key partner to the global business unit leaders across all divisions. The position will be located in Pasadena (Los Angeles), California and will directly report to the Group CFO and work closely with the Founders of Near. A Day in the Life - Support Near’s growth strategy through identification, assessment and execution of potential mergers, acquisitions, investments and joint ventures as well as divestitures by the company. - Establish and lead a robust and comprehensive process to identify and evaluate potential opportunities, which includes a rigorous idea generation and screening process that will bring quality acquisition and investment ideas to the Near management team. - Collaborate with the Senior Business Unit Leaders to think about corporate development opportunities in a progressive, systematic and routine fashion. - Build relationships with each business unit to keep an ongoing flow of ideas that is aligned with the business units’ objectives. - Manage Near's global industry engagement and deal/investment relationships with Investment Banking firms. - Serve as the primary Near interface with partner companies and the point of coordination for all co investment and other activities with these companies. - Partner with business leaders before, during and after the M&A processes, to ensure the deals make strategic sense, fit with the forward-looking business plans, and are integrated smoothly and fully optimized. - Lead cross-functional teams in developing acquisition business case analyses and executing and interfacing with finance, accounting, legal, tax, HR and other departments of Near to ensure seamless deal execution. - Evaluate and execute other strategic initiatives such as joint ventures, divestitures, licensing and partnership activities. - Manage key deliverables including creating analyses, overseeing execution and identifying next steps in process flow. - Play a key role in all of Near’s M&A activities and provide general transaction and analytic support including the creation of summaries and presentation materials to communicate recommendations to senior management and other internal stakeholders. What You Bring to the Role - 5+ years of transaction experience in Corporate Development or M&A at a global Corporation or Investment Bank. - MBA or relevant graduate degree from top-tier institution or similar academic / professional experience. - Significant experience in leading teams to execute all aspects of transactions including direct experience in M&A negotiation, execution and integration. - Deep knowledge and understanding of data intelligence, marketing technology and SaaS ecosystem. - Experience working in a demanding environment with highly motivated and driven professionals. - Ability to handle projects with multiple workstreams, with proven leadership success over a wide variety of functional business problems. - Superior analytical and problem-solving skills, with demonstrated intellectual and analytical rigor. - Ability to structure and manage complex cross-enterprise projects and processes with multiple stakeholders at both senior and junior levels. - Excellent presentation skills, including strong oral and writing capabilities; ability to clearly communicate compelling messages to senior managers and external business partners. - Strong leadership skills with a team-oriented and collaborative approach to work. - Global or multinational business experience.	https://near.com/fr/careers/senior-director-corporate-development.php
zVentures is Razer Inc.’s corporate ventures arm and is an integral component of Razer’s strategic investments activities. We focus on companies that have or will have a role to play within the larger Razer global ecosystem. In addition to providing capital, we help our companies interface with Razer by allowing them access to Razer’s network of suppliers and OEMs, customers and investors, as well as allowing them to meet other stakeholders, industry leaders and influencer. Monitor and report to management on the performance of the zVentures portfolio. Proven track record in sourcing and executing venture investments with no less than 8 years of relevant working experience. Solid technical abilities in Financial Analysis, Financial Modelling, valuation and due diligence. Business acumen so that you can be an integral member of the team that evaluates and executes ventures opportunities, as well as work directly with investees including serving as key liaison.	https://johngannonblog.com/vc-careers/vc-director-zventures-in-singapore/
Responsibilities : - Ability to engage clients and win M&A, corporate restructuring and capital raising business - Track record in raising private financing from PE funds, Special Situation Funds, Distress Funds and also originating Capital Market deals, IPOs, Rights Issues, QIPs, Open offers, delisting's etc. - Responsible for ensuring complete execution of M&A, corporate restructuring and private capital raising mandates including client management and deal documentation - Provide assistance to capital markets team in pitching for IPO business and also provide industry and company level analytical support - Work closely with capital markets and syndication teams in generating new mandates and assisting them in its execution - Liaise with SEBI Requirements : - Strong understanding of SEBI regulations wrt to capital markets, M&A, open offer, delisting etc - Established Track record in executing debt and equity deals across a cross section of clients - High ideation capabilities and with a proven ability to successfully execute them - Very strong relationship skills - Good team player - Maintain and enforce high levels of compliance standards - Strong Influencing abilities and mentoring of team members - MBA/CA from premiere institute - 10 years of experience in a large investment banking outfit - Strong analytical abilities This job opening was posted long time back. It may not be active. Nor was it removed by the recruiter. Please use your discretion.	https://www.iimjobs.com/j/vice-president-investment-banking-healthcare-sector-10-11-yrs-1090340.html?ref=pp
The Manager/Associate is a part of the American Express Ventures team based in Palo Alto, CA (no relocation assistance offered). The Amex Ventures team plays a key role in developing and executing long-term corporate strategic initiatives which contribute to American Express’ market leadership and growth. The team invests in innovative startups to accelerate American Express’ efforts in consumer commerce, B2B services and to enhance core capabilities such as data analytics and security. Team members work with senior management, C-level executives and business leaders across the company to execute equity investments, both domestically and internationally. The team also initiates and executes non-organic business development and strategic initiatives. Job Responsibilities: In this exciting opportunity, the incumbent will be an integral part of the Ventures group with emphasis on sourcing new investments and will play a key role in the day-to-day, evaluation and execution of transactions including strategic rationale analysis, due diligence, valuation, structuring, and negotiations through to closing. Primary responsibilities will include: - Developing investment thesis around strategic areas and conduct market and industry analysis - Actively involved in the full lifecycle management of deal pipeline including sourcing, evaluating, transacting, and managing investments - Proactively identifying potential investments, meeting and qualifying startups; will have extensive exposure to and be expected to develop strong relations with the venture and entrepreneurial communities - Responsible for managing and reporting on the active pipeline - Evaluating potential target company’s and business cases from strategic, operational and financial valuation perspectives - Providing key analysis and support for transactions and working closely with internal and external partners to execute investments - Developing detailed financial models and related valuations - Preparing and communicating recommendations to investment team - Responsible for ongoing monitoring and managing relationships with investment companies and the investment portfolio review process - Responsible for maintaining and managing the Ventures Portfolio database and support Finance / Legal / Compliance teams Qualifications - The role is a multi-faceted one and requires both analytical, strategic, and interpersonal skill sets - 3-5 years previous experience in venture capital, investment banking, strategic consulting or operating experience at a venture-backed startup - Strategic skills, with the ability to identify and assess key points, implications and recommendations and to provide thought leadership - Strong communication skills - Strong financial, analytical and valuation skills; modeling experience preferred - Proven ability to influence and collaborate with others and drive results - Interest in strategic investments, technology, financial services and the payments industry; intellectual curiosity - Bachelor’s degree required, MBA strongly preferred Employment eligibility to work with American Express in the U.S. is required as the company will not pursue visa sponsorship for this position. If interested, please apply here.	https://johngannonblog.com/vc-careers/vc-associate-american-express-ventures-in-palo-alto-ca/
Arts Media Production SC (Arts) is looking for a Chief Executive Officer (CEO), a senior executive tasked with overseeing over the whole Media Production Organization of Arts TV Group of Companies. The successful candidate will have proven professional management experience and a detailed knowledge of Top Level Management and best practice processes to make sure that all operations are running efficiently and all policies are adhered to in the Media Production Company. Objectives of this Role: ● The CEO will report to the Board of Directors of the Share Company. ● Setting and driving organizational vision, operational strategy, and hiring needs ● Translating strategy into actionable goals for performance and growth helping to implement organization-wide goal setting, performance management, and annual operating planning ● Oversee company operations and employee productivity, building a highly inclusive culture ensuring team members thrive and organizational outcomes are met ● Ensure effective recruiting, onboarding, professional development, performance management, and retention ● Adhere to company, federal, state, and local business requirements, enforcing compliance and taking action when necessary ● Analyze internal operations and identify areas of process enhancement ● Directly oversee operations, HR, and accounting, and sales management to budget for sufficient investment capital to achieve growth targets over the near term ● Aggressively manage capital investment and expenses to ensure the company achieves investor targets relative to growth and profitability ● Monitor performance with tracking and establish corrective measures as needed, and prepare detailed reports, both current and forecasting● Maintain and build trusted relationships with key customers, clients, partners, and stakeholders Responsibilities: ● Designing and implementing business operations. ● Establishing policies that promote company culture and vision. ● Overseeing operations of the company and the work of executives. ● Design and implement business strategies, plans and procedures ● Set comprehensive goals for performance and growth ● Establish policies that promote company culture and vision ● Oversee daily operations of the company and the work of executives (Program, Production, News, IT, Marketing, Sales, Finance etc.) ● Lead employees to encourage maximum performance and dedication ● Evaluate performance by analyzing and interpreting data and metrics ● Write and submit reports in all matters of importance ● Spearheading in fundraising ventures ● Participate in expansion activities (investments, acquisitions, corporate alliances etc.) ● Working together with key participants to compile the budget. ● Spearheading strategies to steer the company’s future in a positive direction. ● Driving the company’s operating capabilities to surpass customer satisfaction and retention, and company goals. ● Controlling company costs, and introducing tactical initiatives to address theft and other losses. ● Monitoring invoices, money handling procedures, accounting and bank processes. ● Preparing timely and accurate financial performance reports. ● Overseeing marketing initiatives and implementing better business practices. ● Delegating responsibilities to ensure staff members grow as capable participants. ● Employing various initiatives to coach employees to optimize their capabilities. ● Completing performance reviews in a prudent manner. ● Assessing and implementing improved processes and new technologies, and collaborating with management regarding the implementation of these improvements. ● Minimum Five Year experience managing a complex enterprise's human resources, finances, operations and strategies as Chief Executive Office or relevant role, preferably in the Media Industry ● Proven track record of Outstanding organizational and leadership performance in a previous complex enterprise. ● Proven track record of managing complex budgets successfully. ● Demonstrated experience of ethical leadership. ● Outstanding verbal and written skills in English and Amharic at a Minimum, more languages are a plus. ● Ability to make business projections three years into the future. ● Working knowledge of data analysis and performance/operation metrics ● Working knowledge of IT/Business infrastructure/ERP software and MS Office ● Excellent interpersonal and public speaking skills and experience working with staff on all levels.	https://www.ethiojobs.net/display-job/283223/CEO---Media.html?searchId=1611265236.6361&page=1
As the former CIO of Merrill Lynch Investment Banking and Deutsche Bank Alex.Brown and a former venture capitalist, Gambale is a successful investor and technology leader. Currently the Managing Partner at Azimuth Partners LLC, which she founded in 2003, Gambale focuses on developing growth strategies and business partnerships, and executing successful exits for technology and business service companies. Prior to 2003, Gambale held a number of senior management positions at leading global financial institutions including: Head of Deutsche Bank's Strategic Ventures, where she successfully liquidated their $100M investment portfolio; and General Partner of DB Capital's ABS Ventures, where all investments she led resulted in successful IPOs. "I'm pleased to be joining the Board of 29West," said Virginia Gambale. "The company has a renowned track record of success in the low latency space and I'm really looking forward to working with members of the Board to help broaden the business and meet future objectives." Mark Mahowald, founder and president of 29West, commented, "We are very excited that Virginia will be joining the Board of 29West. In addition to her obvious talents in business and investment management, she is very plugged in to the technology community, making her an excellent fit."	https://www.bobsguide.com/guide/news/2008/Apr/17/new-board-member-virginia-gambale-to-join-29west/
We are extremely proud of the team we have built. They are a talented group of professional individuals with a shared vision and passion to consistently deliver our client’s objectives. Whilst individuals in their own right, our people work to give Bancon a unique personality and the business we have become today. Understanding how their roles contribute to the success of our business is an important part of our company strategy. We ensure this by sharing our mission and objectives. Our company structure provides focused attention through dedicated in-house teams including: All of whom are directly employed by the company, a professional workforce who have adopted a philosophy of co-operation, commitment and team working to deliver an excellent customer service. We offer a wide range of rewarding career opportunities and are continually looking for ambitious individuals, both experienced and new talent to join our team, a team that is dedicated to delivering quality to our clients. Finance Director Sarah is the Finance Director of Bancon Construction and Bancon Homes, she qualified as a Chartered Accountant in 2012 whilst working at KPMG. She has worked in the industry since 2013 and has an in depth understanding of accounting within a contracting environment, with a focus on process and financial risk management. Sarah works closely with our commercial team to ensure accurate reporting and forecasting of project performance and provides a key liaison point with the wider Bancon Group. Qualifications: Chartered Accountant – ICAS Managing Director Allan is a result driven, experienced executive with over 25 year’s post qualification experience across a variety of industries, possessing strong leadership qualities with dynamic financial management and commercial skills. With extensive experience of change management and business turnaround he has developed a strong team of individuals with the capacity to overcome project challenges, resulting in executing and successfully delivering complex projects. He also has a proven track record of driving bottom line improvements and a wide range of experience in a variety of sectors and hands on knowledge of re-financing businesses through equity or debt solutions. Qualifications: Operations Director Jamie is a highly experienced and driven technical and construction professional, with 30 years’ experience in the industry. He is a highly motivated individual, driving innovation, high quality, and a strong emphasis on safety, cost, and programme on all projects. He has a proven track record of growth and delivery, and a dedicated operations team who overcome any project challenges with collaboration and honesty. His technical background provides him with a full understanding of the construction process. Commercial Director Phil has full accountability and responsibility for the entire commercial activity of Bancon Construction and Bancon Homes, managing all activities from Building Contracts, Pre-Construction Services Agreements, Development Appraisals, Professional Appointments, Supply Chain Procurement, monthly valuations, through to final accounts. Phil is highly experienced within all aspects of commercial activities across the construction industry, with over 30 years of knowledge and experience, enhanced by his team of professional individuals, who adapt well to new or challenging situations ensuring delivery of the best results for the project. Business Development Director Peter leads our business development activities, identifying suitable opportunities in line with the company’s business plan, helping to grow and enhance our presence in the market. He possesses excellent interpersonal skills, is a charismatoc result-orientated individual fully committed to the business, maximising opportunities for company growth. He oversees all aspects of projects at tender and pre-construction stage to ensure all client’s requirements have been scrutinised and can be achieved within our tender proposal. He provides meticulous planning, programming and costs to ensure the project requirements are met, directing all pre-construction actvities. Qualifications: BSc (Hons) Construction Design & Management Framework Director As Framework Director, Ray oversees the management and delivery of each project carried out within our Housing Improvement Programme (HIP) Framework including resource; health and safety; quality; financial overview; risk management; tenant satisfaction; co-operation and partnership working with other framework contractors; client reporting to meet our contractual obligations. He has been instrumental in producing, implementing, and driving processes specifically for this framework to ensure efficiency in our delivery and commercial activities.	https://www.banconconstruction.co.uk/team/
– end recruiting process including needs assessment meetings, sourcing and screening candidates, coordinating interviews, and developing and executing offers. KEY RESPONSIBILITIES: Conduct kickoff meetings with the hiring manager to determine the candidate profile, recruiting strategy and hiring process logistics Develop recruiting plan and source qualified candidates utilizing internal and external resources Screen and evaluate candidates. Make recommendations to the hiring manager. Coordinate interviews with the hiring manager Conduct reference checks on candidates Collaborate with the hiring manager and HR Business Partner to develop offers; recommend target salary, start dates, etc. Provide hiring managers, leaders and HR partners with timely updates on the hiring process, including source of hire, cost per hire and time to fill Develop a proactive candidate pipeline for targeted rolesESSENTIAL SKILLS, EXPERIENCE, AND EDUCATION REQUIREMENTS: 3 years of experience with full cycle recruiting with a proven track record sourcing top talent fast-paced, high energy corporate environments. Recruiting experience in an apparel company is preferred. Knowledge of and well networked in the fashion industry highly desired. Excellent time management skills with a proven ability to meet deadlines.	https://jobbanksc.com/human-resources/corporate-recruiter-p-t-de5014/
