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We are committed to manufacturing our products from environmentally sound and, where possible, recyclable materials, and to sustainable manufacturing practices within our company and in the selection of our suppliers. We require our suppliers to comply with all applicable legal regulations concerning environmental protection, occupational health and safety: In particular, when selecting input materials, in production, packaging, transport and disposal at the end of the product's life, we ensure the preferred use of alternatives that are as environmentally friendly as possible. Through regular supplier visits, we ensure that compliance with our specifications from the quality assurance agreement is also guaranteed.
Our management system is used to support the achievement of our goals, to plan and monitor our processes, and to ensure the sustainability of our products and activities. To this end, the company's processes and procedures are defined and their performance and efficiency are monitored in an appropriate manner using key performance indicators. Our risk management also includes the evaluation of environmental issues so that we can implement forward-looking and sustainable procedures without unnecessary risks. Our annual internal audits include the monitoring and continuous improvement of process indicators in the areas of sustainability and environmental protection.
We are constantly committed to improving the sustainability of processes and products, right up to the top management.
In addition, we ensure the environmentally sound disposal of your waste electronic equipment (WEEE) in accordance with the currently valid guidelines for the disposal of waste electronic equipment. The take-back conditions can be viewed in the download area.
Send your request to [email protected].
We are constantly optimizing our product packaging to achieve the best possible result for transport safety and environmental friendliness. Every product that leaves our premises is packed in the smallest possible carton to transport as little air as possible. This saves emissions and conserves resources.
Our packaging materials and the filling material are largely made of recyclable cardboard to conserve resources.
To reduce weight and thus save emissions during transport, we also use plastic materials as filling material for products manufactured by our partner Printec H.T. in Taiwan.
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Partner with IT Leadership to drive a cohesive, enterprise wide Product Management program and enhance the SDLC lifecycle for optimal development, integration, and implementation of new programs, solutions, and enterprise Digital Transformation initiatives.
More Uses of the General management Toolkit:
- Warrant that your venture participates in formulating and administering organization policies, directing and coordinating all divisional department activities to develop and implement long range goals and objectives to meet business and profitability growth objectives.
- Ensure you win; build reputation and standing with customers by ensuring the promotion and awareness of Customer Requirements, lead the resolution of matters participating with the Accountable management.
- Establish that your team provides administrative program direction to various civilian directors and special staff involved in a wide variety of functional program areas.
- Ensure your business surveys workplace, collects employee data, determines workplace monitoring requirements based on the nature and condition of the work environment and agents.
- Confirm your project ensures long term production capability of the process equipment by maximizing PM and machine reliability on assigned shift.
- Accept or reject waste load based on content; suggest alternatives based on special waste, type of waste and/or local market training.
- Create transparency and visibility by initiative progress tracking in order to allow for better and faster Decision Making and results predictability.
- Direct: partner with and engage the board of directors to leverage and secure resources, contribute expertise, and advice on short and long term strategic goals.
- Follow established departmental policies, procedures, and objectives, Continuous Quality Improvement objectives, and safely requirements.
- Ensure you assist; mentored, coached or trained other project/engagement managers, the business or customers on Agile best practices, framework and/or methodologies.
- Secure that your organization has set Strategic Objectives, work planned, and coached a team to achieve goals, all the while providing clear, performance related people management.
- Oversee the collective hub for Product Management by leading with a clearly articulated product vision and commitment to execution (Roadmap) that inspires your organization and health industry.
- Provide administrative program direction to various civilian directors and special staff involved in a variety of functional program areas.
- Secure that your organization provides input to product, project, and General management on issues relating to Product Development, and project timelines.
- Ensure programmatic excellence is achieved by establishing operational benchmarks, setting timelines, and obtaining the resources needed to achieve the strategic goals.
- Perform qualitative and quantitative research and Data Gathering to identify key themes, trends, and opportunities from complex data sets for the implementation of new technologies to support operations.
- Confirm your project oversees development, review and revision of departmental Policies and Procedures in consultation with department/organization head and subordinate managers.
- Interact with various levels of corporate leadership, customers, vendors/suppliers, and employees to solve problems.
- Make sure that your strategy complies; exercises responsibility for the development, coordination, and evaluation of an effective integrated Resource Management program that maintains balance and perspective between the various components of the system of financial and General management.
- Control: warehouse function management oversees order selection and loading (monitors to meet customer special specifications).
- Warrant that your design complies; thanks to your core beliefs of expertise, trust, engagement and dynamism, shared by your committed teams you strive to continuously exceed the expectations of your customers.
- Oversee the development of all financial, facilities, and operational plans; oversee implementation of budgets, and monitor progress/changes related to budgets.
- Confirm your venture MES culture across all teams and ensures alignment between employee behavior and promotions, compensation increases, and recognition.
- Pilot: collaboration with demand supply, manufacturing and logistics professionals on total Supply Chain cost and velocity improvements.
- Guide: human Resource Management assesses training needs, provides training to staff, evaluate employee performance, provide feedback and coaching, employee relations Disciplinary Action.
- Initiate: review operations and plans to meet requirements for sales planning and to ascertain partners/vendors or outsourcing requirements to develop new markets.
- Maintain Open Communications with other departments; develop and maintain effective internal relationships so as to control procedures and coordinate operations.
- Facilitate, drive and lead formal Problem Solving activities to improve quality, Reduce Costs and exceed customer expectations.
- Ensure your organization supports Human Capital activities to achieve a positive culture that emphasizes your Core Values and engages employees to support business goals and strategies.
Save time, empower your teams and effectively upgrade your processes with access to this practical General Management Toolkit and guide. Address common challenges with best-practice templates, step-by-step Work Plans and maturity diagnostics for any General Management related project.
Download the Toolkit and in Three Steps you will be guided from idea to implementation results.
The Toolkit contains the following practical and powerful enablers with new and updated General Management specific requirements:
STEP 1: Get your bearings
Start with...
- The latest quick edition of the General Management Self Assessment book in PDF containing 49 requirements to perform a quickscan, get an overview and share with stakeholders.
Organized in a Data Driven improvement cycle RDMAICS (Recognize, Define, Measure, Analyze, Improve, Control and Sustain), check the…
- Example pre-filled Self-Assessment Excel Dashboard to get familiar with results generation
Then find your goals...
STEP 2: Set concrete goals, tasks, dates and numbers you can track
Featuring 996 new and updated case-based questions, organized into seven core areas of Process Design, this Self-Assessment will help you identify areas in which General Management improvements can be made.
Examples; 10 of the 996 standard requirements:
- What administrative, organizational, human resource, or management practices currently prevent your organization from creating as much value from its core competence as it might?
- Does the benefit system provide the capability to record the user identification, date, and time updated for each transaction affecting the general and subsidiary accounts?
- What is the general approach for best industry practice for commissioning services, including general scope, field observation and timeline within the project schedule?
- Does your organization have an internal and external control system, the suitability and efficiency of which are supervised by your organizations board of directors?
- What are the advantages and disadvantages of including preservation in a general Records management policy versus having a separate digital preservation policy?
- Is the general management responsible for complying with and ensuring compliance with the policy for providing information to the board and to the directors?
- What administrative, organizational, human resource, or management practices serve to help your organization create value by exploiting its core competence?
- Does your organization have any other specific compensation surveys or data sources that it utilizes for compensation planning or comparisons?
- Does your organization have a a policy that establishes basic guidelines for its relationship with the communities with which it interacts?
- How do Internal Audit teams manage the need to have specific skills in the teams and have a general understanding of the business itself?
Complete the self assessment, on your own or with a team in a workshop setting. Use the workbook together with the self assessment requirements spreadsheet:
- The workbook is the latest in-depth complete edition of the General Management book in PDF containing 996 requirements, which criteria correspond to the criteria in...
Your General Management self-assessment dashboard which gives you your dynamically prioritized projects-ready tool and shows your organization exactly what to do next:
- The Self-Assessment Excel Dashboard; with the General Management Self-Assessment and Scorecard you will develop a clear picture of which General Management areas need attention, which requirements you should focus on and who will be responsible for them:
- Shows your organization instant insight in areas for improvement: Auto generates reports, radar chart for maturity assessment, insights per process and participant and bespoke, ready to use, RACI Matrix
- Gives you a professional Dashboard to guide and perform a thorough General Management Self-Assessment
- Is secure: Ensures offline Data Protection of your Self-Assessment results
- Dynamically prioritized projects-ready RACI Matrix shows your organization exactly what to do next:
STEP 3: Implement, Track, follow up and revise strategy
The outcomes of STEP 2, the self assessment, are the inputs for STEP 3; Start and manage General Management projects with the 62 implementation resources:
- 62 step-by-step General Management Project Management Form Templates covering over 1500 General Management project requirements and success criteria:
Examples; 10 of the check box criteria:
- Activity Duration Estimates: Is a contract Change Control system defined to manage changes to contract terms and conditions?
- Stakeholder Management Plan: Is General Management project status reviewed with the steering and executive teams at appropriate intervals?
- Source Selection Criteria: How important is cost in the source selection decision relative to past performance and technical considerations?
- Procurement Audit: Did your organization identify the full contract value and include options and provisions for renewals?
- Requirements Management Plan: Controlling General Management project requirements involves monitoring the status of the General Management project requirements and managing changes to the requirements. Who is responsible for monitoring and tracking the General Management project requirements?
- Quality Management Plan: How does your organization perform analyzes to assess overall organizational performance and set priorities?
- Stakeholder Management Plan: Are adequate resources provided for the Quality Assurance function?
- Decision Log: How effective is maintaining the log at facilitating organizational learning?
- Initiating Process Group: Just how important is your work to the overall success of the General Management project?
- Quality Management Plan: How are data handled when a test is not run per specification?
Step-by-step and complete General Management Project Management Forms and Templates including check box criteria and templates.
1.0 Initiating Process Group:
- 1.1 General Management project Charter
- 1.2 Stakeholder Register
- 1.3 Stakeholder Analysis Matrix
2.0 Planning Process Group:
- 2.1 General Management Project Management Plan
- 2.2 Scope Management Plan
- 2.3 Requirements Management Plan
- 2.4 Requirements Documentation
- 2.5 Requirements Traceability Matrix
- 2.6 General Management project Scope Statement
- 2.7 Assumption and Constraint Log
- 2.8 Work Breakdown Structure
- 2.9 WBS Dictionary
- 2.10 Schedule Management Plan
- 2.11 Activity List
- 2.12 Activity Attributes
- 2.13 Milestone List
- 2.14 Network Diagram
- 2.15 Activity Resource Requirements
- 2.16 Resource Breakdown Structure
- 2.17 Activity Duration Estimates
- 2.18 Duration Estimating Worksheet
- 2.19 General Management project Schedule
- 2.20 Cost Management Plan
- 2.21 Activity Cost Estimates
- 2.22 Cost Estimating Worksheet
- 2.23 Cost Baseline
- 2.24 Quality Management Plan
- 2.25 Quality Metrics
- 2.26 Process Improvement Plan
- 2.27 Responsibility Assignment Matrix
- 2.28 Roles and Responsibilities
- 2.29 Human Resource Management Plan
- 2.30 Communications Management Plan
- 2.31 Risk Management Plan
- 2.32 Risk Register
- 2.33 Probability and Impact Assessment
- 2.34 Probability and Impact Matrix
- 2.35 Risk Data Sheet
- 2.36 Procurement Management Plan
- 2.37 Source Selection Criteria
- 2.38 Stakeholder Management Plan
- 2.39 Change Management Plan
3.0 Executing Process Group:
- 3.1 Team Member Status Report
- 3.2 Change Request
- 3.3 Change Log
- 3.4 Decision Log
- 3.5 Quality Audit
- 3.6 Team Directory
- 3.7 Team Operating Agreement
- 3.8 Team Performance Assessment
- 3.9 Team Member Performance Assessment
- 3.10 Issue Log
4.0 Monitoring and Controlling Process Group:
- 4.1 General Management project Performance Report
- 4.2 Variance Analysis
- 4.3 Earned Value Status
- 4.4 Risk Audit
- 4.5 Contractor Status Report
- 4.6 Formal Acceptance
5.0 Closing Process Group:
- 5.1 Procurement Audit
- 5.2 Contract Close-Out
- 5.3 General Management project or Phase Close-Out
- 5.4 Lessons Learned
Results
With this Three Step process you will have all the tools you need for any General Management project with this in-depth General Management Toolkit.
In using the Toolkit you will be better able to:
- Diagnose General Management projects, initiatives, organizations, businesses and processes using accepted diagnostic standards and practices
- Implement evidence-based best practice strategies aligned with overall goals
- Integrate recent advances in General Management and put Process Design strategies into practice according to best practice guidelines
Defining, designing, creating, and implementing a process to solve a business challenge or meet a business objective is the most valuable role; In EVERY company, organization and department.
Unless you are talking a one-time, single-use project within a business, there should be a process. Whether that process is managed and implemented by humans, AI, or a combination of the two, it needs to be designed by someone with a complex enough perspective to ask the right questions. Someone capable of asking the right questions and step back and say, 'What are we really trying to accomplish here? And is there a different way to look at it?'
This Toolkit empowers people to do just that - whether their title is entrepreneur, manager, consultant, (Vice-)President, CxO etc... - they are the people who rule the future. They are the person who asks the right questions to make General Management investments work better.
This General Management All-Inclusive Toolkit enables You to be that person.
Includes lifetime updates
Every self assessment comes with Lifetime Updates and Lifetime Free Updated Books. Lifetime Updates is an industry-first feature which allows you to receive verified self assessment updates, ensuring you always have the most accurate information at your fingertips.
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https://store.theartofservice.com/general-management-toolkit/
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The following outline is provided as an overview of a topical guide to ancient Egypt:
Ancient Egypt – ancient civilization of eastern North Africa, concentrated along the lower reaches of the Nile River in what is now the modern country of Egypt. Egyptian civilization coalesced around 3150 BCE (according to conventional Egyptian chronology) with the political unification of Upper and Lower Egypt under the first pharaoh. The many achievements of the ancient Egyptians include the quarrying, surveying and construction techniques that facilitated the building of monumental pyramids, temples, and obelisks; a system of mathematics; a practical and effective system of medicine; irrigation systems and agricultural production techniques; the first known ships; Egyptian faience and glass technology; new forms of literature; and the earliest known peace treaty.
Ancient Egypt can be described as:
See also: § Architecture of ancient Egypt
Some writers include the Thirteenth and Fourteenth dynasties in the Second Intermediate Period.
This period includes:
Main articles: History of Persian Egypt and History of Achaemenid Egypt
Egyptology – study of ancient Egyptian history, language, literature, religion, architecture and art from the 5th millennium BC until the end of its native religious practices in the 4th century AD. A practitioner of the discipline is an "Egyptologist".
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https://penzington.com/Outline_of_ancient_Egypt
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Strong Essays 2007 words (5.7 pages) Preview - It is a well-established fact that the population of Ancient Egypt was a multicultural one, and that the nation's history is closely linked with that of it's neighbours. Egyptian mythology is very interesting it is not much different than some beliefs today. Ramses and his father spent most of their time together. Imhotep was known as the father of mathematics, medicine, architecture, and as the inventor of the calendar (White, 40). The alphabet is so essential for civilization now, as it allows us to communicate with many, many more people than word of mouth ever could. As government rulers became powerful they wanted to take control of Egypt.
They are simply large stones weighing tons that make a triangle. The pharaohs were seen as gods, divine representatives on earth who, through rituals, ensured the continuation of life. tags: Egyptian Kingdoms Epic Heroes History Essays Strong Essays 1309 words (3.7 pages) Preview These results are sorted by most relevant first (ranked search). According to Pinch, religion was of great significance to the villagers, and much of what we know regarding personal, religious practices in ancient Egypt; has come from this site. Djoser, the second king of 3rd dynasty, was the first king to have hired an architect, Imhotep, to design a tomb (Time-Life Books, 74). In order to achieve the afterlife, a proper burial had to take place for the dead. During the early part of his reign Ramses fought to reign the territory in Africa and Western Asia that Egypt had held during the 16th and 15th centuries. tags: Ancient Egypt, Hierarchal System Powerful Essays 3159 words (9 pages) Preview - The Egyptian religion is a complex subject, full of names, stories, family trees, and many gods to fill each of these clusters. Human remains were not the objects of reverence and worship as Christian saints are these days. tags: Ancient History, Egyptian Civilization Strong Essays 1983 words (5.7 pages) Preview - The Egyptian religion is a complex subject, full of names, stories, family trees, and many gods to fill each of these clusters. The practices discussed in this paper include how the Ancient Egyptians chose doctors, how the Egyptians diagnosed their patients, minor surgery practices that are still used in modern medicine today, remedies and medicinal herbs that can be found in modern kitchens and. In the Old Kingdom he was the most important God, where he was associated with the burial of the pharaoh.