Barry has over 25 years development experience, working on some of the most notable projects in London and the South East. For nearly 20 years, Barry led the development and investment teams at First Base; securing and delivering nearly £1bn GDV of development. He was most recently the Chief Executive Officer and a Board Director. He has played a pivotal role in a number of award winning developments including the ground breaking mixed use scheme in Haggerston; Adelaide Wharf, the transformation of an empty site in Stratford into East Village in the Olympic Park, the market leading Printworks development in Elephant and Castle and the partnership with Princes Trust to deliver Highbury Gardens in Islington. Barry is passionate about transforming local economies; especially how employment, homes and culture can enliven places and contribute to long term economic growth. This passion has spurred him to ensure that Socius is focused on town centre regeneration projects in cities including London, Brighton, Bristol, Milton Keynes and Cambridge. He says "We have a once in a generation opportunity to revitalise town and city centres as greener, more sustainable, and more people-oriented places. All of this can be achieved alongside major wider community investment that can benefit everyone". Barry has been instrumental in consistently setting new industry benchmarks and has delivered value for the business and investors. Track Record Olaide is a strategic thinker and problem-solver with a 15-year record of successful delivery in public and private sector organisations. With a degree in Sociology, Olaide is fascinated by how people engage with one another, with physical spaces and society in general; and this curiosity drives her to continually seek to learn. Olaide leads on external relationships, establishing and nurturing partnerships with key local, business, investor and stakeholder contacts as well as growing the company’s pipeline in new and existing locations across the country. An experienced public speaker, Olaide is regularly asked to speak and participate on a range of topics including arts and culture, broadening engagement and future trends. Olaide thrives on variety, as such; she is currently delivering an arts and culture hub in Bristol to grow and support the local economy, working with partners to lobby for more academic infrastructure into Milton Keynes and supporting the Managing Director with the strategic direction of the business. In 2022, Olaide was recognised by Estates Gazette's as one of the 50 most influential people in the industry. Track Record Prior to joining, Luke worked for JLL and has been involved in delivering commercial offices, industrial warehousing, hotels and estate regeneration schemes. A Bristol resident, Luke is leading on the construction of the £175m redevelopment of Soapworks in Old Market which will deliver new homes, Grade A workspace, a food hall and public space. He is also leading on the planning application for St Christopher's, an extra care facility to deliver homes for older people. Track Record Daniel is a member of the Royal Institute of British Architects with 20 years of experience within the industry. He has worked across all stages of development and specialises in maximising the creation of value through his understanding of design, planning, engineering, financing and construction. Daniel is currently utilising these skills to lead the new business and acquisition strategy for Socius, in both new and existing locations. Daniel is currently working across Socius’ portfolio of projects with a focus on championing the project vision and placemaking agenda. He also leads the company’s ‘People & Performance’ strategy. Daniel has tutored architectural students at University of East London and has supported the RIBA in the development of their Client Services. He has also mentored emerging architectural practices to develop their business strategies. Track Record For two decades, Steve has been responsible for a number of high-profile schemes across London and the South-East, ranging from estate regeneration to large mixed-use town centre redevelopments. All schemes have had a strong focus on placemaking, ensuring long-term success through seamless integration of development into an urban area. Steve’s particular focus is the impact of social value and how it should be fully considered in the development process. Steve leads on the development of the £110m Edward Street Quarter Development in Brighton and the £190m scheme in Milton Keynes; both delivering in excess of 400,000 sq ft of workspace and over 400 new homes. Track Record Mike brings over ten years’ development experience from Quintain where he was a Senior Development Manager and played a key role in the delivery of over one-thousand homes across Wembley Park, the 85-acre regeneration scheme in North-West London which is the UK’s largest single Build-to-Rent development. Prior to this, Mike spent two years as Development Manager at Capital & Counties where he led a number of complex development projects within the Covent Garden estate and spent a further two years at developer Manhattan Loft Corporation, which is best-known for Chiltern Fire House and the revitalisation of the St Pancras Renaissance Hotel at King’s Cross. Mike will oversee the delivery of Soapworks and St Christopher’s, both located in Bristol. Track Record Victoria plays a key role within Socius; focusing on supporting the Managing Director and Board. Victoria leads the corporate PR for Socius, ensuring brand consistency is maintained throughout all materials and is responsible for the website content. She also manages the day-to-day HR within the company and works closely with the Socius Board to attract talent and retain staff. Victoria is a member of the Socius Management Team, ensuring smooth day-to-day running of the business. Nathalie has joined Socius with over 18 years sales experience in London & the South East and is adept at working both agency and developer side successfully and often brings these two skills together to deliver strong sales results. Prior to joining Socius, Nathalie worked for notable developers including Ballymore and First Base spanning high end schemes to large multi tenure regeneration projects. She has spent the last 4 years at Pocket Living as part of their leadership team, heading up the affordable & open market sales teams and successfully accelerating their sales pipeline, working closely with the project teams through the lifecycle of the developments to ensure product market fit. In addition to working with some of the leading developers, Nathalie has held sales and consultancy roles with Savills and Knight Frank. Track Record Prior to joining Socius, Joel led a number of major developments consisting of commercial offices, industrial warehousing, hotels and estate regeneration schemes in London and the South-East. As Senior Project Manager, Joel oversees the delivery of the £110m Edward Street Quarter development in Brighton which will deliver 168 apartments, 110,000sqft of offices, and 40,000sqft of retail, leisure and restaurants. Joel is also supporting the MK Gateway team as they prepare to progress construction plans. Track Record Leila has joined Socius on a 6 month placement as part of the Emerging talent programme, run by Future of London. A programme designed to give exposure to the different professions within the built environment. She has a passion for placemaking and ensuring development has a positive impact on local communities. She is working closely with the whole team to support our social value monitoring as well as delving deep into the development of potential life sciences projects. As Project Director, Doug leads on the £150m Devonshire Gardens project in Cambridge which will deliver Grade A workspace, homes and a new public park, minutes from the station. The project will set new standards for environmental sustainability; with a significant increase in biodiversity and a design that is enabled for net zero carbon in operation. Doug’s previous experience was at DTZ and London & Aberdeen Group, where he led and delivered major mixed use projects including the Landing in Maidenhead and Ryger House in St James’s, London. Doug leads on sustainability and B-Corp accreditation. Track Record Connie is a highly efficient administrator and works across the business offering comprehensive support to the Project & Finance team. Connie also ensures a smooth running of our working environment, liaising with building management and resolving day-to-day issues. Connie also manages complex diaries and coordinates events for the team. Prior to joining Socius, Liam worked for an MP in Manchester, followed by senior policy roles at Sheffield, Brighton and Camden Councils. He leads on engagement and social value, ensuring that we reach communities and stakeholders in the towns and cities that we work and deliver on our commitment to bring long term positive impact. Liam’s role covers the direction and monitoring of social value programmes, political and stakeholder engagement, public consultation and communications across all projects. Track Record Peter is an engineer and developer working with government and industry, to improve environmental and working practices in construction. He was awarded a CBE for Services to Construction in 2007, is a Fellow of the Royal Academy of Engineering and the Royal Society of Arts, Honorary Fellow of the RIBA. Co-founder of Stanhope and Lipton Rogers, Peter has been responsible for the cost effective design and delivery of many of London’s landmark projects, from 1 Finsbury Avenue and Broadgate in the 1980s to 22 Bishopsgate in the 2020s. Peter was the Founder Chairman of the UK Green Building Council and member of various industry and Government bodies: The Strategic Forum, The 2012 Commitments Task Group, Constructing Excellence, The Code for Sustainable Buildings steering group and The Construction Act Review. Peter is a mentor and adviser to Socius challenging design and construction on all projects. Track Record Prior to joining Socius, Ashley worked for 10 years in New York as a senior project manager and development manager where she delivered a range of projects including hotels, multi-family residentials, retail & commercial offices, including new builds and refurbishments. Ashley has been focussing on the first phase of our Edward Street Quarter project as we near completion and working closely with the Member's Hill team preparing a planning application for a senior living development in Weybridge. Ashley is also supporting the Devonshire Gardens team as they prepare to deliver the new £165m sustainable neighbourhood in Cambridge providing 120,000 sq ft of wellbeing-focussed workspace and 70 build-to-rent homes set in a new public park. Track Record For over 30 years, Phil has delivered some of the largest and most complex mixed use projects including Ebbsfleet, Chapelfield (Norwich) and TresAguas (Madrid). He has undertaken senior roles with Lend Lease, Mace and Taylor Woodrow and has led on all aspects from land assembly to site infrastructure, planning, design, project management and construction. At First Base, Phil was responsible for leading the team who gained planning consent for Silvertown Quays, a 62 acre site in East London, with over 5m sqft of commercial buildings and 3,000 homes. He has been involved in major projects in London including Printworks, Highbury Gardens, Ashchurch Villas as well as major towns and cities including Brighton and Bristol. As Non-Exec Director, Phil advises on development management and delivery. Track Record An experienced property finance professional, Andy leads the finance and payments functions for Socius. Qualified as a Chartered Accountant in 1998, Andy has undertaken a number of varied roles with major residential and commercial property developers. He has worked on accounting for joint ventures, mergers and acquisitions. Nicola is an experienced Housing Manager with a wide range of expertise across housing management and maintenance in local authorities, housing associations and the private sector. She is a member of the Chartered Institute of Housing. She has a strong track record in delivering and improving services and works collaboratively with the projects team on the management and handover of mixed tenure schemes. Track Record Rupert is an established real estate and corporate finance professional with a wide range of leadership experience. He has a track record of creating, developing and leading businesses and joint ventures and repositioning existing businesses. Rupert is the former CEO of Hermes Fund Managers and Hermes Real Estate, and a former President of the BPF. He is the former CEO of JLL Corporates Finance. In addition to the record-breaking funding of 22 Bishopsgate, Rupert's achievements include funding Liverpool One for Grosvenor and the 67 acre Kings Cross development, where Rupert was also a board member of Joint Venture Partner, Argent, plus funding MacArthur Glen's UK and European development and investment portfolio. Rupert has also been involved in numerous corporate M&A transactions in the UK and Europe, including the sale of Laing Properties, J Sainsbury Developments and Railtrack Developments as well as the financial and business restructure of MEPC, where he was chairman. Rupert is a mentor and adviser to Socius leading on the financial and investment strategy. Track Record Andrew brings over 30 years experience from the construction and project delivery side. He started his career as a site manager and most recently worked for Muse as a Construction Project Director, where he was responsible for leading multiple regeneration and mixed-use schemes from feasibility through to completion. Throughout Andrew's experience, he has managed the full construction process, inclusive of construction teams, ensuring they provide a quality product, safely and professionally, with the highest levels of customer satisfaction. Andrew is adept at interacting with clients, partners, contractors and site teams. He is a natural project leader and always seeking for continuous improvement. Andrew is currently based onsite at Edward Street Quarter to help the team through the stages of Practical Completion and final handover to residents.	https://socius.dev/people
The Federal Group senior management team successfully combines the elements of experience and youth. It has extensive expertise and a proven track record in complex project development, management of mega projects, international and domestic sales and business development, as well as setting up and managing successful joint ventures and partnerships. Federal Group’s structure, organization and management are based on a Western corporate model. Our entire organization applies procedures, and uses company manuals and staff handbooks, which are based on best practices and emphasize HSE, transparency, integrity and high work ethnics. Financial accounts and all legal transactions are meticulously kept in compliance with local regulations. All of Federal Group’s companies in Iraq are incorporated in full compliance with Iraqi laws and requirements and each is registered with their corresponding regulatory agencies and government ministries and are approved and licensed to work in all regions of Iraq. Federal Group subsidiaries and partnerships have a number of office and facility locations in Iraq. Below is a map indicating these locations. We are proud of our national heritage and passionately encourage the preservation of our culture and history for future generations. Federal Group supports a number of charity organizations and NGO’s that work with local communities, such as Preemptive Love Coalition.	http://federaldc.com/corporate.aspx
The primary task of a Reliability Manager is to identify and manage the asset reliability risks that affect the company’s operations or affect the business adversely. While the duties vary based on the type of industry, the following are certain core tasks mentioned on the Reliability Manager Resume – optimizing manufacturing process, creating criteria for acceptance testing, supervising efforts to ensure maintainability of processes, control systems, utilities, equipment, and safety systems, developing engineering solutions to avoid repetitive failure, performing root cause analysis on components to determine corrective actions, reducing future failure percentage, supervising installation for larger equipment, determining the resale value for old equipment, and conducting training seminars and sessions for trainee reliability engineers. Those seeking this job role must be able to highlight the resume with such skills as – strong experience in reliability engineering and testing, expertise in executing different technical operations with efficiency, good competency in handling various mechanical and electrical instruments, and communication abilities. At least a relevant engineering degree is needed for this position. Headline : Overseeing the management of PM, PdM, and bad actor programs to ensure all equipment is properly maintained and compliant with all local/state/federal codes laws and regulations (i.e. PSM/MI, FDA, cGMP, etc.) and delivers the required performance. Skills : Safety/Quality production, Communication Skills. Description : Summary : Seeking a Reliability Manager position with a growth-oriented company that will utilize my expertise in; sales, customer service, product knowledge, research and development, manufacturing, new plant design and startup, and strong communication skills. Skills : SAP, Microsoft Office, RCA's, Vibration Analysis. Description : Summary : Maintenance, Reliability and Engineering Manager combining Six Sigma Black Belt with a demonstrated record of exceeding profitability goals, turning around underperforming manufacturing units, leading business expansion and new business growth. Driven leader with vast heavy industrial experiences from three straight successful startups of $300M in assets of Melting, Rolling and Processing Plants in SBQ Steel, Stainless and Aluminum Operations. Skills : Reliability Manager, Microsoft Word. Description : Summary : Conscientious and hard-working professional with 15 years of corporate Technical Publication Manager experience at three Fortune 500 companies. Passion for organizing documentation, managing others, collaborating between departments, and finding optimum solutions to complex issues. Thrives in both independent and collaborative work environments. Skills : MS Office, Team Building, Technical Writing, Technical Support, Strategic Planning, Project Management, Problem Solving, Leadership, Cost Control, Cost Reduction, SAP. Description : Headline : Looking for an opportunity as a Reliability Manager to grow with a fast pace manufacturing company; developing associates and implementing continuous improvement processes that will improve the reliability of equipment, minimize production cost, and meet customer needs. Skills : Green Belt, Lean manufacturing, Inventory management, Supply chain, data analysis, operations management. Description : Headline : An accomplished and dedicated Reliability Manager professional, with more than 15 years of wide-ranging chemical industry experience that successfully leads and drives projects to on-time/on-budget completions in areas such as project management, reliability, process engineering, plant engineering, and production engineering. Skills : Maintnance Management, Project Management. Description : Objective : Reliability Manager Professional with experience in multiple manufacturing environments leading a wide range of initiatives including success managing international business projects, maintenance and reliability platform, 6 sigma projects, and rapid lean deployment projects. Skilled leadership in both classroom and on-the-job training environments. Skills : MS Office, Developing Skills, Maintenance Skills. Description : Headline : Results-driven professional with extensive experience in engineering, maintenance, and all areas of plant and operation management. Proactive team leader devoted to continuous improvement, promoting operational excellence, and engaging teams to achieve business objectives. Successful track record in a manufacturing environment establishing effective safety, quality, and environmental programs encouraging participation by all employees. Skills : Reliability, Maintenance, Predictive Maintenance, Vibration Analysis, Thermography, Oil Analysis, Management. Description : Summary : Fifteen years of broad-based retail management experience with a proven track record of outstanding results in sales, operational excellence, customer service, people development, merchandise presentation, and asset protection. Seven years of management experience in a manufacturing environment with significant accomplishments noted in productivity, and quality assurance. Skills : Lean Six Sigma Green Belt, Kaizen Leader. Description : Objective : Ability to build the valuable team and industry relationships. Extensive strategic managerial and engineering project management experience. Talent in working with complicated projects and overseeing functional groups. Progressive accomplishments leading supply chain, quality systems, quality & reliability engineering, as well as project management. Skills : Ms. Word, Multitasking. Description :	https://www.qwikresume.com/resume-samples/reliability-manager/