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http://pam-ina.eu/11335-essay-ancient-egyptian-civilization/
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The Phoenician alphabet, from which succeeding alphabets like Hebrew, Greek, and Latin were formed, was based on Egyptian hieroglyphs, a phonetic writing system. The Egyptians created one of the earliest decimal systems, if not the first, because to their proficiency in writing and record-keeping.
Similarly, How did writing Impact ancient Egypt?
The ancient Egyptians considered it crucial to preserve and transmit knowledge of religion and governance. In order to capture this knowledge, they created written scripts.
Also, it is asked, How did the ancient Egyptians create their complex civilization?
Overview. The regular flooding of the Nile allowed for the reliable cultivation of rich soil, which was a major factor in the development of Egyptian civilisation. The ongoing battles for political dominance in Egypt demonstrated the significance of the area’s economic and agricultural resources.
Secondly, How did hieroglyphics impact science and technology?
The development of Egyptian society’s culture and technology was aided by hieroglyphics. They were able to transmit their customs and remarkable history to the next generation by preserving documents. Technology developed as a result of their ability to document both their learning and the “how-tos” in writing.
Also, How did writing impact the growth of a civilization?
People might document their transactions by writing them down. Writing made it feasible for individuals to convey courier messages to far locations without having to visit there themselves. People might transmit their knowledge to next generations via writing.
People also ask, What was Egyptian civilization best known for?
Ancient Egypt’s culture is renowned for its astounding accomplishments in a wide variety of disciplines, including as art and architecture, engineering, medicine, and statecraft. Those who view its impressive structures along the river still gasp in astonishment.
Related Questions and Answers
What language is written in Egypt?
Arabic language
How did the Egyptian forms of writing evolve?
Pictographs, or rudimentary drawings made by ancient humans, served as the basis for the oldest Egyptian writing. No matter what language they spoke, everyone could recognize the items shown in these pictographs. Pictographs were unable to convey feelings, ideas, or convictions.
Why was Egyptian writing so complicated?
Why Is It So Hard? The fact that hieroglyphic symbols may represent not just sounds (like an alphabet), but also whole syllables and full phrases is one among the challenges, as researchers subsequently discovered.
How did the invention of writing help make other Egyptian achievements possible?
What additional Egyptian accomplishments were made possible by the development of writing? Egyptians could retain records and learn from the past thanks to writing.
What was the importance of hieroglyphics in ancient Egypt?
Hieroglyphics were created in order to preserve knowledge about religion and governance. Hieroglyphics were used, among other things, to express devotion to gods and goddesses, to communicate, to adorn graves, and to retain information for later use.
What is the known technology from the Egyptian civilization that is used in writing until to this day that is better than using clay tablets?
All previous civilizations employed stone, clay tablets, animal skin, wood materials, or wax as a writing surface before using papyrus sheets, which are the oldest paper-like substance. The most significant writing medium in the ancient world for more than three thousand years was papyrus.
How did the production of paper influence the growth of Egyptian civilization?
Why is paper made? Because it was difficult to write on stones, ancient temples, and cave walls, the Egyptians felt the need to develop paper. They were able to record messages and print significant papers that could be carried and moved thanks to the invention of paper.
What technology did ancient Egypt invent?
The Egyptians were responsible for the invention of the toothbrush, toothpaste, ink, paper, cosmetics, and even a predecessor to the contemporary breath mint.
Why does the text refer to Egypt’s rulers as strong?
Why does the scripture describe the kings of Egypt as powerful? Pharaoh had complete authority over everything and enormous influence over people. enormous, opulent tombs were built to hold their deceased.
What influenced ancient Egyptian architecture?
Many Egyptian themes were adopted by the Hellenistic Greek civilizations and by the Roman Empire, while Neo-Classicism, Art Deco, Rational architecture, and Post-Modernism relied on Ancient Egyptian. Take the rock-cut tombs at Beni-Hasan, for instance, which include proto-Doric columns.
What is Ancient Egypt language and writing?
The hieroglyphic, hieratic, demotic, and coptic scripts were used to write the ancient Egyptian language. Over the lengthy time that the ancient Egyptian language was in use, these characters did not all arise at once but rather successively.
Did Ancient Egypt invent writing?
Mesopotamia, Egypt, China, and Mesoamerica are at least four separate historical periods and locations where writing was independently developed. The earliest known writing systems among them are Egyptian and Sumerian.
How did the Egyptian writing system compare with the Mesopotamian system?
How did the Mesopotamian and Egyptian writing systems compare? The Sumerian cuneiform writing system is an early example of hieroglyphic writing in which an image represented a concept before the hieroglyphs evolved to include both a sound and an idea.
What was the purpose of hieroglyphics?
The early hieroglyphics were often used to adorn temples and tombs and were primarily utilized by priests to chronicle significant events like as battles or tales about their many gods and Pharaohs. The hieroglyphic writing system is said to have been invented by the ancient Egyptians about 3000 BC.
How did hieroglyphics change over time?
Beginning in the fourth century BC, hieroglyphs and their manual forms were progressively superseded by writings that used the Greek alphabet and seven Demotic characters to represent Egyptian sounds that were not represented in Greek.
How did writing change during the Middle Kingdom?
Without the First Intermediate Period, the literature of the Middle Kingdom would not have been able to expand the spectrum of expression by expanding the themes that could be written about.
What role did music and literature play in ancient Egypt?
Ancient Egyptian culture placed a great importance on music and dance, but they were more significant than is often realized since they were essential to creation and the communion with the gods, as well as the human reaction to the gift of life and all of the experiences of the human condition.
How did writing Impact ancient Egypt?
The ancient Egyptians considered it crucial to preserve and transmit knowledge of religion and governance. In order to capture this knowledge, they created written scripts.
How writing has helped build civilization before?
The more complicated writing system that emerged contributed to the civilization’s advancement by making it easier to administer intricate political, religious, economic, and military institutions. Around 5500 years ago, the Sumerians invented the first known form of writing.
How did the invention of writing change the life of man?
Only those who could read and write had access to writing as a medium of communication. The strong were able to speak with one another without the oppressed being able to grasp what was being said.
Why is writing so important to civilization?
Writing made it possible to codify laws, improve record-keeping techniques, and create literature, all of which helped common cultural practices spread across bigger populations.
Conclusion
The “how is the creation of mummies related to egypt’s dynasties” is a question about how writing made Egypts complex civilization and technology possible. The answer will explain how writing helped with the development of Egyptian dynasties.
This Video Should Help:
The Egyptian system of writing is called hieroglyphics. It was the first system of written communication in history. Reference: the egyptian system of writing is called.
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https://abtuts.com/how-did-writing-make-egypts-complex-civilization-and-technology-possible/
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A frieze is either a "frame / border" that involves a picture or "structure" that contains fragments and refers to a perception, imagination or idea. The Egyptian frieze is one of the most beautiful works of Egyptian civilization from the Early Dynastic Period until the end of the Late Period. The development of the imagination of the ancient Egyptian artist was inspired by his love of nature and his history and beliefs. He influenced the formation of different units, including the "friezes" in all fields of art, such as architecture or fine arts such as sculpture, engraving and drawing, or small arts such as jewelry and amulets. These models have reached far-reaching horizons of creativity and have influenced the arts of the ancient world. This research is concerned with Xkr "Kheker" frieze as one of the most famous friezes in Ancient Egypt .The study deals with determining the source from which the ancient Egyptian derived this shape of the eaves, identifying its types and tracking its evolution through the historical ages and sheds light through artistic description and analysis on any technical or religious implications that the Kheker may reveal.
Recommended Citation
Shehab, Dr. Naglaa Fathy Fathy
(2017)
"Xkr (Kheker) frieze in ancient Egypt,"
Journal of the General Union of Arab Archaeologists: Vol. 2
:
Iss.
1
, Article 7.
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https://digitalcommons.aaru.edu.jo/jguaa/vol2/iss1/7/
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This thoughtful and highly readable book covers every aspect of Egyptian culture, from early prehistory, through the three millennia of pharaonic history, to late Roman antiquity when Christianity replaced the ancient Egyptian religion and the hieroglyphic script finally died out. The expert authors draw on the most recent discoveries and research, as well as the vast Egyptian collections of the British Museum, to illustrate the many facets of this magnificent ancient kingdom. The opening chapters explore the geography and climate of the Nile Valley, the social and economic life of its inhabitants, and an outline of the many periods of Egypt’s history. Later chapters discuss the Egyptians’ religious beliefs, as presented in ancient art and texts; their funerary practices; their distinctive and harmonious art and architecture; their technical achievements in working stone, metals, precious stones, pottery, glass, wood, and other materials; and Egypt’s neighbors, in particular its southern neighbor Nubia, whose remarkable civilization deserves to be equally well known.