Company Summary: Flagship Pioneering, Inc. is an innovation enterprise that conceives, creates, resources, and grows first-in-category life sciences companies. The firm’s institutional innovation foundry, Flagship VentureLabs®, is where Flagship's team of scientific entrepreneurs systematically evolve ideas into new fields and turn previously undiscovered areas of science into real-world inventions and ventures. Flagship manages more than $1.75 billion in funds and, since 2000, the firm has applied its hypothesis-driven innovation process to originate and foster nearly 75 scientific ventures, resulting in $19 billion in aggregate value, 500+ issued patents and more than 50 clinical trials for novel therapeutic agents. These companies include Seres Therapeutics (NASDAQ:MCRB), Rubius Therapeutics (RUBY), Moderna (MRNA), Syros Pharmaceuticals (SYRS), Axcella Health (AXLA), Evelo Biosciences (EVLO), and Indigo Agriculture. Position Summary: Flagship Pioneering is seeking an experienced and talented finance professional to join a first-in-category organization. The successful candidate will be a hands-on senior finance professional, and systems-thinker to take a Flagship start-up portfolio company to the next level. The Head of Finance will be a key member of the management team and a strategic finance business partner. This position will be responsible to implement policies and process to enable exponential growth of the company in addition to the day to day financial operations of the company including; month end closes, cash flow management, planning and budgeting, office administration and technology. Key Responsibilities: - Partner with the business to understand critical elements and the impact of financial decisions - Create, maintain, and track budget and forecasts - Manage cash flow vs financing needs and strategic milestones - Board of Directors financial presentations and corporate governance - Month end closes and reporting - Build finance team to support accounts payable and payroll - Oversee the management of lease, contracts, consulting agreements, and other financial commitments - Continually evaluate and drive improvements across finance operations - Advise Senior Management Teams on financial matters whenever needed - Ad-Hoc Reporting and Analysis Minimum Qualifications: - 10+ years of financial and accounting experience in the life sciences / biotechnology industry. - BS/BA in accounting or finance; MBA and/or CPA preferred - Strong business acumen; proven ability to effectively scrutinize and challenge assumptions and interpret the strategy and priorities of the organization in financial terms - Excellent project management / leadership skills with demonstrated track record and ability to engage teams to work together towards common deadlines. - Strong presentation skills to deliver succinctly and effectively deliver recommendations to senior leaders; frames complex concepts - Flexibility and ability to adapt to changing conditions and different culture - Exceptional attitude, attention to detail and ability to motivate teams to do the same - Ability to work collaboratively with cross functional team members and with external partners. - Ability to work within and meet all deadlines while executing on multiple deliverables. Personal Characteristics: - Flexible, personable team-player, comfortable in a fast-paced, small company environment. - Proven ability to set and meet ambitious deadlines, handle numerous multifaceted financial matters and see projects through to conclusion. - Strong written and verbal communication skills and demonstrated ability to work collaboratively with both scientists and management. - Ability to distill complexity and to communicate decisively with sound judgment. Recruitment & Staffing Agencies: Flagship Pioneering and its affiliated Flagship Lab companies (collectively, “FSP”) do not accept unsolicited resumes from any source other than candidates. The submission of unsolicited resumes by recruitment or staffing agencies to FSP or its employees is strictly prohibited unless contacted directly by Flagship Pioneering’s internal Talent Acquisition team. Any resume submitted by an agency in the absence of a signed agreement will automatically become the property of FSP, and FSP will not owe any referral or other fees with respect thereto.	https://boards.greenhouse.io/flagshippioneeringinc/jobs/4588999002?gh_jid=4588999002
David Stark - Curriculum Vitae Oxford graduate with over 15 years of practical and academic experience in marketing and eCommerce. Highly adaptable and a quick learner, with a wide range of skills and leadership experience. Established game designer and developer, with a track record of successful game design and execution, and event organisation/refereeing. Specialist Areas - User Experience Design — UI design, IA design - eCommerce — platforms, analytics, multi-channel operations - Digital Marketing — PPC, SEM, branding - Copywriting — sales writing, reviews, SEO copy - Game Design — Browser games, LRP/interactive games Employment Front End / UX DeveloperApr 2014 - Ongoing Passle Ltd.expand Responsibilities - Designing, developing, and maintaining the front end of the company's core real estate - Collaborating with other developers and designers on UI and UX design - Liaising with clients on product implementation and other technical issues - Troubleshooting and improving existing user flows and workflows - Tracking, reporting on, and providing insight into analytics data Achievements - Substantially redesigned and rebuilt the core pages of the site from scratch following accessibility and SEO best practice - Designed, implemented and iteratively developed a JQuery plugin as an alternative vehicle to serve client content - Took the lead on a number of UX projects focusing on improving user retention, gamification, and core workflows - Advocated for updates to the company's design processes, leading to improved design consistency and a more user-focused approach - Advocated for and implemented improvements to internal administrative tools to support sales and client management staff Technical ManagerMar 2013 - Apr 2014 Kate's Clothing Ltd.expand Responsibilities - Developing and maintaining e-commerce websites - Implementing and maintaining various front- and back-end software solutions - Troubleshooting technical issues and training staff members in new software and hardware - Analytics monitoring and reporting - Developing, executing and optimising PPC and SEO campaigns Achievements - Entirely revised the company's inventory management system to allow for multi-channel inventory management, boosting productivity - Transitioned various company properties to new content management systems for ease of maintenance - Consolidated the company's analytics strategy and reporting across the company's full list of web properties - Designed and deployed new internal and external websites - Developed and maintained profitable PPC campaigns from scratch Digital Marketing ExecutiveJan 2011 - Mar 2013 Hand Over Fist Ltd.expand Responsibilities - Developing and maintaining e-commerce websites - Analytics monitoring and reporting - Developing, executing and optimising PPC campaigns - Training new staff members in analytics and SEM fundamentals - User Experience design lead for development projects Achievements - Took a central role in the initial design, development and release of a key website for a major network client, including co-ordination between organisations - Was responsible for user experience design, as part of a significant redesign of the company's core properties. Designed the site information architecture, led wireframing discussions, championed accessibility, and delivered technical and design specifications - Led analytics initiatives, and reported on data trends to guide both strategic decision making and development work - Was responsible for growing key accounts, contributing towards a sustained period of growth and success for the company ArmoursmithFeb 2009 - Jan 2011 Self Employedexpand Responsibilities - Create uniquely commissioned armour for clients - Adhere to exacting specifications, with an emphasis on high quality workmanship - Direct and manage workload, balancing time commitments for time-intensive work Achievements - Created numerous pieces and developed unique designs - Developed custom construction techniques for use with new designs - Developed new skills and branched out into new areas of design, including decorative pieces ManagerNov 2008 - Feb 2009 The Old Angel Pub Co. Ltd.expand Responsibilities - Overseeing day-to-day trade in a niche town-centre pub, including site maintenance, and financial accounting - Liaising with local residents, police, regulatory and licensing authorities - Taking deliveries, managing inventory, cashing up, and site security - Leading customer service, often dealing with challenging and confrontational situations, while maintaining a friendly and helpful atmosphere - Training team members in their roles Achievements - Promoted from team member position, to Assistant Manager, to Manager - Re-established a failed pub, and rebuilt a steady clientele - Achieved Cask Marque certification for exceptionally kept ales - Introduced profitable new product lines to fill previously untapped niches - Oversaw a growth in revenue of 50% over the period, built a regular customer base and widened irregular trade Head of ProductionJan 2006 - Mar 2008 Oxide Radioexpand Responsibilities - Overseeing a production team of 8, ensuring the smooth day-to-day operation of the station and the broadcast of its scheduled programming - Maintaining the station's broadcasting equipment - DJing and producing a number of regularly scheduled radio programmes, and oversee the production of one-off special shows - (As Head of Training, held concurrently) Training the station's DJs and producers in the necessary skills for their roles Achievements - Contributed towards the largest growth in listener figures in the station's history, doubling unique listeners - Created standard procedures for production and broadcast to ensure quality standards - Won a unique station award for Outstanding Contribution - DJed multiple promotional charity events, each lasting 24 hours straight - Was lead presenter during shows garnering station record listener peaks Education University of Oxford2005 - 2008 B.A. (Hons) Economics & Management Second class honours, upper division (2.i) Course modules: Microeconomics, Macroeconomics, Economics of Industry, Labour Economics and Industrial Relations, Organizational Behaviour and Analysis, Strategic Management, Technology and Operations Management, Marketing Torquay Boys' Grammar School1998 - 2005 A-Levels: Maths (Grade: A); Economics (A); Business Studies (A); Philosophy and Ethics (B); General Studies (B) GCSEs: 11 at grade A*/A Projects CivClicker Role: Designer / developer (project lead)expand A HTML/CSS/JS webgame, one of the seminal games in the incremental games genre and boasting a combined playtime of well over two centuries. Marketed the game and engaged in community development for the genre as a whole, creating tutorials and handling followup questions from new developers, providing support and feedback, and advocating for / promoting other developers. Hand Over Fist Ltd. Site Redesign Role: User Experience Designerexpand A major redesign of the company's core web estate, alongside a major transition of the estate's CMS and data to Drupal. Responsible for delivering user experience specifications for the project, leading wireframing, and informing design decisions through applying user experience expertise and collecting data. Primary responsibility for content and design of Orange and EE properties. Generation - OURPGSoc Society Game Role: Campaign Organiser (project lead)expand A serialised freeform LRP game for 50 players, involving a significant volume of adjudication and content creation. Produced initial game design and concept, before recruiting a team to help develop the game. Successfully pitched the game to the society, led design meetings, and delivered the game ahead of schedule. Led a team of 6 to evaluate and adjudicate the outcome of players' actions. In addition, players were provided with individualised responses to actions performed in-game. As Campaign Organiser took primary responsibility for the successful running of the game, dealing with player concerns, administrative tasks, and the promotion of the game to new members of the society. 24DIO Radio Marathons Role: Lead Presenter (project lead)expand For promotional and charitable purposes, organised and participated in several marathon radio broadcasts, broadcasting live for 24 straight hours each time. Organised the participation of the station's presenters in co-presenter guest slots, organised interviews and live music performances, and organised event promotion. Drove station record listener figures, successfully raised the station's profile, and showcased much of the station's best work. Due to the initial success of the project, organised and participated in two further 24DIO events.	http://dhmstark.co.uk/curriculum-vitae/
At Boston Scientific, you will find a collaborative culture driven by a passion for innovation that keeps us connected on the most essential level. With determination, imagination and a deep caring for human life, we’re solving some of the most important healthcare industry challenges. Together, we’re one global team committed to making a difference in people’s lives around the world. This is a place where you can find a career with meaningful purpose—improving lives through your life’s work. The Senior Analyst, Global Internal Audit (GIA) will be responsible for planning, organizing and executing internal audits throughout the Company (including financial, operational, compliance and SOX) as well as performing consultative activities. The position reports to the Manager of GIA and is a highly visible role. Primary audit entities include corporate functions, global divisions, global business services (GBS) service centers, manufacturing plants, distribution centers, international sales offices as well as 3rd party distributors and sales agents. The senior analyst may occasionally perform books and records reviews in support of investigations. Your key responsibilities: The Senior Analyst, Global Internal Audit, will be expected to: • Ensure that the organization fulfils its statutory and regulatory obligations in accordance with professional accounting and auditing standards. • Perform various audit procedures to assess the following objectives as they relate to the areas under review: o To evaluate compliance with key company policies and procedures, o To assess the efficiency and effectiveness of internal controls and business processes over selected financial and operational cycles, o To benchmark controls and procedures against generally accepted and leading industry practices, o To review the accuracy and completeness of reporting and utilize data analytics to identify unusual trends or anomalies, o To identify opportunities for enhancement, o Other focus areas on an as needed basis. • Lead internal project teams as assigned and/or participate as a team member on projects requested by audit management. • Apply the audit methodology consistently to all engagements and contribute innovative ideas in an effort to continuously improve the methodology. • Obtain an understanding of the business areas under review, and the business and compliance risks associated with those areas, in order to develop effective risk based audit approach. • Work closely with functional and regional GIA managers to develop and document the project risk assessment for the project plan and scope, and draft applicable audit procedures. • Document to re-performance standards the execution of specific audit procedures as defined by the engagement objectives and planned audit approach. • Ensure work papers are complete and accurate and performed in a timely manner for the Manager’s review. • Assess the impact/risk associated with any areas of concern identified through the audit process and propose recommendations to address these risks. • Partner with management to develop appropriate corrective actions for any areas of concern. • Work effectively and efficiently in a team environment • Communicate and present effectively, in a collaborative manner, both formally with business management as well as informally within GIA. • Prepare or review deliverables to ensure they are presented in a clear, concise manner that effectively communicate issues to all relevant levels of management. • Develop business partnering relationships with various levels of management, acting as a problem-solving resource, while continuously sharing best practices and recommending areas for improvement. • Partner with Corporate and local management to improve company policies & procedures. • Work with external auditors and the Corporate SOX team as required through SOX 404 and year-end audit processes. • Proactive identify opportunities where GIA can add value to the Company as well as ways in which GIA can internally improve. • Participate in the development of less experienced staff by setting an example and providing coaching. • Assist in staff recruiting and training activities. • Exhibit flexibility and agility in their daily tasks and overall schedule. • Build quality into all aspects of work by maintaining compliance to quality requirements and IIA guidelines. What we’re looking for: The Senior Analyst, Global Internal Audit should have: • Bachelor’s degree in accounting/finance, MBA a plus. CPA or CIA strongly preferred • 3-5 years of progressive audit experience. Prior experience in a medium to large public accounting firm highly preferred or relevant Internal Audit experience in a medical device company. • Experience leading audits, including planning, execution and reporting phases of the audit and directing more junior staff. • Experience presenting to management. • Demonstrated track record of effective application of accounting principles, regulations and financial analysis. Strong knowledge of US GAAP accounting and internal controls. • Willingness and ability to travel up to 30% of the year. Will include both domestic and international travel, including two to three weeks at a time, including weekends. • Demonstrated track record of effective application of accounting principles, regulations and financial analysis. • Solid understanding of the relationship of internal controls and business processes with the financial statements and financial statement assertions. • Strong project/time management skills with the ability to organize and handle multiple priorities. ** Please note, this position may be filled at the Senior Analyst or Analyst II level depending on the final candidate's experience and expertise. About us As a global medical technology leader for more than 35 years, our mission at Boston Scientific (NYSE: BSX) is to transform lives through innovative medical solutions that improve the health of patients. If you’re looking to truly make a difference to people both around the world and around the corner, there’s no better place to make it happen. At Boston Scientific, you will find an energy-filled, creative, collaborative atmosphere that keeps us connected on the most essential level. To each other. To patients everywhere. And to the future of healthcare. We're 25,000 colleagues in 40 countries across six continents. But together, we're one global team. Everything we do combines purpose and passion. – Career Growth – We are focused on career growth with a strong track record of mentoring and developing our internal audit team to position individuals for a broad range of internal opportunities. – Never a Dull Moment – Our Company continues to grow through acquisitions providing interesting and complex accounting and finance work. – Quality of Life – Summer hours and opportunities for flexible-work arrangements. – Other Amazing Perks! – 6% 401K match with immediate vesting and tuition reimbursement.	https://jobs.bostonscientific.com/job/Arden-Hills-Senior-Analyst%2C-Global-Internal-Audit-Job-MN-55112/561128700/
The economy of Germany is considered the best economy in the world because it has the highest gross domestic product (GDP). Demand works in every sphere of life and for everything. But how does demand work in the economy? Any ideas? Is it the same demand that you made for a new iPhone? No? Well, today you will get to know how is demand used in economics, why is demand important and what are examples of demand. 1. What is Economics? The term economics was derived from an Ancient Greek word, oikonomikos, which means practice in the management of a house or family. But before the 19th century, the term was Political Economy because it was used in the context of an inquiry into the nature and causes of the wealth of a nation. (See What is POI in Trading?) 2. What is the Definition of Economics? The most commonly accepted definition of economics was given by an economist, Lionel Robbins, in 1932. He states that economics is the science that studies human behavior as a relationship between ends and scarce means which have alternative uses. (See What is a Fundamental Economic Problem?) 3. What is Demand in Economics? In economics, demand can be defined as the quantity that a consumer is willing and able to purchase at a given price for a given period of time. However, the demand depends on various factors that will be discussed throughout the article. 4. What are Types of Demand? Demand in economics is interrelated to various factors. One thing affects the other, therefore, the following is the list of different types of demand that is seen in the market. - Price demand: It includes the demand for a product that a customer will buy at the prevailing price, other things remaining unchanged - Income demand: It states the product or service a consumer will buy at a given income and that changes with income. This is how is demand used in economics. - Cross demand: The demand for one product arises with the demand for another product. For example, pen and refill. - Direct demand: The demand for a product that directly satisfies the wants of a consumer is direct demand. For example, bread. - Indirect demand (derived demand): It is the demand for a product for manufacturing another product. For example, milk to make coffee, and raw materials to make goods. - Joint demand: It is the demand for the products together. For example, to make pizza, the demand for flour, oven, and even flour mills is affected. - Composite demand: The demand for a product that is used more than one time for satisfying the wants of the consumer. (See What is Empowered Consumerism?) 5. What is the Law of Demand according to How is Demand used in Economics? The law of demand states how is demand used in economics such that the quantity demanded of a product comes down when the price of the commodity goes up, whereas other factors remain unchanged. It happens because the customer will go for another product for a low price. But there are exceptions to this as well, because not every customer will buy a cheap substitute because some are brand loyal and will stick to the same product. However, if their income does not allow them to do so, then, their brand loyalty will not last long. (See: Why is Quantitative Research Important?) 