The British Museum Book of Ancient Egypt
Edited by
A. J. Spencer
304 pp.
161 color illus., 8 maps and plans
19X24.5cm
ISBN 9789774160882
For sale only in the Middle East
$34.95
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https://aucpress.com/product/the-british-museum-book-of-ancient-egypt/
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THREE The Disappearing "Atlantes"
FOUR The Appearance of Culture and Civilization
Part Two
Traditions
FIVE Egyptian Magic and the Law of Hierarchy
SIX Two Egyptian Mystery Traditions Reconsidered
SEVEN Gods of the Abyss and Underworld
EIGHT The Ancient Esoteric Division of Egypt and the Significance of Its Main Temples
Part Three
Knowledge
NINE Completing the "Jigsaw Puzzle" of Astronomical Metaphors and Allegories
TEN Sacred Geometry and the "Living" Architecture of Egypt
ELEVEN The Esoteric Significance of the Sphinx and Pyramids
TWELVE The Internal Geometry of the Great Pyramid
THIRTEEN Reflections
APPENDICES
A The Relationship between the Sothic Year and the Annus Magnus
B From Plato's Timaeus
C On Geology
D From Schwaller de Lubicz's Sacred Science
E From S. A. Mackey's The Mythological Astronomy of the Ancients (1824)
F Philological Issues
G The Egyptian Version of the Inner Constitution of Man
H Concerning the Duat
I Concerning the God-Name Seker
J Concerning Sebek, Set, and Horus
K The Circumpolar Stars and the "Mill of the Gods"
L Concerning Ursa Major
M The Astroterrestrial Axes among Egypt, Greece, and the Levant
N Correlations between the Egyptian and Greek Mystery Schools
O On the Significance of Double Statuary in Egypt
P The Meaning of Ether/Aether according to the Principles of Hermetic Science
Q On the Levitation of Stone by the Use of Sound
NOTES
GLOSSARY
BIBLIOGRAPHY
INDEX
J. S. Gordon holds a master's degree in Western Esotericism from the University of Exeter and is a senior fellow of the Theosophical Society of England. He is the author of several books, including The Path of Initiation. He lives in Guildford.
"Painstakingly researched and eloquently written, J. S. Gordon's
Land of the Fallen Star Gods paints a broad, detailed
picture of what must be an ancient language of science embedded in
an ancient civilization's expression. The Egyptian's use of symbol
and metaphor in art, architecture, and civil planning was no mere
function of primitive religiosity. Rather, it was the philosophical
foundation of civilization expressing deep insights into human
existence and the significance of the human experience. Land of
the Fallen Star Gods is not only fascinating but also an
important work of scholarship. It should be required reading for
anyone interested in civilization's origins and the birth of the
Western religious and esoteric traditions." * Edward F. Malkowski,
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https://www.fishpond.com/Books/Land-of-Fallen-Star-Gods-J-S-Gordon/9781591431640
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Although the ancient Egyptian civilization disappeared thousands of years ago, many things from that period continue to exist. Fascinating pyramids, mysterious mummies, even inventions in the fields of agricultural astronomy… And the pharaohs! Some ancient Egyptian pharaohs are known for their interesting and flamboyant lives, and some for their contributions to Ancient Egypt even today. One of the unforgettable rulers of Ancient Egypt is III. amenhotep Moreover, there are very valid reasons why Amenhotep is still mentioned today. Because III. Amenhotep, the pharaoh who brought the ancient Egyptian civilization to its peak!
III. The years between 1386 and 1349 BC, when Amenhotep reigned, are considered to be the period when Ancient Egyptian civilization reached its highest level in many respects. III. Thanks to the achievements of Amenhotep, the civilization of Ancient Egypt experienced an unprecedented period in history, especially politically and culturally. For this reason, III. It is not surprising that more statues of Amenhotep have survived than any other pharaoh. Here, the most glorious period of Ancient Egypt III. 10 things you need to know about Amenhotep…
1. Amenhotep IV, the 8th king of the 18th dynasty of Ancient Egypt. He was the son of Thutmose
His date of birth is estimated to be 1401 BC. Also, III. In the following years, Amenhotep would claim that his real father was the god Amon.
2. III. Amenhotep married a commoner
III. Amenhotep is thought to have ascended to the throne at the age of about 12 and married during this period. Pharaohs ascending the throne at a young age were extremely common in ancient Egypt. However, until the pharaohs who ascended the throne at a young age became adults, the country was ruled by the regents. However, III. There is no surviving record of anyone deputizing for Amenhotep! On the other hand, III. One of the interesting things about Amenhotep’s life is that he married a commoner! Because it was quite common in the Egyptian dynasty for members of the dynasty to marry each other! Moreover, the fact that Amenhotep does not have any political purpose in his marriage makes this marriage more interesting…
3. Amenhotep is estimated to have at least 6 children
His eldest child, Thutmose, died, and his second eldest child, IV. Amenhotep III. It is known that he took the throne after Amenhotep. It has also been recorded that she has daughters named Sitamun, Henuttaneb, Iset, Nebetah and Beketaten. However, some researchers They believe that Amenhotep had more children…
4. Pharaoh Amenhotep was a great master of diplomacy!
While Amenhotep made Ancient Egypt the most important international power of his time, he hardly fought at all! It is known that he organized a military operation only once during his nearly 40-year rule. Thanks to the pharaoh’s great mastery in diplomacy, he made other nations indebted to him and thus succeeded in dominating them. He also gained an important political power by making important marriages between the dynasties of different countries and the dynasty of Egypt.
5. III. Amenhotep was the first monarch to issue a “royal newsletter”!
Maybe III. Informing the public about his projects also contributed to Amenhotep’s raising Ancient Egypt to its heights! Because the pharaoh was sharing many developments from construction projects to dynastic marriages with his people.
6. Art in Ancient Egypt, III. It flourished like never before under Amenhotep
Because the geography of Ancient Egypt had become one of the most important centers of attraction of the period. Prosperity and wealth reigned throughout Egypt. Also, III. Amenhotep was also mobilizing all possibilities for the development of art. Thus, a magnificent aesthetic understanding, especially in terms of architecture, dominated all over Ancient Egypt! The most beautiful of statues and temples in ancient Egypt were built by him.
7. He was a very religious ruler
III. Amenhotep’s favorite god was Amon-Ra, a combination of the sun god Ra and Amon! The fact that the pharaoh was an extremely religious person and his support for art allowed the construction of buildings with important religious motifs.
8. He suffered from significant health problems
Examination of the pharaoh’s mummy reveals that he struggled with important health problems in the last period of his life. It is known that he especially suffers from obesity and related joint diseases. He is also presumed to be in constant pain due to worn and rotten teeth. Finally, the studies on the mummy, III. It turns out that Amenhotep died between the ages of 40 and 50.
9. Amenhotep is buried in the Valley of the Kings
Moreover, the pharaoh has the most ostentatious and largest tomb in this famous cemetery!
10. Amenhotep, Egyptian pharaoh with the largest number of statues to date
More than 250 statues from almost every period of the pharaoh’s reign have survived! This number is III. It makes Amenhotep the record holder in this field and brings important information about the life of the pharaoh to the present day.
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Warm up: What is heat?
Learning target:I will compare the heat transfers of conduction, radiation, and convection.
We started this assignment on Friday, and we will complete it today.
Create a mini poster that compares conduction, radiation, and convection.
Ticket out: Explain in your own words how heat is transferred.
Warm up: What is mummification?
Essential question: How was the success of the Egyptian civilization tied to the Nile River?
Learning target: I can identify the major achievements of the ancient Egyptians.
Visit the website below and complete the guide notes as you complete the activity.
Guided notes for You Wouldn't Want to be an Egyptian Mummy!
Ticket out: Describe the process of mummification.
Today we will be taking the NC Check In for ELA.
Warm up: How can heat be measured?
Learning target:I will compare conductors and insulators.
Ticket out: List five insulators that you use and three conductors that you use.
Test is this Friday, Nov. 3rd.
Make your own .... handout.
Warm up: Give a real world example of expansion and contraction.
Essential question:How is the transfer of heat relevant to everyday life?
Learning target: I can explain how energy converted from one form to another.
Be sure to complete the seven lab questions.
Ticket out: Pair share with your partner, how is energy converted from one form to another?
Essential Question: How do technology and achievements reflect the values of civilizations and societies?
Learning Target:I can identify the religious beliefs and practices of the ancient Egyptians and how architecture and achievements reflect this.
Brain storm- What do you know about the religious beliefs of the ancient Egyptians?
What did he/she look like?
What does he/she do for the ancient Egyptians?
Warm up: Go over answer to the virtual lab from yesterday.
Review and complete study guide, test is this Friday.
Warm up: What would it be like to be a mummy?
Use National Geographic for Kids Everything Ancient Egypt, pages 16-19.
Warm up: Go over warm ups for the week.
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http://parsonss.weebly.com/2nd-week-of-2nd-nine-weeks-monday-oct-30th--friday-nov-3rd.html
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5 edition of Late Antique Egyptian Funerary Sculpture found in the catalog.
Published
December 28, 1999
by Princeton University Press
.
Written in English
|The Physical Object|
|Format||Hardcover|
|Number of Pages||232|
|ID Numbers|
|Open Library||OL7756880M|
|ISBN 10||0691034680|
|ISBN 10||9780691034683|
Antique Egyptian lithograph representing different decorative motifs of Egyptian artx24 cmx inches CastafioreOldPrints From shop CastafioreOldPrints. Ancient Egyptian religious imagery—ranging from Horus and Seth contending for the throne of the kingdom to Anubis in the act of embalming the deceased—is well known from Egyptian temples, tomb walls, and ubiquitous cippi. Less well known but equally fascinating are the miniature representations of these images engraved on small magical gems produced with a personal function in mind.
Staking out new territory in the history of art, this book presents a compelling argument for a lost link between the panel-painting tradition of Greek antiquity and Christian paintings of Byzantium and the Renaissance. While art historians place the origin of icons in the seventh century, Thomas F. Mathews finds strong evidence as early as the second century in the texts of Irenaeus and the. These are funerary stelae that represent boys, either standing or kneeling While painting on a prepared plaster layer applied over the porous stone surface is a common feature of limestone relief sculpture from Late Antique Egypt, on the stele of the kneeling boy one can easily observe the contrast of the remains of.
E. S. Bolman, L. De Cesaris, G. Pyke, E. Ricchi and A. Sucato, A Late Antique Funerary Chapel at the White Monastery (Dayr Anba Shenouda), Sohag, Bulletin of the American Research Center in Egypt (), pp. As with the vast majority of late antique figurative and ornamental stone carvings found in Egypt, the Budapest relief of the hunting centaur was also made for a funerary edifice. In Egypt, as in other parts of the ancient world, the great popularity and diverse iconography of hunting led to it being interpreted as a symbol of virtuous life.
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The pretentious young ladies
Commercial agricultural credit in the nation, with particular emphasis upon the general condition of the agricultural and banking sectors of California
Notes on infantry, cavalry and field artillery.
"This book is the first synthetic study of late antique funerary sculpture from Egypt and the first such study of either regional or general funerary sculpture of the late antique period.
Its importance extends to the areas of social and religious practice and beliefs, and of funerary art in the late Roman and early Byzantine empires."--Anna Cited by: 4.
Focusing on funerary sculpture, one of the best-known categories of late antique Egyptian art, this book demonstrates how skilled artisans created a varied repertory of works for a diverse body of It balances analysis of the surviving sculptures with attention to primary written sources and archaeological evidence.
In the book, based on her doctoral dissertation, Thelma Thomas presents us with a nuanced view of Late Antique Egyptian funerary sculpture reflecting contemporary awareness that many societies, ancient as well as modern, are ethnically mixed and syncretic in culture.
The result is an impressive re-reading of the art and its cultural matrix that. Download Egyptian Paganism books, Bring the sacred rites and rituals of ancient Egypt into your Pagan practice today.
This beautifully written guide, by noted scholars Jocelyn Almond and Keith Seddon, presents a compelling overview of ancient Egyptian religious and magical beliefs. Late Antique Egyptian Funerary Sculpture. Authors: Thelma K. Thelma K. Thomas, Late Antique Egyptian Funerary Sculpture: Images for this World and the Next.
Princeton: Princeton University Press, Pp. xxv, ; black-and-white illus. and maps. This book is a welcome addition to a rather recondite area of art history, namely the art of Late Roman and Early Byzantine Egypt.
Although its greatest. My current book project on painted commemorative portraits in Late Antique Egyptian monasticism, emphasizing the construction, maintenance, and presentation of identity through dress has rekindled my interest in funerary arts, the subject of my first single-author book, Late Antique Egyptian Funerary Sculpture: Images for this World and the.
The ancient Egyptians had an elaborate set of funerary practices that they believed were necessary to ensure their immortality after death (the afterlife). These rituals and protocols included mummifying the body, casting magic spells, and burial with specific grave goods thought to be needed in the Egyptian afterlife.
The ancient Egyptian burial process had evolved over time as old customs. The book covers the varying uses of Egyptian, Greek, and Roman imagery in that most conservative of subcultures, mummification workshops. Thomas, Late Antique Egyptian Funerary Sculpture (Princeton ), F.
Dunand, Religion populaire en Egypte romaine (Leiden ). Comments. An index to Egyptian sculpture of the late period, B. to A. / [By] Edna R. Russmann. NB 75 R8 The face of Egypt: permanence and change in Egyptian art: from museum and private collections: the Katonah Gallery, MarchDallas Museum of Fine Arts, June Aug / by William Kelly Simpson.
The Book of the Dead in short constitutes the spells and formulas for the use of the deceased in the afterlife and is contributed with the basic ideas of Egyptian mythology. Spell is a visual compilation describing the mummification process and more closely the embalming ritual.
Our final piece of Egyptian art that we will be looking at. Thomas, Thelma K. Late Antique Egyptian Funerary Sculpture: Images For This World And For The Next.
Princeton, New Jersey: Princeton University Press, Print. Late Antique Egyptian Sculpture. Badawy, Alexander. Coptic Art and Archaeology: the Art of the Christian Egyptians from the Late Antique to the Middle Ages. Cambridge, MA: MIT Press.
Other recent books cover much of the same ground, such as Portraits and Masks: Burial Customs in Roman Egypt, Visualizing the Afterlife in the Tombs of Graeco-Roman Egypt, and Late Antique Egyptian Funerary Sculpture, and they may be better at examining how different types of funerary art were used.
This one can feel a little bogged down in Reviews: 1. Types of Egyptian artifacts for sale. There are many unique Egyptian antiquities for sale that you may want to add to your Egyptian antiquities collection, including: Art - Bronze statues, Ushabtis, figurines, scarabs, mummy bead necklaces, pottery, and hieroglyphs are often available.
Egyptian art and architecture - Egyptian art and architecture - Relief sculpture and painting: For Egyptians the decoration of tomb walls with reliefs or painted scenes provided some certainty of the perpetuation of life; in a temple, similarly, it was believed that mural decoration magically ensured the performance of important ceremonies and reinforced the memory of royal deeds.
Late Antique Egyptian Funerary Sculpture: Images for This World and the Next. Princeton: Princeton University Press. Török, L. Transfigurations of Hellenism: Aspects of Late Antique Art in Egypt, AD – Leiden: Brill. Torp, H. “Leda Christiana: The Problem of the Interpretation of Coptic Sculpture with Mythological Motifs.”.
Find out Book of __ ancient Egyptian funerary text Answers. CodyCross is a famous newly released game which is developed by Fanatee. It has many crosswords divided into different worlds and groups.
Each world has more than 20 groups with 5 puzzles each. Some of the worlds are: Planet Earth, Under The Sea, Inventions, Seasons, Continue reading ‘Book of __ ancient Egyptian funerary. The Italian explorer Pietro della Valle, on a visit to Saqqara-Memphis inwas the first European to discover and describe mummy portraits.
He transported some mummies with portraits to Europe, which are now in the Albertinum (Staatliche Kunstsammlungen Dresden). 19th-century collectors. Although interest in Ancient Egypt steadily increased after that period, further finds of mummy. Late antique Egyptian funerary sculpture: images for this world and for the next / by: Thomas, Thelma K.
Published: () The art and architecture of ancient Egypt. by:. Thelma K. Thomas is currently an associate professor at the Institute of Fine Arts of New York University. She is the author of Late Antique Egyptian Funerary Sculpture: Images for this World and the Next (Princeton) and the coeditor (with Elizabeth Sears) of Reading Medieval Images: The Art Historian and the.