6. What are Some Examples of Demand? - To begin with, the examples of demand, let’s take groceries. Customers demand products to satisfy their urgent needs more. They will demand toiletries, eatables, etc. before moving towards those highly discounted products. - Another one is for movie tickets. When the customer feels satisfied and does not wish to watch any more movies, the demand will fall, otherwise, it will remain high. - Lastly, a hungry customer buying a pizza slice will derive the most utility from it but with another slice, the utility declines as the customer are not much hungrier. The concept here is, that the customer will readily pay without debating while buying the 1st slice but with every slice after that he wants it to be cheaper. (See Different types of Customers in Marketing and Retail) 7. What Factors affect Demand? There are numerous factors affecting the demand for a commodity. Knowing some common factors affecting how is demand used in economics are as follows: - Consumers in the market: It’s about the number of customers demanding that particular good or service at the given price. - Future expectations of consumer: If the customer expects the price to fall in the future, they will not purchase now but if fear price rise in the near future they will stock up. - Income of the consumer: The purchasing power of the customer at different income levels differs. - Population: The overall population in an economy that creates the demands also impacts. - Price of substitute goods: The price of alternate goods affects the demand. For example, if Loreal Paris is selling eyeliner at a higher price than Maybelline New York, people will move towards Maybelline New York. - Price of the commodity (good or product): The average price of the commodity or service with other things remaining the same. - Tastes and preferences of the consumer: What a customer likes and dislikes are the major concerns and demand goes up and down according to that. (See What is Scarcity and Choice in Economics?) 8. What is the Demand Schedule? It is the table that has the data of the demand for a particular product at different prices, ceteris paribus (other things remaining unchanged). Below is the specimen of the demand schedule: the column on the left has the price and the right column has the commodity demanded. \|Price per pound\|\|Quantity (Pound)\| \|$3.40\|\|10.0\| \|$3.50\|\|9.8\| \|$3.65\|\|9.4\| \|$3.80\|\|9.1\| \|$3.95\|\|8.9\| \|$4.05\|\|8.5\| \|$4.40\|\|8.0\| From the above chart, it became clear that the demanded quantity considerably reduced with the price rise. (See What is Production Concept in Marketing?) 9. What is the Demand Curve? To know further about how is demand used in economics, let’s see the demand curve. The graphical representation of a demand schedule is termed a demand curve. It is in the form of a line graph. The demand curve can be made for a single commodity, more than one commodity, and the whole economy too. The y-axis measures the price, denoted by P. the x-axis measures the quantity, denoted by Q. A flat demand curve states that the purchase is good with a slight price change. A steep demand curve will show no change in quantity demanded even after huge changes in prices. (See What is the difference between public debt and external debt?) 10. What is the Elasticity of Demand? The term elasticity means the changes in demand with every price change. It is measured in ratio, and it is calculated by dividing the percentage change in the quality demanded by the percentage change in the price. Three types of elasticity of demand are as follows: - Elastic demand is when the percentage change in demand is greater than the change in price. - Inelastic demand is when the percentage change in demand is lesser than the percentage change in price. - Unit elastic demand occurs when the percentage change in demand is exactly the same as the percentage change in price. (See How to Develop a New Product from Concept to Market?) 11. What is Aggregate Demand? It is the demand from people therefore, it is also termed market demand. It is used to measure the demand for the products produced by a country and their demand in the world. The next step in knowing how is demand used in economics is these 5 components of gross domestic product: - Consumer spending power, - Exports, - Spending by the government, - Imports (subtracted from aggregate demand and gross domestic product) - Spending by business investment. (See What is the Purpose of Society) 12. Why is Demand Important in Business? The main purpose of a business is to maximize profit by selling products and services to the ultimate consumers. They carry out advertising, and other marketing tactics to showcase their products to the masses. For example, the prices of Apple products are higher in the market, and they prevail because their products are demanded new technological features. But if the demand falls, they will have to cut short their prices as well. After all, they need to make sales to cover up the production costs. But if the demand continues to fall, the company will have to reduce production. This will adversely affect the economy as a whole. So, this is the way how is demand used in economics in business. (See How to build the entrepreneurial mindset?) 13. How are Demand and Fiscal Policy related? Fiscal policy means to use the government funding and amount raised from taxes to promote growth and stabilize the economy as a whole. It is related to demand because the government uses fiscal policy to generate demand by either cutting taxes or purchasing itself. In contrast, when the government wants to drop demand, it will increase taxes. (See Why Do You Have To Pay Taxes?) 14. How are Demand and Monetary Policy related? During inflation, monetary policy and federal reserves are the refuges. The Federal department will raise interest rates to cut down inflation. It reduces lending and the money supply. If it wants to increase demand it will lower the interest rates.	https://www.speeli.com/how-is-demand-used-in-economics/
9 most essential factors that determines the elasticity of demand are : 1. Nature of goods 2. Availability of substitutes 3. Alternative use 4. Possibility of postponing consumption 5. Proportion of income spent 6. Price-level 7. Force of habit 8. Durability of commodities and 9. Income level. Jun 04, 2019 · 1. Elasticity of Demand: The degree of responsiveness of demand to the changes in determinants of demand (Price of the commodity, Income of a Consumer, Price of related commodity) is known as elasticity of Demand. 2. Price elasticity of Demand: The degree of responsiveness of quantity demanded to changes in price of commodity is known as price elasticity of Demand. 3. Percentage Method/Flux Method: According to this method, price elasticity of demand is measured by dividing the percentage ... Starbucks partner provisioning portal Dec 13, 2020 · The formula for price elasticity of demand is: Price Elasticity of Supply (PES) Price elasticity of supply is a measure of the change in supply of a good in response to a change in its price. Price Elasticity of Supply Formula. The formula for price elasticity of supply is: Cross Elasticity of Demand (XED) Cross elasticity of demand is a ... Determinants of Elasticity of Demand A good with more close substitutes will likely have a higher elasticity. The higher the percentage of a consumer's income used to pay for the product, the higher the elasticity tends to be. For non-durable goods, the longer a price change holds, the higher the elasticity is likely to be. Ertugrul ghazi season 2 episode 2 in urdu facebook Cross price elasticity of demand: measures the responsiveness of a demand for one good to a change in price of another good. Movement along the curve for one good causing a shift in demand for another good; Determinants of XED: Substitute goods: positive value of XED; Complementary goods: negative value of XED; The absolute value of XED depends ... Demand goes from 150 to 60, a change of -60%. The price elasticity of demand would be -.61 (rounded). Revenue decreases from 7500 to 5940. According to the current article, "When the price elasticity of demand for a good is inelastic (\|Ed\| < 1), the percentage change in quantity demanded is smaller than that in price. World iptv direct Apr 16, 2012 · 1.Promotional elasticity of demand measures the sensitivity of income to changes in advertising expenditures 2.Unit Advertising elasticity of Demand brings more than proportionate change in demand in response to advertising expenditure 3.When AED >1; 1, the advertising campaign is effective Clone key fob Definition: The measure of responsiveness of the demand for a good towards the change in the price of a related good is called cross price elasticity of demand. It is always measured in percentage terms. Elasticity measures the responsiveness of demand for air travel to changes in some other variable such as prices or income. A price elasticity of -0.5, for example, means that a 10% increase in price leads to a 5% reduction in the level of demand for travel. Cac hymn 100 yoruba Solar fence lights home depot The three determinants of price elasticity of demand are: 1. The availability of close substitutes. If a product has many close substitutes, for example, fast food, then people tend to react strongly to a price increase of one firm's fast food. Doberman puppies for sale in macon ga Pcv valve audi a5 White runtz gas house B series woodruff key Hobby lobby 3 tier wall shelf Transformer grounding diagram Servicenow mid server api White rectangle in middle of screen mac Corrupt .zsh history Sharepoint 2019 performance tuning Gopro max exporter I 751 case transferred to nbc Coolrom bios ps2 Jquery gridview Shadow of war eltariel Forza 4 cheats unlock all cars Scantron sheets 882 Cheap paint sprayer Leaf guard reviews 6x6 post to beam brackets Palmetto state armory 9mm pistol for sale Secondary essays medical school examples Iptv mac scanner Titan single landmine attachment Dynamic resolution on or off fortnite Mm2 codes not expired 2020 Willys dual master cylinder Hayabusa fan override switch Social studies weekly 6th grade answer key week 3 A significant shift in demand was found to have occurred subsequent to 1964. The price elasticity was estimated at about −0.63 during 1946–1964 and −0.41 during 1965–1971. These results are consistent with those obtained in other studies of urban water demand in the arid parts of the western United States. Solution for List and explain some of the determinants of the price elasticity of demand. menu. Products. Subjects. Business. Accounting. Economics. Finance ... What are the key determinants of the price elasticity of demand for a product? Which determinant is the most important? Is the demand for most agricultural products elastic or inelastic? Briefly explain.	https://mqpz.centrostudilavoce.it/determinants-of-price-elasticity-of-demand.html
Investors Are Circling Técnicas Reunidas, S.A. (BME:TRE), AusNet Services Ltd (ASX:AST), How Does the Market Value These Shares? The Price to book ratio is the current share price of a company divided by the book value per share. The Price to Book ratio for Técnicas Reunidas, S.A. BME:TRE is 4.136819. A lower price to book ratio indicates that the stock might be undervalued. Similarly, Price to cash flow ratio is another helpful ratio in determining a company’s value. The Price to Cash Flow for Técnicas Reunidas, S.A. (BME:TRE) is . This ratio is calculated by dividing the market value of a company by cash from operating activities. Additionally, the price to earnings ratio is another popular way for analysts and investors to determine a company’s profitability. The price to earnings ratio for Técnicas Reunidas, S.A. (BME:TRE) is 118.933563. This ratio is found by taking the current share price and dividing by earnings per share. Stock volatility is a percentage that indicates whether a stock is a desirable purchase. Investors look at the Volatility 12m to determine if a company has a low volatility percentage or not over the course of a year. The Volatility 12m of Técnicas Reunidas, S.A. (BME:TRE) is 32.681400. This is calculated by taking weekly log normal returns and standard deviation of the share price over one year annualized. The lower the number, a company is thought to have low volatility. The Volatility 3m is a similar percentage determined by the daily log normal returns and standard deviation of the share price over 3 months. The Volatility 3m of Técnicas Reunidas, S.A. (BME:TRE) is 30.116000. The Volatility 6m is the same, except measured over the course of six months. The Volatility 6m is 31.736600. The Price Index is a ratio that indicates the return of a share price over a past period. The price index of Técnicas Reunidas, S.A. (BME:TRE) for last month was 1.13784. This is calculated by taking the current share price and dividing by the share price one month ago. If the ratio is greater than 1, then that means there has been an increase in price over the month. If the ratio is less than 1, then we can determine that there has been a decrease in price. Similarly, investors look up the share price over 12 month periods. The Price Index 12m for Técnicas Reunidas, S.A. (BME:TRE) is 1.10215. Further, we can see that Técnicas Reunidas, S.A. (BME:TRE) has a Shareholder Yield of 0.000632 and a Shareholder Yield (Mebane Faber) of -0.07166. The first value is calculated by adding the dividend yield to the percentage of repurchased shares. The second value adds in the net debt repaid yield to the calculation. Shareholder yield has the ability to show how much money the firm is giving back to shareholders via a few different avenues. Companies may issue new shares and buy back their own shares. This may occur at the same time. Investors may also use shareholder yield to gauge a baseline rate of return. Checking in on some valuation rankings, Técnicas Reunidas, S.A. (BME:TRE) has a Value Composite score of 52. Developed by James O’Shaughnessy, the VC score uses five valuation ratios. These ratios are price to earnings, price to cash flow, EBITDA to EV, price to book value, and price to sales. The VC is displayed as a number between 1 and 100. In general, a company with a score closer to 0 would be seen as undervalued, and a score closer to 100 would indicate an overvalued company. Adding a sixth ratio, shareholder yield, we can view the Value Composite 2 score which is currently sitting at 49. Técnicas Reunidas, S.A. (BME:TRE) has a current MF Rank of 9849. Developed by hedge fund manager Joel Greenblatt, the intention of the formula is to spot high quality companies that are trading at an attractive price. The formula uses ROIC and earnings yield ratios to find quality, undervalued stocks. In general, companies with the lowest combined rank may be the higher quality picks. There are many different tools to determine whether a company is profitable or not. One of the most popular ratios is the “Return on Assets” (aka ROA). This score indicates how profitable a company is relative to its total assets. The Return on Assets for Técnicas Reunidas, S.A. (BME:TRE) is 0.003088. This number is calculated by dividing net income after tax by the company’s total assets. A company that manages their assets well will have a higher return, while a company that manages their assets poorly will have a lower return. The Piotroski F-Score is a scoring system between 1-9 that determines a firm’s financial strength. The score helps determine if a company’s stock is valuable or not. The Piotroski F-Score of Técnicas Reunidas, S.A. (BME:TRE) is 4. A score of nine indicates a high value stock, while a score of one indicates a low value stock. The score is calculated by the return on assets (ROA), Cash flow return on assets (CFROA), change in return of assets, and quality of earnings. It is also calculated by a change in gearing or leverage, liquidity, and change in shares in issue. The score is also determined by change in gross margin and change in asset turnover. Investors may be interested in viewing the Gross Margin score on shares of Técnicas Reunidas, S.A. (BME:TRE). The name currently has a score of 27.00000. This score is derived from the Gross Margin (Marx) stability and growth over the previous eight years. The Gross Margin score lands on a scale from 1 to 100 where a score of 1 would be considered positive, and a score of 100 would be seen as negative. The Price to Book ratio for AusNet Services Ltd ASX:AST is 1.836991. The Price to book ratio is the current share price of a company divided by the book value per share. A lower price to book ratio indicates that the stock might be undervalued. Similarly, Price to cash flow ratio is another helpful ratio in determining a company’s value. The Price to Cash Flow for AusNet Services Ltd (ASX:AST) is 7.737982. This ratio is calculated by dividing the market value of a company by cash from operating activities. Additionally, the price to earnings ratio is another popular way for analysts and investors to determine a company’s profitability. The price to earnings ratio for AusNet Services Ltd (ASX:AST) is 24.139517. This ratio is found by taking the current share price and dividing by earnings per share. There are many different tools to determine whether a company is profitable or not. One of the most popular ratios is the “Return on Assets” (aka ROA). This score indicates how profitable a company is relative to its total assets. The Return on Assets for AusNet Services Ltd (ASX:AST) is 0.023082. This number is calculated by dividing net income after tax by the company’s total assets. A company that manages their assets well will have a higher return, while a company that manages their assets poorly will have a lower return. The Piotroski F-Score is a scoring system between 1-9 that determines a firm’s financial strength. The score helps determine if a company’s stock is valuable or not. The Piotroski F-Score of AusNet Services Ltd (ASX:AST) is 6. A score of nine indicates a high value stock, while a score of one indicates a low value stock. The score is calculated by the return on assets (ROA), Cash flow return on assets (CFROA), change in return of assets, and quality of earnings. It is also calculated by a change in gearing or leverage, liquidity, and change in shares in issue. The score is also determined by change in gross margin and change in asset turnover. Investors may be interested in viewing the Gross Margin score on shares of AusNet Services Ltd (ASX:AST). The name currently has a score of 26.00000. This score is derived from the Gross Margin (Marx) stability and growth over the previous eight years. The Gross Margin score lands on a scale from 1 to 100 where a score of 1 would be considered positive, and a score of 100 would be seen as negative. AusNet Services Ltd (ASX:AST) has a current MF Rank of 8175. Developed by hedge fund manager Joel Greenblatt, the intention of the formula is to spot high quality companies that are trading at an attractive price. The formula uses ROIC and earnings yield ratios to find quality, undervalued stocks. In general, companies with the lowest combined rank may be the higher quality picks. Further, we can see that AusNet Services Ltd (ASX:AST) has a Shareholder Yield of 0.053255 and a Shareholder Yield (Mebane Faber) of -0.08655. The first value is calculated by adding the dividend yield to the percentage of repurchased shares. The second value adds in the net debt repaid yield to the calculation. Shareholder yield has the ability to show how much money the firm is giving back to shareholders via a few different avenues. Companies may issue new shares and buy back their own shares. This may occur at the same time. Investors may also use shareholder yield to gauge a baseline rate of return. Checking in on some valuation rankings, AusNet Services Ltd (ASX:AST) has a Value Composite score of 40. Developed by James O’Shaughnessy, the VC score uses five valuation ratios. These ratios are price to earnings, price to cash flow, EBITDA to EV, price to book value, and price to sales. The VC is displayed as a number between 1 and 100. In general, a company with a score closer to 0 would be seen as undervalued, and a score closer to 100 would indicate an overvalued company. Adding a sixth ratio, shareholder yield, we can view the Value Composite 2 score which is currently sitting at 30. Stock volatility is a percentage that indicates whether a stock is a desirable purchase. Investors look at the Volatility 12m to determine if a company has a low volatility percentage or not over the course of a year. The Volatility 12m of AusNet Services Ltd (ASX:AST) is 17.856100. This is calculated by taking weekly log normal returns and standard deviation of the share price over one year annualized. The lower the number, a company is thought to have low volatility. The Volatility 3m is a similar percentage determined by the daily log normal returns and standard deviation of the share price over 3 months. The Volatility 3m of AusNet Services Ltd (ASX:AST) is 12.489400. The Volatility 6m is the same, except measured over the course of six months. The Volatility 6m is 17.854200. The Price Index is a ratio that indicates the return of a share price over a past period. The price index of AusNet Services Ltd (ASX:AST) for last month was 1.00565. This is calculated by taking the current share price and dividing by the share price one month ago. If the ratio is greater than 1, then that means there has been an increase in price over the month. If the ratio is less than 1, then we can determine that there has been a decrease in price. Similarly, investors look up the share price over 12 month periods. The Price Index 12m for AusNet Services Ltd (ASX:AST) is 1.14667.	https://martinbusinesstelegraph.com/investors-are-circling-tecnicas-reunidas-s-a-bmetre-ausnet-services-ltd-asxast-how-does-the-market-value-these-shares/308654/