Egyptian Archaeology VOLUME 86 PUBLISHED BY ROGER S. BAGNALL, The Kellis Agricultural Account Book THELMA K. THOMAS, Late Antique Egyptian Funerary Sculpture. Images for This World and the Next JoseM. Galan. on the dating of Seneb's funerary monument.
The latter has traditionally been dated to the end of the. Thelma Katrina Thomas, Late Antique Egyptian Funerary Sculpture: images for this world and the next, pXXIX Ancient necropoleis were cities for the dead where the dead might be active in this world, appearing, speaking, and performing actions that could be perceived by and affect the living.The Book of opening the mouth the Egyptian texts with English translations / Published: () Late antique Egyptian funerary sculpture: images for this world and for the next / by: Thomas, Thelma K.
Published: ().Its shape emulates the sun's disc, and its form is planar (although it is occasionally concave). This volume analyses the written records and iconography of these objects. eBook The hypocephalus is an element of Late Period and Ptolemaic funerary equipment-an amuletic disc placed under the head of mummies.
Its shape emulates the sun's disc.
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https://nalupydiqato.prosportsfandom.com/late-antique-egyptian-funerary-sculpture-book-22196vj.php
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|Publication :||Gashe, V, & Finch, J. (eds), 2008, Current Research in Egyptology 2008,
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Oxford: Oxbow Books
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|Author||Title||Publication reference|
|Jacky Finch||Walk like an Egyptian – Religious Ritual or the Dawn of Prosthetic Medicine?|
|Steven James Larkman||Identifying the Great Overlords of the Nome|
|Kate Liszka||Water Basins in Middle Kingdom Planned Settlements: An Architectural Feature of Hospitality and Bureaucracy|
|Judith H. Seath||Scent from the Grave: An Analytical Examination of Ancient Residues from Predynastic Egypt||Poster|
|Lidija McKnight||Animal, Vegetable or Mineral? A Radiological Study of Three Museum Oddities|
|Peter Robinson||An Example of Egyptianising Architecture in Greater Manchester|
|Jacky Finch||The Scientific Contribution of Imaging in Egyptology: The ‘Virtual Unwrapping’ of a Mummified Limb||Poster|
|Essam el Saeed||Why Does Professor Abdel Monem A Sayed’s View Differ from Other Egyptologists? Views Concerning the Landing Place of Hatchepsut’s Fleet in Punt|
|Masahiro Baba||Specialisation in Predynastic Pottery: Standardized Straw-tempered Ware at Hierakonpolis|
|Kim Ridealgh||Examining the Representation of the Male Image in 18th Dynasty Tombs|
|Pauline Norris||Horses of a Different Colour|
|Victoria Gashe||Evidence for Predynastic and Old Kingdom Burial Practices: An Assessment of the Use of Early Excavation Reports|
|Steven Tasker||Determining Plausible Connections Between Hieroglyphic Symbols and Pyramid Construction||Poster|
|Moacir Elias Santos||The Tothmea’s Mummy Project: Ancient Discoveries and New Perspectives|
|Ryan Metcalf||The Tutankhamouse Experiment – Investigating Tissue Changes During Mummification|
|Nico Staring||The Iconographic Programme in the Elite Tombs of the Memphite Region|
|Natalie McCreesh||Scientific Analysis of the Black Coating Found on a Mummy from the Manchester Museum|
|Dave Counsell||Cocaine and Nicotine in Ancient Egypt|
|Rehab Hema||A Study on a Title|
|Campbell Price||Agency and Materiality in Late Period Non-Statuary|
|Sarah-Jane Langley||A Study of Ivory in Predynastic Egypt|
|Arnaud Quertinmont||A Possible Method of Dating Anubis Statues|
|Alvaro Figueiredo||The Lisbon Mummy Project: Preliminary Results of the MDCT Study of the Animal Mummies in the National Museum of Archaeology, Lisbon||Poster|
|Natalie McCreesh||Microscopic Analyses of Hair from an Ancient Egyptian Mummy, c. 1473 BC||Poster|
|Dan Boatright||he Realities of Battle in Ancient Egypt|
|Amr Gaber||The Gods and Goddesses of the Central Hall|
|Kathryn Piquette||Re-materialising Script and Image|
|Gavin Smith||Kinship Structure and Descent Group Models and the Incipient Predynastic Ancient Egyptian State in Upper Egypt|
|Patricia Berg||Perspectives on Travelling in the Texts from Deir el-Medina|
|Jennifer Cromwell||The Unpublished Coptic Manuscripts in Manchester’s John Rylands Library|
|Rosalind Park||Finding Lepus, or Another Meaning for the Rekhyt Bird|
|Kenneth Griffin||A Curious Female Figurine in the Egyptian Centre Collection|
|Steven Tasker||The Secret Djed|
|Karen Exell||Ancient Egypt at the Manchester Museum: Past Achievements and Future Plans|
|Francis Lankester||Experiencing the Eastern Desert Rock Art|
|Lucile Huguet||Aegyptus, or the Western Conception of Egypt, from the 15th to 18th Century|
|Judith H. Seath||Scent from the Grave: An Analytical Examination of Ancient Residues from Predynastic Egypt|
|Sarah Jackman||King’s Crowns in Ancient Egypt|
|Henning Franzmeier||‘Emic’: Ancient Egyptian Terms related to Wells and Cisterns|
|Professor Rosalie David||The KNH Centre for Biomedical Egyptology: Training Scientists for the 21st Century|
|Jenefer Cockitt||Climatic Change in the early Pharaonic Period: A Re-evaluation of the Evidence|
|Meg Gundlach||The Historiography of Asasif and a Changing Focus|
|Adrienn Nagy||Bes and the Levant: Reconsidering the Problem of Bes and the Seated Goddess|
|Paula Alexandra Veiga||Multidisciplinary Preliminary Examination and 3D Facial Reconstruction of a Male Egyptian Mummy from the Collection of the MHNFC|
|Khaled Saad||New Light on the Coloured Graffiti in the Caves of Wadi Soura at the Plateau of Gilf Al-Kibir, Egypt||Poster|
|Szymon Zdzieblowski||Predynastic and Protodynastic Mudbrick Settlement Architecture: An Overview and New Interpretation in the Light of Recent Research|
Information Courtesy of CRE XIV Committee.
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http://cregyptology.org.uk/?page_id=775
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The word Egypt may evoke images of palm trees reflected in the waters of a wide, life-giving river - a long oasis extending along the Nile. But there is another, completely different, Egypt of the desert, fascinating in its isolation. In the modern world, subjected to all the mad speed, noise and vexations, I think of desert as an ideal place for contemplation. Its sublime magnificently pure landscapes beautifully brought to life still bear witness to an unparalleled splendor.
There is more to the Egyptian architecture than the sinister mummies, the beautiful queens, the mighty pharaohs and the treasures shrouded in mystery. Egypt - the State of Stone - has borrowed heavily from mud bricks and wood, and has left a permanent footprint in the sand of time.
DISTORTED VIEW OF EGYPTIAN ARCHITECTURE
The image we have today of ancient Egypt is beset with cliches, for example - the pyramids, distorting our view of the achievements of the civilization and culture of ancient Egypt. I believe Egypt shares her fate as an inappropriate figurehead, a false symbol with the pyramid which is seen as the epitome of ancient Egyptian architecture. Its clear formal structure is generally perceived not only as the classic example of the art of ancient Egypt but also as the model for the political and social system for the empire. This view conveniently takes the exceptional case of a purely geometric basic form and turns it into a standard disregarding the continuous development of ancient Egyptian architecture over a period of three thousand years.
EGYPTIAN ARCHITECTURE AS MONUMENTAL AND RELIGIOUS
Egyptian architecture is a mirror of creation, a means of artistic expression. It is not a construct of mathematics technology and abstraction. Often labelled as monumental, this architecture seemingly presented solely in terms of sacred buildings in temples and tombs has its actual origins in secular buildings in the everyday architecture of an agricultural people, a fact which it never denied or sought to conceal.
But very little of this ancient secular architecture of mud bricks and wood have been preserved whereas the stone temples and tombs have survived the millennia, in some cases almost undamaged. The reason lies not only in the choice of building materials but also in the site selected for their construction, a decision influenced by consideration of function.
MONUMENTALITY FROM MODESTY - VILLAGE ARCHITECTURE
The particular significance of secular architecture in ancient Egypt lies in the fact that the forms and materials used in this area can be traced also in the elements and structures of sacred architecture. Without a knowledge of the typical forms of architecture in mud bricks and rush mats it is difficult to understand the characteristic appearance of stone architecture.
The pylon, for example, a typical entrance structure in Egyptian temples since the new Kingdom, has walls that are not vertical but instead slope outwards towards the bottom - a typical feature of mud-brick architecture, where the laws of statics dictate this form.
A LONG-LASTING LEGACY
At the edge of the better-known Egypt of pyramids, magnificent temples, and splendid tombs, we have here an Egypt of sandy expanses, one that exerts its own mysterious attraction. Here are dunes and sandy plateaus, depressions and mountain ranges, oases and springs. The mummy can in no way be regarded as the motto-theme of religion in ancient Egypt. Nor can stone alone define the monumental yet modest Egyptian culture.
The architecture of the pharaohs as we perceive it today is dominated by stone buildings giving us the impression that stone was the main building material at the time. This impression of ancient Egypt has arisen only as a result of our perspective looking back over thousands of years.
“The Egyptians settled in the sands,
practised bricks and wood,
mastered the art of stone, and
left a legacy in glass”
About Author:
Disha Bodra
I am a second-year architecture student set out to establish myself in the professional field of architecture. As advised by my mentors to begin early in this arena in order to unravel my creativity, I constantly search for opportunities to hone my skills.
Entering architectural design competitions is a means to uncover and evolve one's philosophy and expertise. They test a person’s capability to express ideas both visually and verbally. I perceive competitions as a medium to not only apply my knowledge but also building my knowledge further along the way.
I aspire to become an insightful architect bringing about positive changes in the nation as architecture is of the people, for the people and by the people.
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https://www.archiol.com/post/egypt-s-legacy
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Egyptian Periods and Styles History Architecture
The University of Memphis, US, provides expandable photographs and descriptions of major ancient monuments, accessed via a clickable map or a list.
Top: Arts: Architecture: History: Periods and Styles: Egyptian
See Also:
- Top/Society/History/By Time Period/Ancient/Africa/Egypt
- Top/Science/Social Sciences/Archaeology/Periods and Cultures/Ancient Egypt
- Building in Ancient Egypt - A clear, illustrated introduction to the building process: egyptian materials, tools, methods, planning, forms. Descriptions of a egyptian worker\\'s house at Deir el Medine and the egyptian townhouse of Djehutinefer.
- Wikipedia: Ancient Egyptian Architecture - An illustrated description of the architecture of ancient Egypt and egyptian its characteristics.
- Mysteries of the Nile - A team from the U.S. PBS TV programme history Nova attempted egyptian to recreate the raising of an history obelisk. History of obelisks, egyptian QTVR and standard images history of temples, tombs, and other ancient egyptian Egyptian monuments.
- The Egyptian Tomb of Menna - A virtual reality reconstruction of this 18th-dynasty Theban tomb by William L. Mitchell, Manchester Metropolitan University.
- Mark Millmore's Ancient Egypt - This artist offers computer-generated reconstructions of pyramids and temples as periods and styles first built, along with interactive ground plans and images. Free periods and styles screen savers, eCard, translator into hieroglyphics.
- Crystalinks: Ancient Egyptian Temples - Provides information about the functions, locations and characteristics of religious history architecture in Egypt
- Aldokkan: Egyptian Architecture - Describes the architectural style and development of Egyptian temples, mastabas periods and styles and pyramids.
- History of Egyptian Architecture - Covering sites such as the Temple of Karnak egyptian and Pyramids at Giza, among others.
- The Ancient Egyptian Virtual Temple - Computer-rendered walk-through of the interior of an imaginary history ancient Egyptian egyptian temple, designed by Christina Paul. Bibliography.
- Egyptian Architecture - San Jose State University provides an extensive gallery of expandable images, accessed via pull-down menu and selection from an array. Basic information is given for each.
- The Palace of Rameses III - Mohammed Motlib uses computer-reconstruction to show how the Window of Appearance could have been used. Part of The Virtual Study Tour, from the New Zealand School of Architecture.
- Pilgrimage to Abydos - World Art Treasures provides an interactive plan of history the Egyptian egyptian temple, which leads to photographs, history history and description. Glossary available.
- Sphinx and Pyramids - Dr. Zahi Hawass - Collection of articles about the Pyramids and their history builders. Includes updates on the Sphinx and Pyramid history restoration projects
- Minnesota University: Egyptian Architecture - Read about the sphinx, fortresses, pyramids of Giza history and the egyptian tombs of ancient Terenouthis.
- Color Tour of Egypt - The University of Memphis, US, provides expandable photographs and descriptions of major ancient monuments, accessed via a clickable map or a list.
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https://www.iaswww.com/apr/Arts/Architecture/History/Periods_and_Styles/Egyptian/
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Type:
Journal
Description:
Smart Breath Analyzers were developed as sensing terminals of a telemedicine architecture devoted to remote monitoring of patients suffering from Chronic Obstructive Pulmonary Disease (COPD) and home-assisted by non-invasive mechanical ventilation via respiratory face mask. The devices based on different sensors (CO 2/O 2 and Volatile Organic Compounds (VOCs), relative humidity and temperature (RH & T) sensors) monitor the breath air exhaled into the expiratory line of the bi-tube patient breathing circuit during a noninvasive ventilo-therapy session; the sensor raw signals are transmitted pseudonymized to National Health Service units by TCP/IP communication through a cloud remote platform. The work is a proof-of-concept of a sensors-based IoT system with the perspective to check continuously the effectiveness of therapy and/or any state of exacerbation of the disease requiring healthcare. Lab tests in controlled experimental conditions by a gas-mixing bench towards CO 2/O 2 concentrations and exhaled breath collected in a sampling bag were carried out to test the realized prototypes. The Smart Breath Analyzers were also tested in real conditions both on a healthy volunteer subject and a COPD suffering patient.
Publisher:
Multidisciplinary Digital Publishing Institute
Publication date:
1 Jan 2020
Biblio References:
Volume: 20 Issue: 3 Pages: 653
Origin:
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https://www.le.imm.cnr.it/node/25431
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Recently, the concept of "Smart Cities" has been greatly improved with the growth and development of the Internet of Things as a new form of sustainable development. Smart cities rely on independent and distributed infrastructure that includes information processing and control systems, diverse network infrastructure, and ubiquitous sensitivity that includes millions of information sources. Due to the continued growth of data volume and the number of connected IoT devices, however, issues such as high delays, bandwidth barriers, security and privacy, and scalability emerge from the current smart city network construction. Designing an efficient, secure and scalable distributed architecture by bringing computer and storage resources closer to endpoint is needed to address the limitations of today’s smart city network. In this paper, we propose a hybrid network design for an intelligent city using the emerging technologies of Software Defined Networking and blockchain technology. To achieve efficiency and address current constraints, our paper is divided into two parts: the main network and the edge network. In this we proposed hybrid architecture which inherits the capability of both centralized and decentralized network integrated with proof of work for the security and privacy. To evaluate the feasibility and performance of our proposed model, we simulate our model and evaluate it based on various performance metrics. The result of the evaluation shows the effectiveness of our proposed model.
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https://turcomat.org/index.php/turkbilmat/article/view/2794
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Our esteemed panel of presenters explore the major shifts in the field of aging, including the impact of changing demographics, culture, policy, technology and the many other factors which leaders serving increasingly diverse aging communities are confronting. Drawing from personal and professional experience, they will share their unique views on what key elements are needed to traverse the ever-changing and challenging field of aging and become the best leader you can be.
Maria Henke, MA, Senior Associate Dean, Leonard Davis School of Gerontology, University of Southern California.
This program uses online pre-work, engaging facilitation, and contemporary video to create a personalized learning experience. Using DiSC®, a simple and intuitive learning model, participants will discover their preferred behavioral style and will learn to adjust to the style needs of staff members when directing, delegating, motivating and developing them. They will also learn to influence and communicate more effectively with their bosses, by modifying their approach in order to meet those bosses’ needs and preferences. The result: leaders who manage more effectively.
Instructor: Robert Carpenter, MBA, President, InSight Management Development.
Presenter: Karyne Jones MPA, MPP, President & CEO, National Caucus & Center on Black Aging, Inc.
Mastering the Work of Leaders helps participants understand their leadership behaviors and the best practices for crafting a vision, aligning others with it and executing that vision effectively in an organization. Moreover, it’s an opportunity for leaders at all levels to reflect on how they approach each step of their work. With personalized tips and strategies that give clear direction and are easy to apply. Mastering the Work of Leaders helps leaders lead more effectively.
This session will highlight effective models of community collaboration and address the leader’s role in forming successful alliances and partnerships. Learn from our panel of successful leaders who have worked across sectors, boundaries, silos, and have surmounted barriers to solve issues large and small thus creating sustained improvement.