What is the meaning of responsive? 1 : giving response : constituting a response : answering a responsive glance responsive aggression. 2 : quick to respond or react appropriately or sympathetically : sensitive. What is a measure of responsiveness? A measure of the responsiveness of the quantity demanded to changes in price; equal to the absolute value of the percentage change in quantity demanded divided by the percentage change in price. The price elasticity of demand equals 1, so the percentage change in quantity equals the percentage change in price. What does responsiveness mean in science? Responsiveness. Responsiveness as a concept of computer science refers to the specific ability of a system or functional unit to complete assigned tasks within a given time. For example, it would refer to the ability of an artificial intelligence system to understand and carry out its tasks in a timely fashion. What is responsiveness to change? The COSMIN group defined responsiveness as “the ability of an instrument to detect change over time in the construct to be measured.” According to this definition, responsiveness is an aspect of validity. How is responsiveness calculated? Guyatt’s responsiveness coefficient was calculated by dividing the difference between the mean of measurements 1 and 2 by the SEM (Δ/SEM). Cohen’s effect sizes and Guyatt responsiveness coefficients are usually interpreted such that values of 0.2, 0.5 and 0.8 represent small, moderate and large responsiveness [23–25]. How can change responsive? Being responsive to change means and requires so many things nowadays: Seeing and understanding the change that occurs in its broadest context and boiling it down to the very essence before acting upon it where and when needed (which requires goal alignment and a holistic view) – information. How do you assess responsiveness? Step 1: Assess responsiveness. Use the “shake and shout” technique to assess responsiveness. The purpose of these verbal and tactile stimuli is self-evident. Before performing more invasive maneuvers, you want to confirm that the patient is in fact unresponsive. What is the function of assessing responsiveness? Responsiveness refers to the ability of a HRQL measure to capture true underlying change in the patients’ health status over time . Two approaches are commonly used to assess the responsiveness of HRQL measures. What is AVPU and why is it used? AVPU (pronounced as ave poo) or the AVPU scale — a tool used to assess the patient’s brain perfusion and function — describes a patient’s level of consciousness. All healthcare providers, including EMTs, doctors, nurses and paramedics, use AVPU to assess and monitor a patient’s brain function. How could you determine the injured or ill person in a secondary assessment? Signs – look, listen, feel and smell for any signs of injury such as swelling, deformity, bleeding, discolouration or any unusual smells. When checking them you should always compare the injured side of the body with the uninjured side. What are 5 main components of secondary patient assessment? This can include but is not limited to inspection, bony and soft tissue palpation, special tests, circulation, and neurological. How do you know if a person’s airway is open? Make sure the person has an open airway. If the person is speaking, moaning, or crying, the person’s airway is open. If the person is unresponsive, perform a head-tilt/chin- lift by gently tilting the head back until the chin is pointing up. Check for normal breathing for 5 to 10 seconds. What to do if the victim is unresponsive? If someone is not moving and does not respond when you call them or gently shake their shoulders, they are unresponsive. - Check their breathing by tilting their head back and looking and feeling for breaths. - Move them onto their side and tilt their head back. - Call 999 as soon as possible. What causes a person to be unresponsive? Unconsciousness can be caused by nearly any major illness or injury. It can also be caused by substance (drug) and alcohol use. Choking on an object can result in unconsciousness as well. Brief unconsciousness (or fainting) is often a result from dehydration, low blood sugar, or temporary low blood pressure. What does it mean when a person is unresponsive? If someone can’t or won’t respond, we call them unresponsive. Depending on the context, a person’s unresponsiveness can be just a bummer or a life-threatening condition. Medically speaking, when a person is called unresponsive, it means they’re at least unconscious, and possibly dead or dying. What is the difference between unconscious and unresponsive? Unconsciousness is an unresponsive state. A person who is unconscious may seem like they are sleeping, but may not respond to outside events, such as loud noises or being touched or shaken. Unconsciousness can last for much longer, and a person’s vital signs can change. How long can someone remain unconscious? What are the long term effects of being knocked unconscious? It depends on the severity of the injury. If you lose consciousness briefly, and suffer a concussion, 75 to 90 percent of people will fully recover in a few months. But severe damage to the brain can cause unconsciousness for days, weeks, or even longer. What are the stages of unconsciousness? - Unconscious incompetence (Ignorance) The individual does not understand or know how to do something and does not. - Conscious incompetence (Awareness) Though the individual does not understand or know how to do something, he or she. - Conscious competence (Learning) - Unconscious competence (Mastery) How do you communicate with an unresponsive patient? The Importance of Communication With an Unresponsive Patient - When you enter the room or approach the patient, speak quietly and announce your presence. - Speak to the patient as you perform your duties. - Assess the patient’s level of awareness each time you provide care. - Encourage the patient’s family and friends to remain positive when visiting. Can unconscious people still hear? Twenty-five percent of all unconscious patients can hear, understand, and emotionally respond to what is happening in their external environment. However, because of their medical condition, they are incapable of moving or communicating their awareness. Can an unresponsive patient hear? Studies of patients’ memories of their unconscious state indicate that they heard and understood conversations. Lawrence (1995) found that unconscious patients could hear and respond emotionally to verbal communication. Can coma patients hear? When people are in comas, they are unconscious and cannot communicate with their environment. However, the brain of a coma patient may continue to work. It might “hear” the sounds in the environment, like the footsteps of someone approaching or the voice of a person speaking. What are the stages of a coma? Recovery may be grouped into the following four stages: - Stage 1: Unresponsiveness. During this stage the patient does not respond consistently or appropriately. - Stage 2: Early responses. - Stage 3: Agitated and confused. - Stage 4: Higher level responses. Do coma patients remember anything? Some people feel they can remember events that happened around them while they were in a coma, while others don’t. Some people have reported feeling enormous reassurance from the presence of a loved one when coming out of a coma.	https://vypros.com/what-is-the-meaning-of-responsive/
The average of the prices of goods and services produced in the aggregate economy. In a theoretical sense, the price level is the price of aggregate production. In a practical sense, the price level is commonly measured by either of two price indexes, the Consumer Price Index (CPI) or the GDP price deflator. The CPI is the price index widely publicized in the media and used by the general public. The GDP price deflator, in contrast, is less well-known, but is usually the price index of choice among economists. The inflation rate is calculated as the percentage change in the price level. The price level is a theoretical or conceptual average of the prices of goods and services produced and/or consumed in the economy. It forms the basis for estimating inflation and plays a key role in modern macroeconomic analysis. The price level was explicitly incorporated into macroeconomic analysis with the introduction of aggregate market. This model which was designed to provide insight into the inflation of the 1970s and replaced earlier Keynesian economic analysis that focused more on the problem of unemployment. The price level plays a similar role in the aggregate market that price plays in the standard market analysis. The aggregate demand (AD) curve captures the relation between the price level and the amount of real GDP demanded by the four economic sectors (household, business, government, and foreign). The aggregate supply curves (SRAS and LRAS) capture the short-run and long-run relations between the price level and the amount of real GDP produced in the macroeconomy. In the graphical presentation of the aggregate market, the price level (generally measured by the GDP price deflator) is displayed on the vertical axis (with real GDP on the horizontal axis). However, unlike standard microeconomic markets, the price level is not an observable characteristic of the world, but something that must be derived. For example, identifying the price of a Hot Momma Fudge Bananarama Ice Cream Sundae is as simple as observing a market transaction between buyer and seller. The market price of a Hot Momma Fudge Bananarama Ice Cream Sundae is the price the buyer pays the seller. In contrast, the aggregate market is very much a theoretical construct. There is NO physical aggregate market presence in which the exchange of one unit of real GDP at a corresponding price level can be observed. The price level is the average of millions of different prices. And this price level must be calculated. In principle, calculating the average of a bunch of prices seems relatively straightforward. In practice, however, this can be quite involved. Two problems are worth noting. First is the task of gathering data on the prices to be averaged. The price level is an average of hundreds of thousands of different prices. The needed data can be estimated by sampling prices paid for a given market basket of goods, which is the method used by the CPI each month. Or the data can be derived in a more comprehensive fashion, which is how the GDP price deflator is calculated each quarter (along with gross domestic product and related measures). Second is the question of how best to "average" the prices. One way is to compute a simple arithmetic average, or what can be term an unweighted average. This is accomplished by adding all prices then dividing by the total number of goods. Another way is to weight the prices with the quantity of the good produced, consumed, or exchanged. This is the accepted method for both the CPI and the GDP price deflator. To see why a weighted average is the preferred averaging method, consider the average of two prices. Suppose that hot fudge sundaes sell for $2, and cars sell for $20,000. The simple unweighted average of these two prices is $10,001 (= $20,002/2). But what on earth does this $10,001 number mean? An unweighted average for all prices of all goods produced in the economy--for cars, hot fudge sundaes, toothpicks, nuclear reactors, soft drinks, houses, compact disks, airplanes--might generate a number, such as $547.33 that has no real meaning. On average the price paid for a good is $547.33, but this average provides little useful information. And most important, a change in this "average" from one year to the next, gives little insight into inflation. In contrast, a weighted average--with the weights being the quantities of goods produced, consumed, or exchanged--does provide greater insight. In effect, a weighted average is the total expenditure on aggregate production. If this total expenditure changes, with no change in the quantity weights, then a clear indication of changes in the price level and inflation can be had. That is reason that the price level is computed as a weighted average, or as a price index, for both the CPI and the GDP price deflator. The CPI weights each price with the quantity purchased by urban consumers. The GDP price deflator weights the prices with the quantities produced and sold to the household, business, government, and foreign sectors. PRICE LEVEL, AmosWEB Encyclonomic WEB*pedia, http://www.AmosWEB.com, AmosWEB LLC, 2000-2019. [Accessed: April 26, 2019].	http://www.amosweb.com/cgi-bin/awb_nav.pl?s=wpd&c=dsp&k=price+level
How do you calculate market share? Market share is calculated by taking the company’s sales over the period and dividing it by the total sales of the industry over the same period. This metric is used to give a general idea of the size of a company in relation to its market and its competitors. Is market share a percentage? Market Share is, very simply, the percentage of a certain sector that your product, service or software is responsible for, calculated by sales. … You can calculate your share by taking your total sales and dividing the figure by the total sales of the entire sector or market you are selling in. How do you calculate market share of competitors? Market share is calculated by dividing the total sales of one particular product or industry by the sales of one company over the same period of time. What is market share and how is it calculated? A company’s market share is its sales measured as a percentage of an industry’s total revenues. You can determine a company’s market share by dividing its total sales or revenues by the industry’s total sales over a fiscal period. Use this measure to get a general idea of the size of a company relative to the industry. What is the formula for market potential? The total market potential is calculated by multiplying the number of buyers in the market by the quantity purchased by the average buyer, by the price of one unit of the product. What are the benefits of increasing market share? An increase in a company’s market share can allow the company to operate on a greater scale and increase profitability. It also helps the company develop a cost advantage compared to its competitors. Is ROI expressed as a percentage? Return on Investment (ROI) is a popular profitability metric used to evaluate how well an investment has performed. ROI is expressed as a percentage and is calculated by dividing an investment’s net profit (or loss) by its initial cost or outlay. What does a 20% stake in a company mean? If you own stock in a given company, your stake represents the percentage of its stock that you own. … Let’s say a company is looking to raise $50,000 in exchange for a 20% stake in its business. Investing $50,000 in that company could entitle you to 20% of that business’s profits going forward. At what percent gain should I sell stock? When a stock is going the right direction, your decision making is not as easy. How long should you hold? Here’s a specific rule to help boost your prospects for long-term stock investing success: Once your stock has broken out, take most of your profits when they reach 20% to 25%. What percentage is one share? One issued share = 100% ownership of the company. Two of equal value = 50% ownership per share.	https://smash-events.net/securities/what-percent-share-of-the-market-will-you-have.html
Why Australians have to work smarter than the rest of the world? A country’s standard of living depends on its ability to produce goods and services. Almost all variation in living standards is attributable to difference in countries productivity. Productivity is the quantity of goods and services produced from each hour of a worker’s time. In nations where workers can produce a large quantity of goods and services per unit of time, most people enjoy a high living standard. The growth rate of a nation’s productivity determines the growth rate of its average income. In Australia, workers in general are paid well and enjoy a higher standard of living compared to the rest of the world. In this era of globalisation, we have to compete with countries like China and India where industrial workers are paid peanuts, and enjoy a much lower standard of living. To maintain the higher pay and standard of living, Australians have to produce much more than workers in Asian countries produce. This can be achieved only by having a highly skilled workforce and utilising superior technology. Closing the door or fixing high tariff to protect jobs and higher standard of living is not an option. Trade can benefit everyone in society because it allows people to specialise in activities in which they have a comparative advantage. What is Gross Domestic Product or GDP? Gross domestic product is the market value of all final goods and services produced within a country in a given period of time. What is Consumer Product Index or CPI? Consumer price index is the measure of the overall cost of the goods and services brought by a typical consumer. The Bureau of statistics sets a basket of items that a typical consumer buys . The weightage is decided by surveying the consumers and finding the basket of goods and services a typical consumer buys. The current price of the items is taken and multiplied by the quantity. The price of the basket of the items is calculated. Index is calculated by dividing it by the prices of the base year. What is yearly inflation? The percentage of change in the price index from the preceding period is inflation. Who is considered employed or unemployed in Australia? In Australia a person is considered employed if he or she spent at least 1 hour of the previous work week working at a paid job (including self-employment or family business) . A person is unemployed if he or she is on temporary layoff, is looking for a job or is waiting to start a new job. A person who fit neither of the first two categories: such as full time student, home maker or retiree, is not in the labour force. How market economy works? Market economy is an economy that allocates resources through the decentralised decisions of many firms and households as they interact in markets for goods and services. The deciding factor of price is supply and demand for the item or service. Price of any good adjusts to bring the supply and demand for that good into balance. The law of demand is that, other things being equal, the quantity demanded of a good falls when the price of the good rises. The law of supply is that, other things being equal , quantity supplied of a good rises when the price of the good rises . At a certain price of the good – supply and demand have been brought into balance. That is the market price of the good or service. That means the price of any good adjusts to bring the supply and demand for that good into balance. This is one reason communist countries suffered from shortage of items like petrol, oil etc. When the Government sets a lower price for an item, the quantity of good demanded exceeds the quantity supplied causing shortage for the item. Why interest rates change? Money has an inlet and outlet, namely supply of money and demand for money. To make it simple, in a money market those who save, supply money and those who want to borrow to invest or spend demand money. The economies market for loanable funds, like other markets in the economy is governed by supply and demand. The supply side of the money may come from many sources, like the savings of a people in a country, Government budget surplus, or money from overseas. Same way demand for loanable funds come from many sources. Interest rate is the price of the loan. It represents the amount that borrowers pay for loans and the amount that lenders receive on their savings. High interest rates make borrowing more expensive and the demand for money loans decreases as interest rates goes up and vice versa. Because of this reason an equilibrium interest rate will be established sooner or later depending on the supply and demand for funds. When Government makes huge budget surpluses or national savings increases or foreign capital inflows increases in a country, naturally the interest rates will go down. As the interest rates goes down, demand for funds will increase and that will result in interest rates going up again . This is one reason Reserve Bank has to adjust interest rates on a monthly basis. A lower interest rate will increase investments and spending. This will overheat the economy and inflation will be the result. To counter the effect, Reserve Bank will increase interest rates to cool the economy.	http://www.india2australia.com/the-basic-australian-economics/
The percentage change in quantity demanded due to percentage change in income is called income elasticity of demand. Income elasticity of demand measures the responsiveness of demand for a good to change in income of consumer. When income of people increases they like to buy more of the goods. The concept of income elasticity gives an idea about essential and non essential-goods. Luxury goods have high-income elasticity. People buy such goods and large part of income is spent. Necessities of life have low-income elasticity. Part of income spent on soap, matches fall as the income of people increase. D.S. Waston says that income elasticity of demand means the ratio of the percentage change in the quantity demand to the percentage change in income. Ey means income elasticity of demand. ΔQ is the change in demand. Q is original demand. Y is original income and Δy change in income. Suppose the income of a person is $2000 and he purchases 20 liter of milk. If his income increases to $2500 he purchases 30 liter of milk. Therefore income elasticity of demand is is 2000 divided by 500 multiplied by 10 divided by 20 and result is 2. It means demand for milk is income elastic. Increase in income increases the demand for luxury goods in rich countries. The percentage change in demand is greater than percentage change in income. The change in demand for necessities of life is low. Increase in income increases demand for necessities of life in poor countries. The percentage change in demand is greater than percentage change in income. The change in demand for luxury goods is low. There is unity income elasticity of demand when percentage change in demand is equal to the percentage change in price. The demand curve for this income elasticity has upward slope. The increase in quantity demanded is equal to increase in income. The demand for commodity increases by 20% while increase in income is 20%. The diagram shows that increase in demand is equal to increase in income. It is a case of unitary income elasticity of demand or Ey = 1. It takes the shape of 45 degrees. The income elasticity is greater than unity when percentage change in demand is greater than percentage change in price. The income of a consumer increases by 20% and demand for commodity increases by 40%. The diagram shows that quantity demanded is more than rise in income of consumer. It is a case of income elasticity of demand is greater than unity or Ey = 1. The demand curve in this case is flatter. The income elasticity is less than unity when percentage change in demand is less than percentage change in price. The income of consumer increases by 20% the demand for commodity increases by 8%. The diagram shows that increase in demand is less than increase in income. The income elasticity of demand for commodity is less than unity or Ey = < 1. The income elasticity is less than one. The demand curve for this case is steeper. There is zero income elasticity when demand remains unchanged due to change in income in any direction. The income of a consumer increases (say) 20% but there is no change in demand for commodity. The diagram shows that quantity bought remains constant regardless of the rise in income of consumer. The demand curve for zero income elasticity is vertical straight line. It is a case of zero income elasticity of demand or Ey = 0. There is negative income elasticity when increase in income brings decrease in demand. The consumer can reduce his purchase of inferior commodity when there is increase in income. The demand for commodity decreases by 8% while there is increase in income by 20%. The diagram shows that less is purchased at higher income. It is a case of negative income elasticity of demand or Ey < 0. The demand curve in this case has downward slope. Income elasticity is positive for normal type of goods. When there is increase in income there is increase in demand for these goods. In case of decrease in income there is decrease in demand for these goods. The examples of these goods are shampoo, soap, and toothpaste. When income elasticity is negative the commodity is inferior. The pulses are inferior goods as compared to meat. Increase in income brings decrease in demand for such goods. Income elasticity is zero for cheap or natural type of goods. Increase in income does not affect the demand for goods like salt, newspapers, matches, and postcards. When income elasticity is positive and greater than one the commodity is luxury. The demand for cars, jewelry, and television is highly income elastic.	http://managedstudy.com/micro/income-elasticity-of-demand.htm
Read/review the following resources for this activity: - Textbook: â€œA Very Old Man with Enormous Wingsâ€ - Link (website with audio): Remembering the Magical Realism Of Gabriel GarcÃa MÃ¡rquez (46:40) - Minimum of 1 peer-reviewed library resource Introduction Magical realism encompasses a range of different concepts, but most importantly, shares stories from a world whose reality is different than ours. Gabriel GarcÃa MÃ¡rquez combines elements of fictional writing with fantasy and magic in, â€œA Very Old Man with Enormous Wings.â€ However, the audience does not distinguish between the two, as the natural world and fantasy are combined into one. Activity Instructions Consider the ordinary and extraordinary in, â€œA Very Old Man with Enormous Wings.â€ How does the author make his audience (you) believe the â€œold manâ€ is an angel? Keeping this in mind, reflect on how people today would react if an event like this actually occurred. How would people in the real world respond? Why would they respond this way? Additionally, comment on what the author is expressing about the way individuals react to wondrous events. Do NOT use Sparksnotes, eNotes, Wikipedia, or similar websites, as these are not academic in nature. If you do so, you will earn an automatic F. Your essay may be submitted to Turnitin, so please use the University library or .org and .edu resources.	https://topgraderesearch.com/magical-realism-encompasses-a-range-of-different-concepts-but-most-importantly/
The book post entitled “Phoenix Slouching” introduces the novel’s first reference to an extraordinary event, occurring in an otherwise mundane existence and places it within the genre of Magic Realism. From Wikipedia: “Magic realism or magical realism is a genre where magical or unreal elements play a natural part in an otherwise realistic (often mundane) environment. Although it is most commonly used as a literary genre, magic realism also applies to film and the visual arts.” I became fascinated with the genre of magic realism after living in Brazil for a year as an exchange student, in 1990-1991. In university, I completed a course in Latin American Writer’s and delved further into the intricacies of this writing style. Highly politically motivated, modern magic realism often focuses upon the marginalization of various groups, due to race, religion, or gender. The magic realism took root in the 1940’s – 1950’s in visual arts and then literature—an era that will be explored later in the novel, Life By Fire. Notes: Read a short story example of writing typical to the genre of magic realism in the related post below, entitled “Homecoming”.	https://www.lifebyfire.com/its-magic-really/
Elnayal’s on-going interest in her hybrid identity and diasporic childhood, along with a career as an architectural designer, inspired her to create her latest project: ‘A Magic Realist Afrabia,’ a series of digital prints exploring multicultural identities, hybridity, and the “third space”. Looking at Sudanese author Tayeb Salih’s novel ‘Season of Migration to the North,’ for inspiration, Elnayal follows the main character Mustafa’s journey from Sudan to London and his struggle with his somewhat convoluted, contradicting and evolving ethnic identity in her work. Elnayal combines magic realist techniques taken from literature, art and photography – with her photo series exploring the Sudanese aesthetic to build a hybrid, urban, magic realist Afrabia. But what exactly is ‘magic realism’? It’s been called an ‘amalgamation of a rational and an irrational world view’ by author Amaryll Chanady. In essence, it combines ‘realism’ and ‘fantasy,’ creating what academic Maggie Ann Bowers called a mixture of opposing cultures and a third space. Popularly used by literary authors such as Jorge Luis Borges and Gabriel Garcia Marquez, magic realism uncovers the uncannies of everyday life. With the development of new technologies, magic realism seems to attract a large community of artists. While some ‘magic realists’ use symbols and allegory, many have relied on juxtapositions between objects, distortions of space, or hyperrealism to convey the mysteriousness of everyday life. By focussing on the everyday, instead of purely fantastical or made-up elements, contemporary artists create spaces that are universally understood. In literature, most magic realist novels describe Eurocentric colonial powers. For Sudanese magic realists, another layer of colonial power that is Arab-centric is applied. This unique layering of colonial power allows them to explore magic realism in new ways. Elnayal applies this context for ‘magic realism,’ in the visualisation and concept of Afrabia. In Elnayal’s piece, magical realism is used with digital media to develop ideas and styles that resonate with a contemporary world. Rayan Elnayal is a Sudanese-British artist-designer interested in multiculturalism in art and design. She uses the skills she obtained from her architecture background to speculate and visualise fictional spaces. She is interested in how magic realist techniques can aid in the production of ethnocentric futurisms in Sudan, the MENA region and its diaspora. Her work is heavily influenced by the novel ‘Season of Migration to the North’ by Tayeb Salih and the works of Ibrahim El Salahi. Her interest in magic realism and the idea of ‘Afrabia’ initially started as part of her architecture thesis project at the University of Greenwich and remains an on-going project. Rayan is currently working as an Architectural Assistant on Educational projects in the UK and Asia. About Agora Digital Art Agora Digital Art is a certified social enterprise. We are one of the most dynamic creative hubs in London. We champion artists who have something to say. We bring diverse communities and artists together. With your generous support, we will build the best digital network. Donate via Paypal.	https://agoradigital.art/blog-magic-realism-and-afrabia/
kithkanan replied to rgaz83's topic in Spanish LiteratureOne of the things that I dislike about my language is the lack of scifi books and films. I have yet to find authors that care enough about this genre. That said, you might want to check the following authors' work: Eduardo Holmberg (Argentina), Francisco Calcagno (Cuba), Horacio Quiroga (Uruguay), José Luis Borges (Argentina), Miguel de Unamuno (Spain), Enrique Jardiel Poncela (Spain), Carlos Olvera (México), Carlos Fuentes (México), Laura Esquivel (México), Pedro Sienna (Chile), Sergio Meier (Chile) and René Rebetez (Colombia). Be advised, however, that Latinamerican and Iberian sci-fi is not as elaborate as your standard, run-of-the-mill sci-fi literature. These authors use Sci-fi elements as a mean to set a plot that will ultimately criticize social or political ideas, as opposed to being the main setting of the story. An alternative to sci-fi is the magic realism genre. In this genre, magical / fantastical elements "are a natural part in an otherwise mundane, realistic environment [...] On the surface the story has no clear magical attributes and everything is conveyed in a real setting, but such a character breaks the rules of our real world". The magic realism does not necessarily relies on science to incorporate these fantastic elements. Actually, it doesn't even have to explain why they're there: a simple "Warum ist die Banane krum" is enough. As opposed to sci-fi, of course. During great part of the 20th century both genres compited due to its similarities (basically, both genres bend reality or incorporate unreal elements into their plots) and magic realism thrived in Latin America and Spain. So, my point with the magic realism thing, is that if you're feeling adventurer and none of the aforementioned authors' work inspire you, you might want to look magic realism authors. It won't be the same as enjoying a good ol' cyberpunk or space opera, but you'd have fantasy in there, and that's always good to have, in my geeky opinion. Best regards. - Que musica en espanol te gustas? kithkanan replied to nick87's topic in Spanish Lounge \| Conversations in Spanish onlyA mí me gusta La Oreja de Van Gogh, su estilo pop-rock juvenil me ha cautivado. También me gusta Mägo de Oz (en particular la canción Molinos de viento). A propósito de música en español, una noticia triste: hoy falleció Gustavo Cerati, ex líder de la banda Soda Stereo. Esta banda argentina cautivó a miles en hispanoamérica y Europa. Si les gusta la música en español, escuchen algunos de sus éxitos como Persina Americana, Tu cicatriz en mí, y De música ligera. Saludos a todos.	https://linguaholic.com/profile/5483-kithkanan/content/
Tod of Tod’s Worksop YouTube channel recently released a video wherein he discusses why filmmakers sacrifice medieval realism in movies. Today I want to share this video with you, partly because I believe Tod’s Workshop is a great YouTube channel worth sharing but mainly because I have some critique for this video that some medievalists and/or fantasy lovers might find interesting. Category: Realism in Fantasy Why Fantasy Knights Are Unrealistic: Medieval Facts About Knights The classic fantasy knight is a wonderful invention, simple in design and easy to write. They are heroes of the battlefield, loyal to their kings, and there is a lot we can learn from the Middle Ages by reading about them. Generally speaking, however, they are very far from the real medieval knight and if they were presented more realistically we could learn a whole lot more. Not every knight was a hedge knight or a knight errant. Most of them had their sh*t together. So how can we make our fantasy knights more like the real knights of the Middle Ages? If there’s one thing reading dry history books and attending university lectures has taught me, it’s how to answer that question! So here are four ways you can make your fantasy knights a whole lot more realistic and historically accurate! And, thank the good gods, none of them have to do with tournaments and damsels in distress! MORDHAU + Game of Thrones = Hope for the Medieval? Like I often say, Columbus lived in the 15th century. He was a medieval thinker. He invited a bunch of people to his party and now we’re all wondering where in Dante’s Inferno we came from. For many people, things like Mordhau and Game of Thrones fulfill that service of telling us where we came from, even if unintentionally. The entire world as we know it with all its mountains and rivers existed in the Middle Ages. From Chang’an to Baghdad and Rome to London, the medieval world is vast and full of unfinished stories. True Origins of the Fantasy Genre: Where Did Fantasy Come From? George MacDonald is often credited as being the first fantasy author. Although he was born in 1824 and his works are much older than J.R.R. Tolkien’s or Michael Ende’s, flaunting MacDonald as the founder of fantasy is misleading and doesn’t explain where fantasy really came from. Today I want to talk about the origin of fantasy in a broader narrative, starting with the oral storytelling traditions of the ancients and ending with Michael Ende’s The Neverending Story. Dragon History: Medieval Dragons vs. Modern Fantasy Dragons Today, dragons are everywhere. Dragons in the Middle Ages, too, were everywhere, but not on cotton T-shirts, video games and plastic cups from the dollar store. The medieval dragon existed in such things as heraldry, aquamanilia, architecture and folklore. Anyone can tell you what a modern fantasy dragon looks like, but do dragons in our society have the same function as dragons in the Middle Ages? What are the different magical and physical characteristics of dragons throughout history? In order to give these questions justice we’re forced to learn a lot about dragons as they were depicted in medieval Europe—learn how to tame them if you will. Then, we’ll have to remove ourselves from Europe to observe the majestic dragons of the East because it could potentially be argued that the dragons that swam and flew from Chinese, Persian and Turkish cultures did more to influence what we think of when we say “dragon” today than the dragons of ancient Greece and Rome. We’ll conclude by taking a look at a few modern fantasy dragons in popular entertainment and nitpick their differences from the dragons of the past. Grimdark Author Interview: Jordan Loyal Short \| 2019 \| The Skald’s Black Verse In the first week of January 2019 I had the pleasure of asking one of grimdark’s rising new authors a series of questions. This interview was designed to allow us, the audience, to learn more about Jordan’s inspirations and, for people who are new to the genre, more about grimdark as well. I hope you enjoy! Also, Jordan has a website where you can learn even more: https://jordanloyalshort.com/ Why Can’t Movies Show “Medieval” Sword Fights Accurately? (cringy rant) There’s a good reason why pedantic historians and enthusiastic students never cease to ask the question “why is the swordplay in “medieval” Hollywood movies still based off of 19th-century sports fencing and to-the-minute choreography when we have HEMA (historical European martial arts) and HAMA (historical African martial arts) practitioners and theorists promulgating translated combat treatises from the Middle Ages across the internet for the world to see?” My brain quakes trying to understand why to this day we still don’t have a Hollywood movie that shows medieval sword fighting accurately. Now without mocking any movie that’s already been produced, let’s discuss what movies in the future will look like… Should Medieval Fantasy Be Historically Accurate? Whether it’s fantasy book covers, tabletop gaming or cinematography, to ask artists to be realistic let alone historically accurate would take away the very reason why many of these artists enter such beloved trades in the first place–creativity. Now with that out of the way, I still want to argue that there should be more realistic and historically accurate medieval-esque forms of entertainment in popular media for those of us who do appreciate it. Currently there’s very little of this. Non-medievalists mayn’t be able to spot all the inaccuracies but pedantic ones who do might be more entertained by TV shows that get things right. Can the Fantasy Wizard Trope Be Realistic? It’s rather obvious that the classic fantasy wizard trope isn’t realistic, but YES, if done properly, a wizard can be realistic, especially in a story reflecting the Early Middle Ages, a time also known as the Dark Ages, during and after the steady decline of the Roman Empire. How so? LitRPG, Grimdark & LitHEMA (a meditative ramble) Everything has a polar opposite–everything!–and so if such things as LitRPG, where common sense and practicality are completely ignored, can reach the market of fantasy books then so will such things as LitHEMA, where common sense and practicality are praised. This is inevitable! In other words if I don’t work towards the fruition of LitHEMA then someone else will, and this new fantasy subgenre will win its place in the market by merit whether the vast majority likes it or not. LitHEMA takes “realism” and “grittiness” one step beyond Grimdark. Like LitHEMA, much Grimdark may also be called low fantasy, dark fantasy or historical fantasy. There is something special about it that keeps certain readers with certain tastes coming back and back again. But what separates LitHEMA from all these similar genres? Why Fantasy Swords Belong in Fantasy (not elsewhere) Mega swords, super swords and all other kinds of made-up dragon-slaying swords belong where they rightly exist–in fantasy! But why do they belong there, and not in real life? In Earth’s historical reality, the European one-handed arming sword has become a well-known and predictable symbol. But in popular medieval fantasy, whether it be in video games, books, movies or comics, the European sword has become a target for unpredictable creative reinvention! Why Fantasy Armor is Unrealistic \| Leather & Spikes Galore! Before you hit me with “realism in fantasy only means consistency”, consider that ancient and medieval people knew what they were doing and their armor looks the way it does for very important reasons. Here I will be taking a brief look at a few popular fantasy tropes and compare them to historical reality to show you why much fantasy armor is impractical in real life. Dinosaurs had FEATHERS & Castles were Plastered & PAINTED! (Myths in Hollywood Movies Rant) “You never change things by fighting the existing reality. To change something, build a new model that makes the existing model obsolete.” Thank you for that great truth, R. Buckminster Fuller, for that’s exactly what I intend to do with my precious time on this blessed earth! Realism in “Chansons de Geste” – Magic & Myth in the Legends of “Charlemagne” & “Roland the Valiant” In my quest to paint a perfect image of medieval times for myself, I, with wide eyes, enter such chansons de geste, or “poems of courage,” as that of The Song of Roland and can’t help myself from identifying a few misconceptions about life in the Middle Ages. Though they may be filled with fantastical magic and myths, these chansons de geste, taking place in the 9th century, portray a much more realistic picture of medieval times compared to the majority of today’s medieval fantasy fiction. In the epic poems of Charlemagne, you’ll find small groups of courageous knights valiantly defending breaches in their towers with their shields against hordes of javelin-throwing Saracens. Sieges last for months, and knights are careful to arm themselves rightly in real, historical armor. But despite all this awesome realism, authors love to boon their storytelling with another sort of awesomeness–the fantasy trope. Aye, the trope, a cliché or misconception added for entertainment’s sake, is even highly abundant in the French medieval epic poems of Charlemagne! Medieval Mythbusters: 9 YouTube Channels To Make You Never Look At Medieval Fantasy The Same Way Again There are hundreds of wonderful channels on YouTube devoted to history and medieval studies. You’ll see the channels here have earned their followers rightly for your academic pleasure. Even though these channels and many others have been branded together as “The Community of the Sword,” each one is very unique. Some channels provide a more in-depth look at traditional fantasy compared to historical reality by commentating on popular movies. Others ignore modern popular culture and teach HEMA and medieval armor at highly professional levels. For your convenience and mine I’ve simply taken the liberty of giving each one an award. Magical Realism plus Medieval Fantasy equals What? Historical Fiction with Magic or Something Totally New? It’s common for people to confuse magical realism with fantasy, but what, I ask, after understanding their differences, would they look like combined? Combined, would it simply be medieval historical fiction with some magic thrown in or would we be dealing with a whole new genre? You may find my conclusion very interesting. First let me briefly describe what I find to be the extreme difference between the two genres. Magical realism uses magic to bring the reader closer to reality, while fantasy uses the same to help the reader escape from it. Magical realism, in other words, brings us closer to truth. Fantasy, by its design, takes us away from truth. This is exactly why much magical realism is considered literature and why much fantasy is not. Literature, for reasons of academic growth, urges us to think in order to understand the meanings behind things in our own real world. Fantasy, though it may provoke thoughts now and then, wants us to escape from reality for reasons of pleasure. Crusading to Bring “Truth” to Medieval Fantasy Movies, Books & Games I chose the title for this paper very carefully. A few months ago I might have said “time to begin the Great Crusade against Misconceptions in the Medieval Fantasy Genre,” but I’ve learned that in order to win this holy war we must not fight against what we hate–lies and misconceptions–but rather save what we love–truth! What is Medieval Fantasy for Adults? (not for kids) When we were children it was easy for us to become enchanted by stories and films that were riddled with unrealistic scenarios and outcomes because stories designed for children and the wider audience are for the most part unrealistic on purpose. After all, fairy tales intentionally contain absolutes and one-dimensional characters because they’re important for the growth of our children’s moralities and identities. And many traditional fantasy novels, inspired by medieval fairy tales, continue this pattern of writing for children and the wider audience. If you’ve chosen the path of a medievalist or simply are passionate about medieval living you probably already know how easy it is to be dissatisfied with most medieval fantasy. There are of course gems like The Traitor Son Cycle and A Song of Ice and Fire which are intentionally inspired by actual history rather than fairy tales and these tend to grab a different audience. An Innovation in LitHEMA I dream of media that presents historical combat as realistically as possible, especially combat in the Middle Ages. Perhaps soon my dreams will come true. Enjoyment from debunking misconceptions in fantasy is a new but rapidly growing means of entertainment, made possible by the discovery of historical combat treatises and expressive historians like Lindybeige and Matt Easton. The Three Rules of LitHEMA (Literature about Historical European Martial Arts) Rule 1. SHOW HEMA IN ACTION: Grappling! Rondel daggers! Poleaxes! Niches in armor! LitHEMA, although some authors may or may … More The Perfect Blend of Fantasy and Realism – through a new author’s eyes In my niche, a popular argument is circulating. Should fantasy be more realistic? One side believes fantasy should take pride in being unrealistic because, after all, it’s fantasy. The other side thinks fantasy is awesome, but the unrealistic armour, fighting styles and architecture makes it not as good as it could be. They believe more realism can make fantasy more believable, and therefore more entertaining. I’m a gamer as well as a medievalist, so in a way I support both sides of this argument, though anyone who’s chatted with me could tell you I support one side more. For the bulk of this spiel, however, I’ll forget my opinion to explain this popular argument more thoroughly, or at least I’ll try to.	https://timothyrjeveland.com/category/realism-in-fantasy/
Sometimes, coffee is hot. Sometimes, coffee is cold. Sometimes, it’s a gibbering mass from outside our time and space. If we were having coffee, I would definitely tell you that I have spent the week listening to a new podcast – Welcome to Night Vale. This one comes to me highly recommended by a number of sources. The problem before hasn’t been interest, more just that I had not integrated podcasts into my life at all. I’m not the only one. There’s merch with that on it! This has me thinking about a short story project I’ve been planning. The Mists of Juneau. What I’ve been needing is not a plot or a feel, but a voice. And while I don’t want to rip off Night Vale’s voice, I do think that level of genre awareness could be just the right thing. And now, I bring you the weather. Assuming time continues to exist in such a way that I can make that deadline. There’s no guarantee of that. There’s no guarantee of anything. How about you – ever listen to Welcome to Night Vale? If not, the librarian in me would recommend the Summer Reading Program. But until next time, good night, Night Vale. This post originally appeared on Comparative Geeks, as the end of a series of posts I had done and have shared over here as well. The post is long, so I will keep my intro short – but let me just say this, this is a post I am proud of! I recently hit back upon the literary terms Realistic and Romantic literature. It was the topic of what is maybe the best blog post I have written. I thought it would be good to consider them a moment here with the A to Z Challenge. Realistic fiction is, to me, set here in our real world, or very near to it. Here we see people a little like us, or maybe a little not like us, handling situations we might find ourselves in. For me, reading something like this is kind of like playing a sports video game: something that, if I wanted to experience it myself, I would just go out and do it. However, there are plenty of people who read these sorts of works, who love them, all that. Romantic fiction, meanwhile, is the sort of fiction full of experiences outside of the ordinary. Be it sword and sorcery, space and aliens, steam and gears, angels and demons… You can do whatever you want in romantic literature. This is the realm where geeks live and thrive, and if my other blog Comparative Geeks didn’t give it away, I would definitely call myself a geek. This is my stuff – this is what I consume, what I hope to create, and what I defend when I write posts like this. And by defend, I mean that there are often cases where large parts of romantic literature are discounted – in academic scholarship, in the “canon” and what is taught in schools, etc. Some of my main frustration, though, comes when dealing with someone who does not get the idea of romantic literature, of fantasy and science fiction and fiction in general. The sort of person who is the opposite of me, who reads only realistic works. Because while I can wholly understand what realistic literature is, what sorts of experiences it might contain within it, and what sorts of characters, that doesn’t mean I have to read it. However, for the person who doesn’t really touch romantic literature – they may not wholly get the idea of it, or the appeal. They often, in my opinion, miss out on the very idea of imagination and fiction in writing. My favorite example is still probably the Da Vinci Code, which had people up in arms against it, as though it was presenting truth. It’s fiction, everybody. I guess I technically chose the term Realism, so let me close by saying that realism is important in either type of writing. Realism can be created by following realistic chains of cause and effect, or the laws of physics, or a solid understanding of how people act and react, or any number of other subtle or overt measures. And, by removing elements of the real world, it is often even more important that there are elements which hold down realism – like having internally-consistent rules for how magic works within a fantasy universe. It stands out when realism is thrown out the window, and if done, should be done on purpose. Whether it’s magical realism or adult animated TV shows (The Simpsons, Family Guy, South Park… realism tells us Kenny is assuredly dead), the lack of realism can stand out, and can be used purposefully to tell a story as well. I feel like I should have a question and I don’t. What are your thoughts on these two large groupings of literature? Let me know!	https://dbcii.com/tag/genre/
January Genre Challenge: Fiction A-Z The month of January eases you into this year's genre challenge, 12 genres in 12 months. You can pick anything you like as long as it's fiction. I thought it might be fun to read a subgenre that I don't know much about. Here are a few that were suggested on the library's blog: - Coming-of-Age stories - Urban Fiction - Magical Realism - Adventure - Christian - Fable - Fairy Tale - Folklore - Beach Reads - Humor - Westerns - Dystopian lit Magical Realism The subgenre that jumped out at me from this list was magical realism. It's something that I've always had a little trouble defining other than the helpful "I know it when I see it" definition. I liked the article "Magical Realism: What is it?" because it clearly explains how this genre is not the same as fantasy: magical realism takes place in the real world, while fantasy takes place in an imaginary one. I also really enjoyed the article "Where Our Magic Lives" because it pointed out some of the history and significance of the genre. For example, I learned that magical realism has roots in oppression and is centered on community. Some of the popular authors in this genre include Gabriel García Márquez, Isabel Allende, Alice Hoffman, and Toni Morrison. Recommended Reads Since I've previously read so little in this genre, I only have one recommendation this month: I recommend: The Night Circus by Erin Morgenstern This book tells the tale of two illusionists who are pitted against each other in a deadly game set up by their masters. If you're an artist, there's tons of fascinating imagery in this book that could easily inspire dozens of projects. (When I looked to see if I had taken any notes about this book, I found that I had just done sketches instead of words.) If you're a writer, you may find it fascinating (and encouraging!) that an early draft of this book was written during NaNoWriMo (National Novel Writing Month). Recommended by Inspired by Reading in 2015. Here are the few magical realism books that made my short list: Possibility #1: The Cure for Dreaming by Cat Winters Why this interests me: This is a young adult book where suffragettes and hypnotism play a role. Even though it takes place in Victorian times, I'm hoping I'll find some modern-day relevance. Recommended by: Magical Realism YA Books That Will Creep Into Your Dreams Possibility #2: The Cake Therapist by Judith Fertig Why it interests me: The author is a known cookbook author; this is her first novel. I just love the idea of different flavors of cake having different meanings. (I'm hoping that this book won't cause me to snack too much. Sometimes food-related books have that effect on me!) Recommended by: 11 Magical Realism Books To Remind You That The World Can Be Just As Fantastic As Your Dreams Possibility #3: The Whole Town's Talking by Fannie Flagg Why it interests me: The only book I've read by Fannie Flagg was Fried Green Tomatoes at the Whistle Stop Cafe and that was years ago. I enjoyed it and am curious about reading her newest book. Recommended by: 11 New Magical Realism Books to Escape With I'll be reading one (or possibly more) of these books this month. For other ideas, check out my Book Recommendations board on Pinterest. I'll be adding book lists throughout the year as I come across intriguing ones. Next Month (February): Romance! This is a genre I don't normally read, so if you have suggestions for me, please get in touch.	http://www.michellemach.com/blog/index.php?/archives/833-January-Genre-Challenge-Fiction-A-Z-Magical-Realism.html
Haruki Murakami’s 1Q84 is a novel that at first glance seems to not concern itself with whether its events are fact or fiction; and to be fair, the novel is written with magical fantasy elements included. But to lump 1Q84 into “fiction” or “nonfiction” would do it a disservice. It stands wholly on it’s own, and in my mind, a uniquely defies genre in its fantasy. Spoilers ahead! Murakami saves the magic of the novel for a surprise twist that occurs at exactly the halfway point through this 800+ page novel. The first half of the book succeeds massively in realistic descriptions of the characters, their backgrounds, and their physical surroundings. For the first 400 pages, for the most part Murakami has written realistic fiction. It’s this dedication to real world Tokyo that lets the magic feel magical. In 1Q84 it is the fact that makes the fiction. Maybe this is obvious, and the case for all types of magical realist literature. But personally, the introduction of magic into 1Q84 blew my fucking mind. Murakami does so well in writing his realistic fiction that when the magical realism kicks in, it doesn’t really feel like magic. You join the characters in feeling like reality itself has taken a total shift. In the novel the main characters find out that the world they live in, and the world everyone lives in, is actually being written by a select few powerful storytellers, who determine the thoughts motivations and actions of all the people around them. The most shocking part lies in the fact the characters we follow, that is, the characters the novel is focalized around, are not the storytellers. They are side characters, taking action based on the wills of these powerful other people, and feeling their motivations change as the story goes on. These characters are aware of their own transformations, and for the reader to watch a character they have grown close to over hundreds of pages suddenly start to lose their individuality to some other character in the story is pretty disconcerting. More than disconcerting- we’ve followed a thought pattern for chapters on chapters that all of a sudden is aware it’s changing due to the influence of another character in the story. The relationship between fact and fiction in 1Q84 is symbiotic. The facts enhance the fiction, and the fiction enhances the facts. By grounding us in a very very real world, listing specific subway stations in Tokyo, giving the characters very real internal monologues with hopes and dreams and anxieties, and by avoiding tropes of all sorts, Murakami successfully convinces us this reality exists. Of course it does- it looks just like our own, doesn’t it? In this way 1Q84’s form reflects its content. The characters also believe their world to be real and free of magic, until they are proven wrong. The magic also makes the characters feel more factual, in that they react to the world changing around them in realistic and believable ways. By all measures, this is a real world that has suddenly been flipped upside down, on the reader and the main characters.	http://nonfiction.sunygeneseoenglish.org/2016/05/12/fact-vs-fiction-1q84/
Sarah Addison Allen writes stories that, although ostensibly set in the real world, contain elements of the inexplicable – commonly thought of as magic. I’ve always enjoyed her novels because they always made me wonder ‘what if?’. Recently, I’ve discovered this type of story is part of the magical realism genre of books. These are not fantasy books, in which totally new worlds are invented. Instead, they are novels that are grounded in the real world but include magical elements that are regarded as normal. I’m telling you this because Sarah Addison Allen is presenting a “tiny, magical story every day until Christmas” on Instagram. They are very short, delightful stories that pique my imagination. This is the ‘cover’ of the first story. It won’t take you long to catch up or you can savour each post more slowly. Such a treat. If you check them out, let me know what you think.	https://ericaspinks.com/a-story-a-day/
My very significant Significant Other Rexroth Implausible earlier sent me a definition of Magical Realism that reads, in part: Magical realism differs from pure fantasy primarily because it is set in a normal, modern world with authentic descriptions of humans and society and involves the amalgamation of the real and the fantastic. I’ve long been a fan of fantasy, since back before I had my first pair of heels, and read The Hero and The Crown, the Dragonlance Chronicles, and The Hobbit, among others. Lately though, my preference for fantasy is more urban than high. As the definition above makes clear, this kind of fantasy blends reality with some sense of the mystical, the magical. It’s common in some great fiction, but also in films. The one that comes to mind is The Prestige, magical not just because of Hugh Jackman’s presence in it (yummy!), but also for the denouement. I don’t want to give anything away if any of you haven’t seen the movie yet, but obliquely, what I love about the explanation of the film, of the magic… is that it’s magic. I love finding that feeling in a manuscript, and that love is one of the reasons I’m so excited that Alyson Noel’s new book is a paranormal. With the same ease she’s shown in mixing Art Geeks with Prom Queens, she mixes the real and the fantastic. I look forward to telling you more about it soon! What are some of your favorite magical realism books or movies? Filed Under: Slushpile Tags: Alyson Noel, genres, magical realism, paranormal, The Immortals series 8 Responses to “Magically Real” - Karen Says: January 10th, 2008 at 7:21 pm I love Jonathan Carroll's books. He's been publishing what's often referred to by reviewers as magic realism for almost 30 years – and he's still going strong. I recommend ALL of his books, although one of my favourites is SLEEPING IN FLAME. - Anon #1 Says: January 11th, 2008 at 12:17 am I loved Like Water for Chocolate by Laura Esquivel. Everything that happened was so believable, yet magical. - Alyson Says: January 11th, 2008 at 1:25 am Aw, thanks Daphne! I LOVED The Prestige, just bought TITHE (based on your recommendation!), and hope I can continue to enjoy PUSHING DAISIES as soon as this writer's strike ends! I know there's more, but that's the best I can do on this first cup of coffee! - DwightWannabe Says: January 11th, 2008 at 5:39 am Well, Pan's Labyrinth was darn good, if a bit disturbing. I hadn't thought about Pan in terms of Magical Realism before because my brain is sort of stalled in the Gabriel Garcia Marquez sense of the definition. BTW, Ms. Daphne, what's with your lack of RSS feed on this blog? I thought they were built into the software these days. I'd love to follow your blog on a more devoted basis. Could you ask your Webmonkey to add an RSS feed tag so I could subscribe? It wouldn't take him/her ten minutes to set that up. Please? That way I can get your blog to come to me like a newspaper every time you add or update. - Kate Says: January 11th, 2008 at 5:43 am DwightWannabe – There's an option for subscribing to the blog on the very top of the Ask Daphne! page, as well as on the pages for each individual entry. I'm a huge fan of Google Reader myself, so the Webmonkey and I made sure to include an option to read the blog in a feed. - DwightWannabe Says: January 11th, 2008 at 6:08 am Oh! I'm a knucklehead. I see your RSS feed link now. My apologies. - lankywriter Says: January 11th, 2008 at 7:07 am I loved Margaret Atwood's Robber Bride, which is sort of magical realism mixed with women's "friend" fiction. It's an amazing book. Alice Hoffman is also a big favorite of mine. I loved Practical Magic, the book AND the movie, though the two are so different they're not really the same story at all. Urban fantasy is my favorite genre, both to read and to write. The boundaries here are endless! And I take full advantage with untried ideas that are a blast to write. Vicki Petterson's Zodiac series set in Las Vegas is to die for, very original and exciting. I also enjoy Kim Harrison's Rachel Morgan series set in an alternate universe that almost mirrors ours, except that supernatural baddies are part of the norm. Great fun. 8^) - Fie Eoin Says: January 19th, 2008 at 2:01 am I agree with DwightWannabe that Pan's Labyrinth was a great Magical Realism movie. My favorite MR books are The Light Bearer and Lady of the Light by Donna Gillespie. Her books aren't fantasy at all, but because they are set in a time and place where magic was real to people they have a lot of mystical elements. I highly recommend both, especially if you like just a touch of mysticism in your reading. Also: "magical not just because of Hugh Jackman's presence in it (yummy!)" You just became my favorite agent! Christian Bale was pretty yummy too.	https://ktliterary.com/2008/01/magically-real/
Oscar Wao Presentation Hi guys! Here are my notes from my presentation: Text: The Brief Wondrous Life of Oscar Wao by Junot Diaz (2007) - This novel is about the life of Oscar De Leon, an overweight boy from the Dominican Republic, growing up in New Jersey. It tells the story of Oscar’s tragic comic book and sci-fi obsessed life, and of the curse that is believed to have been plaguing his family for generations. Source: “Comic Book Realism: Form and Genre in Junot Diaz’s The Brief Wondrous Life of Oscar Wao” by Daniel Bautista (2010) (Genre) - The different genres included in the novel, such as sci-fi and fantasy, are not merely used to portray Oscar’s “nerdy” personality; but create what Bautista calls “comic book realism” which “irreverently mixes realism and popular culture in an attempt to capture the bewildering variety of cultural influences that define the lives of Diaz’s Dominican-American protagonists” (42). Magic Realism has been used by many different Latin American authors in order to express the often odd “political and cultural condition of their region” (42). The use of magical realism is often inspired by the strong “traditional or indigenous beliefs in modern Latin America” (42). The traditions and cultures in Latin America were shaped by the supernatural mythologies of that region. - Oscar notes the same point in the novel: “what more sci-fi than Santo Domingo” What more fantasy than the Antilles?” (Diaz 6). What separates his novel from this tradition is that Diaz’s main character has a difficult relationship with his homeland and the land he moves to (untying him from the beliefs of his country’s supernatural mythologies). - From the start of the novel, Oscar has a complicated relationship with his homeland (DR) because he does not live up to the ideals of how a Dominican man should be. He left DR at a young age, and was raised in the US. Not only is his character separated from that of a “normal” Dominican boy, he is also physically separated from the country itself. And when he visits DR, Oscar is often mocked for being a “gringo” (foreigner), distancing him further from his own people. - Oscar’s even ostracized in New York because his own friends don’t believe he’s Dominican (nor is he American). Because of this, “Oscar self-consciously approaches what he perceives as the fantastic aspects of Santo Domingo from the position of an outsider” (compared to other characters that have an identity with their home country in other LAL). “This helps to explain why Oscar sees the Dominican Republic through the optic of literary genres that are not exclusively or, in the case of sci-fi, even particularly Latin American” (43). The sci-fi genre and Oscar: Oscar’s fascination with fantasy and comic books alienates him because neither country is quite familiar with the odd and “nerdy” genre at the time (Friends and family call his interest in it “a rather unfortunate and nerdy addiction” (Diaz 43)). But Bautista writes that Diaz’s novel suggests that Oscar’s affinity for sci-fi can be a natural outcome for “the peculiar mixture of change and tradition that marks his immigrant experience” (44-45). Sci-fi does not only serve as another form of alienation and otherness, it allows us to understand Diaz’s version of the Dominican-American reality and experience: “Diaz suggests that the comic book and sci-fi world offer a wealth of parallels for the challenges faced by the Dominican-American who does not quite feel at home on either side of that hyphen” (45). - The narrator notes, “You really want to know what being an X-Man feels like? Just be a smart book-ish boy of color in a contemporary U.S. ghetto” (Diaz 22). In an interview Bautista mentions, Diaz discusses this connection: Sometimes the only way to describe these lived moments – the surreality and ir-reality of some of the things that people like myself have experienced – is through lenses like science fiction. The joke is you’re Dominican living in the Dominican Republic in 1974, and you get transported to the U.S. from the campo […] […] I think the narrative that would logically be most useful would be not only space travel – traveling between two planets – but time travel. Jumping between two entire existences, two entire temporal moments, is what it feels like. These conventions you find in science fiction are awesome in trying to discuss some of the tensions and weirdness of being a person of color… (45) - Yunior assumes the same about Oscar: amongst other reasons, as to why he might love what he calls the speculative genre: “It might have been a consequence of being Antillean or of living in the DR for the first couple of years of his life and then abruptly wrenchingly relocating to New Jersey – a single green card shifting not only worlds (from Third to First) but centuries (from almost no TV or electricity to plenty of both).” (footnote 21-22). Diaz using the sci-fi genre to portray the horror of DR under the reign of Trujillo As Bautista points out, Diaz doesn’t use any of the hopeful or ideal aspects of sci-fi like that of The Lord of the Rings, he only speaks of the dark and evil characters in them. Yunior compares Trujillo to the Evil One, his henchman to Nazgul and other sinister characters in the sci-fi text. He also compares DR as a whole to the land of Mordor. Diaz uses this text and other fantastical comics/texts in order for the reader to place and understand the horrors and evil of DR and its dictator at the time. - “…the marvelous in Diaz’s text hardly ever functions as a hopeful or positive alternative. Instead, Yunior’s sci-fi and fantasy allusions mostly serve to reveal a fallen world where the marvelous neither no longer exists or where what remains of it has been forced into the service of evil (46). - “The ironic distance between many of the fantastic allusions in Diaz’s novel and the actual life of his characters highlights the fact that, despite traditional superstitions about the existence of the supernatural, the grim reality of Dominican history in general was often neither wonderful nor magical” (47). Magic Realism usually asserts the supernatural and fantastical as real and accepts it as a truth, whereas in this novel, most of the characters speculate if certain supernatural moments (like that of the mongoose) are real or not. Oscar himself doesn’t believe the family curse is a real thing for most of the novel. Bautista writes that his “comic book realism” borrows elements of magical realism, the speculative genres, and American popular culture in order to create something new that highlights the importance of “cultural mediation” One final interesting thing Bautista points out is that by the end of his life, Oscar has come to believe that the fuku is real and his family truly is cursed by it. Oscar accepts the supernatural beliefs of his homeland, tying him back to it in ways he hadn’t been before. - “Yunior suggests that it is precisely Oscar’s sci-fi and fantasy outlook that ultimately nurtures his growing openness to a Dominican supernatural tradition he had initially dismissed” (49). - Yunior confirms this point: Oscar’s grandfathers book about Trujillo’s supernatural roots would have, “appealed to the deep structures in his nerd brain” (Diaz 246). - It was precisely Oscar’s love for sci-fi and fantasy that “[served] as an unlikely yet effective bridge back to the Dominican supernatural tradition that Oscar was formerly indifferent to” (49). This allowed him to reconnect to his homeland and form some sort of relation to it that he hadn’t had before then.	http://kellyswriting.social.qwriting.qc.cuny.edu/2017/04/05/oscar-wao-presentation/
WHY IS ETHICAL APPROVAL REQUIRED: Ethical approval is crucial to help: - Protect the welfare, rights, dignity and safety of research participants (The researcher will not be covered by the University's insurance if ethical approval was not obtained prior to commencement). - Protect researchers’ rights to conduct legitimate investigations. - Protect Al-Quds University reputation for research conducted and sponsored by it. - Minimize the potential for claims of negligence made against any individual researcher and the University. What are the Accepted Ethical Standards There are a number of ethical standards that have been accepted in which all researchers and ethical committees are expected to comply with: - Informed consent: All participants must be fully informed of the study, including the potential risks/benefits and exclusion criteria, in order to make a fully informed decision about whether or not to participate in the research - Benefit not harm - Confidentiality: All participants have the right for their participation to remain confidential in that only the researcher will be aware who has participated - Respect: Respecting the culture, gender, background, ethnicity, conditions and differences are of utmost important standards to ensure equality, justice, equity and objectivity of the research.	https://research.alquds.edu/en/ethics.html?start=2
What constitutes ‘privacy’ in an online environment? How easy is it to get informed consent from the participants in the community being researched? What does informed consent entail in that context? How certain can the researcher be that they can establish the ‘real’ identity of the participants? When is deception or covert observation justifiable? Researchers, research participants, and reviewers of research ethics will often encounter new or unfamiliar ethical questions and dilemmas. There is a growing literature on ethics in online research, including some examples in our list of further reading. A good starting point is the Association of Internet Researchers 2002 Guidelines and the information about web research on the University of Lancaster Social Science Research Ethics website.	http://ethicsguidebook.ac.uk/Online-research-102
The American Psychological Association (APA) is a scientific and professional organization that represents psychology in the United States of America. Part of APA's mission is to improve the usefulness and qualifications of psychologists. This is done by the establishment of ethical guidelines that all psychologists in America must adhere to when making ethical decisions in practice, education and research. The code of ethics developed by the APA are specific to the various areas of psychology though there are some recurring themes. The code of ethics is all formulated for the benefit of the clients. Each code ensures that the psychology professional looks out for the welfare of the clients. Another recurring theme is that the code of ethics ensure that the professionals act responsibly and ethically. There are guidelines for the professionals conduct with clients and with animals and humans when carrying out research which all ensure that the professionals stick to a code of conduct that is considered responsible and ethical. The code of ethics also ensures that the professionals operate within their scope of competence. The licenses are only issued to those professionals who are competent. The code of ethics also ensures that the professionals avoid discrimination of any sort while dealing with clients. They ensure that the psychologists respect the dignity and worth of all individuals that come into their care. The guidelines also protect the privacy and confidentiality of the clients and ensures that their problems are not exposed to the public. The guidelines also ensure that the clients are not harmed, especially those who engage in research. Lastly, the code of ethics also uphold the integrity of the psychology profession and ensure that the practice is done with the utmost competence (Corey & Callanan, 2015). Adhering to ethical guidelines is important for psychologists because they are able to expand their awareness and clarify their values as psychologists. Guidelines educate the professionals about sound ethical conduct and how to deal with clients. The guidelines also enable practitioners to interpret and apply the codes prescribed. Proper interpretation and application of the codes eventually serve as catalysts that improve the psychologists practice. The codes of conduct also act as mechanisms for professional accountability. The practitioners are able to give their clients the best services while at the same time avoiding malpractice suits and safeguarding their careers (Corey & Callanan, 2015). The APA provides guidelines for the provision of psychological services to ethnic, linguistic and culturally diverse populations. The guidelines, which only provide suggestions to practitioners, indicate that the practitioners are to provide information in writing as well as orally and in a language the client understands. The psychologists are to undergo training and educative seminars that educate them on how to deal with multicultural populations. The psychologists are also to consult with colleagues in case they can't handle. They also enable the practitioners to avoid prejudices and work with clients based on their cultural beliefs and practices (APA, 1992). The APA guidelines need to be reviewed and updated constantly in response to the changing times. Also, control measures that limit funding to minority groups should be discouraged to enable all special populations to benefit. The penalties levied against the practitioners who treat clients with a bias should be stricter and higher. Lastly, no culture or special group should be trivialized or overlooked. On the "Ethical Dilemma," being truthful about the real purpose of the study would result in untruthful responses from the participants. Some participants will tend to give responses that are expected as opposed to being honest. Also, deception leads to mistrust towards the researcher even after they inform the participants of the deception. Deception creates a negative attitude towards behavioral research and the participants would be unwilling to participate in the future or they would be unenthusiastic when participating if they found out about the deception while participating in the research. Finally, deception also has negative effects on the researchers since it creates a distance between the researchers and the participants being studied and it also can produce cynicism (Bersoff, 2003). The force of moral obligation is seen to be balanced by the reality of the good end achieved. This means that if deception was used to get the necessary data, and if the desired results would not have been achieved any other way, then the deception would be justified. The end justifies the means only if the means used were the only available means. It is, therefore, ethical to use deceptive means in some instances although the participants should be adequately debriefed. In conclusion, APA ethical guidelines provide a uniform code of conduct among psychology practitioners in various fields. They not only protect the interests of the client, they also ensure that the practitioners act responsibly and ethically. Acting ethically sometimes may mean using deceptive means to achieve a result. However, this should only be done in special circumstances and participants debriefed. References American Psychological Association. (1992). Ethical Principles of Psychologists and Code of Conduct. Retrieved on March 30, 2016 from http://www.apa.org/ethics/code/code-1992.aspxBersoff, D.N. (2003). Ethical Conflicts in Psychology (3rd ed.). Wasington DC: American Psychlogical Association. Corey, G., Corey, M. S., Corey, C., Callanan, P.(2015). Issues and Ethics in the Hepling Professions. Brook/ Cole Cengage Learning. If you are the original author of this essay and no longer wish to have it published on the SuperbGrade website, please click below to request its removal:	https://superbgrade.com/essays/apa-code-of-ethics
Extracts from this document... Introduction Deception in Psychological Research Briana Conner University of Phoenix PSYCH/540 Research Methodology Dr. Neil Stafford April 16, 2012 When conducting research studies many code of ethics come into play. A researcher has an obligation to follow the code of ethics. Many ethical standards must be followed when dealing with research. When conducting research as well as gathering data there are several ways to do so. Depending on whom you ask some ways are considered ethical and appropriate and some are unethical and inappropriate. Using deception to obtain information is a debatable issue on whether it is ethical or unethical by obtaining data in such a manner. The following paper will define what ethics is along with, discussing the concept of risk/benefit ratio, describing exactly what deception in research is, as well as evaluating the impact deception in research has on psychological research. Deception occurs whenever participants are not completely informed of procedures and goals of the research. ...read more. Middle No matter how small a risk may be, researchers should try to minimize the risks and protect each individual. When there happens to be a potential risk, researchers need to use informed consent procedures for all participants involved (Shaughnessy, Zechmeister, & Zechmeister, 2009). Informed consent is a legal condition whereby a person can be said to have given consent based upon a clear appreciation and understanding of the facts, implications and future consequences of an action. In order to give informed consent, the individual concerned must have adequate reasoning faculties and be in possession of all relevant facts at the time consent is given. Impairments to reasoning and judgment which would make it impossible for someone to give informed consent include such factors as severe mental retardation, severe mental illness, intoxication, severe sleep deprivation, Alzheimer's disease, or being in a coma. (http://psychology.wikia.com/wiki/Informed_consent). "Researchers are ethically obligated to describe the research procedures clearly, identify any potential risks that might influence individuals' willingness to participate, and answer any questions participants have regarding the research (Shaughnessy, Zechmeister, & Zechmeister, 2009).There are several ways to gather data and information on a research or study. ...read more. Conclusion Miligram wouldn't have come to the conclusions he did if he didn't misrepresent himself to the participants. If Miligram told the 40 men what he was doing the participants probably would not have cooperated with him. Deception and misrepresenting oneself for psychological research is very controversial and has a huge impact on research today. Deception has caused a great deal of harm to subjects all around the world, due to this informed consent has been put into place. The subjects are not aware of the real reasons of the study due to misrepresentation. When it's all said and done, ethics is a big issue in conducting studies and research. Researchers are held accountable while conducting these studies and the have an obligation to follow the code of ethics during them. I personally feel that any type of deception should be labeled as unethical and should not be used. Furthermore, there are individuals that feel it is okay to use deception as long as it doesn't cause any harm to the individuals. Ethics is a large part of conducting research and every researcher needs to conduct himself in an ethical manner. ...read more. This student written piece of work is one of many that can be found in our University Degree Social Psychology section. Found what you're looking for?	https://www.markedbyteachers.com/university-degree/biological-sciences/ethics-and-deception-in-psychological-research.html
From ASN website: The Association for the Study of Nationalities (ASN) raises concerns regarding the Data Access and ResearchTransperancy Initiative originating within the American Political Science Association (APSA). The Association for the Study of Nationalities (ASN) has recently learned of the DA-RT discussions originating within the American Political Science Association (APSA). We are concerned that a set of stipulations regarding research signed by 27 journals (JETS) was enacted on January 15th 2016 when so few of those who will be affected by these stipulations are aware of their requirements. We share the concerns outlined by the 1,173 petition signatories to delay DA-RT implementation to more fully consider its implications for a broad range of research. The DA-RT stipulations establish conditions in which editors and reviewers can request that materials produced in the course of research should be made available on a public domain website. These materials can include databases but also interview transcripts, recordings, and fieldnotes. We understand that exemptions can be requested from these requirements. However, we remain concerned that there is not sufficient clarity in the policies as outlined to protect from the potential harms to sources and researchers in the conduct of research, as well as to long-term implications of harm for the conduct of research on sensitive topics. Nor do we find IRB / ethics board statements to be sufficient protection, given the diversity of access to such protections for our members across the globe. We note many of the concerns DA-RT raises for research on violence and autocratic regimes as well as those using qualitative approaches, as outlined in the APSA Qualitative and Multi-Methods Research newsletter in 2015 as well as the APSA Comparative Politics Newsletter in Spring 2016. As researchers on sensitive topics, we share many of these concerns in our own work. We are particularly disturbed that the serious problems outlined by researchers in these forums have not yet produced changes to the policy appropriate to the potential harms. We urgently request a re-thinking of the DA-RT stipulations to incorporate better policies to address concerns of researchers working on sensitive topics, including those using qualitative and historical research. The ASN Board of Directors and the Advisory Board Conference on Fieldwork to Analyze Challenges of Transparency in Complicated Circumstances The conference on “Conducting Fieldwork under Complicated Circumstance,” organized by two graduate students at the University of New Mexico (Anna Calasanti and Fiorella Vera-Adrianzén) will involve faculty, students, and other practitioners in two days of dialogue about strategies and techniques to manage ethical, logistical, and personal security issues during fieldwork. Check out the conference website here. Topics to be discussed include: Ethical - Risk of revictimization/ retraumatization of research participants - Instrumentalization of research participants - Externalities (i.e. risks and benefits) of participation in fieldwork activities - Disruption or transgression/violation of cultural norms - Pros and cons of cultural embedding, building trust and personal relationships with participants - Giving back to the community: why and how should we give back to the community? What are some of the constraints, benefits and risks when doing so? What are some appropriate ways to do it? - Mediator role among parties that are in conflict in the field: Shuttle diplomacy - Intervening to help research participants (directly or indirectly) - Confidentiality and privacy of research participants’ responses: how to secure this at all times, especially when methods imply a bigger audience (i.e. focus groups)? Are there any cases in which these principles can be overlooked? What should be done under those circumstances? - DA-RT (Data Access and Research Transparency): pros and cons - Identity of the researcher - Perceptions about researcher: What kind of impression do we give social actors about us, as researchers, as representatives of academic institutions or of disciplinary fields? Logistical / Practical - Developing efficient and realistic itineraries/ traveling plans - Traveling across mountainous terrain, difficult geographical features, conflict zones - Organization of collected data; in particular qualitative data - Collection and processing/analysis of data while in the field: sequential or parallel tasks? - Measures to safely store collected data - Reporting to and communicating with advisors, mentors, peers - Cost-effective and safe plans for lodging and meals - Language and cultural barriers Personal/Security - Physical safety/health: risk factors and protective/preventive measures - Emotional/psychological safety/health: risk factors and protective/preventive measures - Dealing with secondary trauma - Safety of informants and research assistants APSA-CP newsletter published, features symposium on DA-RT The newsletter of APSA’s organized section on comparative politics was published on April 7. It features a symposium on DA-RT. Find it here. Qualitative Transparency Deliberation begins! An open deliberation to develop community standards of research transparency (QTD process) begins today. Please register and participate here. You do not need to belong to APSA’s QMMR section in order to participate. New APSR Submission Guidelines New submission guidelines are available for APSR, including how they are interpreting and applying DA-RT standards.	https://dialogueondart.org/2016/04/

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