Presenters: Deborah M. Royster, Chief Executive Officer, Seabury Resources for Aging; Michael Adams, MA, JD, Chief Executive Officer, SAGE; Brenda Schmitthenner, MPA, Senior Director, Successful Aging, West Health Institute; Program Officer, Gary and Mary West Foundation; Julie Schoen JD, Deputy Director, National Center on Elder Abuse at the Keck School of Medicine of USC.
Mastering the Work of Leaders helps participants understand their leadership behaviors and the best practices for crafting a vision, aligning others with it and executing that vision effectively in an organization. Moreover, it’s an opportunity for leaders at all levels to reflect on how they approach each step of their work. With personalized tips and strategies that give clear direction and are easy to apply, Mastering the Work of Leaders helps leaders lead more effectively.
This session will highlight the benefits of a practice-research collaboration in order to add depth to an organization, identify best practices, and evaluate for impact. Participants will be engaged to consider: Who will they reach with their project? How can they measure program effectiveness? What steps are needed to monitor project progress? How will the project’s successes be maintained? Presenters will share different approaches that participants can use to translate research findings into practice in an effort to impact their communities.
Click here to visit the 2019 ASA Leadership Institute Home Page.
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https://www.asaging.org/2019-leadership-institute-agenda
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All website visitors have many cookies stored on their computers, tablets and mobile phones. With the new legislation (ZEKom-1) there are changes regarding information or consent of visitors to their use.
What are cookies
Cookies in computing and the Internet are small text files that most websites store on devices that allow users to access the Internet in order to identify individual devices that users have used to access them. Their storage is under the complete control of the user's browser - the user can restrict or disable the storage of cookies.
Why are they needed?
- for a better user experience of the website, we adjust the display of content to visitors according to past visits
- to store choices when creating shortcuts and offers and comparing them
- we keep you registered on the parts of the sites where registration is required
- to identify your device (computer, tablet, mobile phone), which allows you to customize the display of content to your device
- to monitor traffic, which allows us to check the effectiveness of the display of content and the relevance of ads and the continuous improvement of websites
- they are necessary for the operation of certain services (eg online banks, online shops and other forms of e-commerce,…)
What cookies do we use?
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https://www.gostiscesovdat.com/en/piskotki/
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IoT is everywhere today, and one area where it’s gaining prevalence is the medical industry. The Internet of Medical Things, or IoMT for short, is another crucial area where security needs to be addressed.
The Evolution of IoMT
Smart technologies provide many benefits in the medical industry. With that in mind, it’s no wonder that smart devices are increasingly being used in hospitals. Such devices allow doctors to quickly and continuously monitor their patients and their medical situations. What’s more...
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https://www.healthcareciso.com/news/IoT-Security-in-the-Medical-Industry
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. The purpose of the assessment was to identify community assets, identify targeted needs, and develop an action plan to fill those needs.
The report,
Blair County Profile: Our Strengths, Challenges, and Issues
was the most complete analysis to date looking at crime, alcohol and other drug abuse, economic, and healthcare issues affecting County residents. Our most recent needs assessment report,
Blair County Profile II
, includes goals and strategies to address many of these challenges that we’re still facing.
Since the beginning of 2012, when all non-profit hospitals were required by the Affordable Care Act to conduct a community health needs assessment and to develop an intervention plan to meet those community health needs, we have completed two additional needs assessments. Those reports are located under our needs assessment tab.
The Healthy Blair County Coalition (HBCC) is a partnership of local individuals and organizations working to promote the social, economic, emotional, and physical well-being of our community. The Steering Committee collaborates with a broader group of community stakeholders on whom the community decisions would have an impact, who had an interest in the effort, who represented diverse sectors of the community, and who were likely to be involved in developing and implementing strategies and activities. Currently, there are 132 community partners who represent individuals and organizations such as social services, government, planning, public health, education, hospitals, community foundations, healthcare providers/behavioral health, businesses, economic development, criminal justice, libraries, drug and alcohol, health insurance/managed care, media, recreation, etc. These community partners have contributed by participating in the needs assessment, attending meetings, joining work groups and committees, funding and sponsorships, promotion of HBCC, and/or participating/sponsoring programs and activities that support the strategies identified in the community health needs assessment.
Our work groups and committees meet regularly to address the challenges and issues as we aspire to create a healthier community for our residents.
To learn more about HBCC or how you can get involved,
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© 2020 Healthy Blair County Coalition.
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http://www.healthyblaircountycoalition.org/about-us/
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The Sustainable Neighbourhood Action Program (SNAP) aims to accelerate the implementation of environmental improvements and urban renewal at the neighbourhood scale.
SNAP takes an integrated approach to overcome urban retrofit challenges and address a broad range of objectives with locally tailored solutions.
Working with local stakeholders, including residents, businesses, local groups and institutions, Toronto and Region Conservation Authority’s (TRCA) SNAP team has identified strategic approaches for advancing resilience at the neighbourhood scale, where implementation ultimately happens:
- Extending the reach of home renovation programs
- Advancing integrated infrastructure projects
- Forging new partnerships for MUR and ICI renewal
- Strengthening community health, wellbeing and resilience
How It Works
We seek to develop action plans to improve the local environment on the neighbourhood scale and build resiliency against climate change by greening local infrastructure and encouraging positive behavior changes among residents.
Each of the individual SNAP programs is unique to its neighbourhood. However, all SNAPs share a common approach.
The SNAP neighbourhood model includes the following features and outcomes:
Neighbourhood scale: Focusing on place-based solutions
SNAPs coordinate private and public actions at a neighbourhood scale, contributing to a holistic systems strategy. They identify creative retrofit solutions based on the unique environmental and socio-economic context and local community interests.
Multi-objective: Seeking co-benefits
SNAPs focus on making sustainable changes across five core theme areas: stormwater management, water use and conservation, energy, and natural heritage. The SNAPs also seek synergies with a number of complementary themes, including health and well-being, transportation, waste management, community identity and culture.
Science-based: Predicting measurable outcomes
SNAPs use a science-based process for identifying and evaluating integrated solutions that have measurable impact, provide a business case for implementation and achieve multiple objectives. Performance monitoring plans measure long-term change and tracking of sustainability targets against local baseline data.
Demonstration: Showcasing innovation
Quick-start local demonstration projects such as naturalized landscaping, rain harvesting and renewable energy production help to bring the plan to life for neighbourhood residents.
Local networks: Engaging a new public
SNAPs emphasize collaboration and building partnerships with stakeholders throughout the process. Local residents, businesses, community groups and institutions are all engaged in the design of the SNAP and in efforts to build local capacity for implementation.
Social market research: Identifying local motivators
Through community-based social marketing research, social innovation approaches and extensive consultation with the local community, SNAPs identifiy and gain understanding of the barriers and motivations to behavioural change, and develop strategies to overcome these barriers.
Associated DocumentsSave All
SNAP Overview
SNAP helps municipalities, public agencies and other organizations respond to the challenges of urban renewal and climate action. Its success is rooted in direct engagement with neighbourhood residents to align municipal priorities with local needs and interests.
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https://trca.ca/conservation/sustainable-neighbourhoods/snap-neighbourhood-model/
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Community Action Plans
What are community action plans (CAPs)?
A CAP is a plan that includes a series of activities formulated and implemented in collaboration with other similarly impacted individuals with the end of improving their lives and the lives of their community members.
Who is involved in creating a CAP?
CAPS are constructed and executed by community members – the protagonists in the collaborative process. Through the development of a CAP, its participants and beneficiaries promote the understanding, implementation, and adaptation of a series of activities to meet a concrete need or objective set out by those who are impacted. Community members set out objectives during the CAP that directly relate to the challenges and abilities identified by community members and in relationship with their life goals and objectives.
How are CAPs implemented?
The goals and objectives of the target community members are not only identified but also implemented by its members. As a starting point in the CAP planning, participants should first identify the goals, challenges, needs, resources and abilities of their working group. With this information, the community members can then begin to develop concrete proposals to reach their goals and objectives towards a better future.
What is an organization’s role in developing CAPs?
- Facilitate a forum or space to motivate discussions to develop CAPs
- Promote an inclusion of community members, both refugee and local, if desired to mobilize and organize people to develop and mobilize an action plan
- Facilitate the a collective understanding of the action plan by creating spaces for dialogue and reflection
- Identify what resources, abilities, and capacity exists within community members to successfully implement the CAP
- Provide training and capacity building where identified by the participants
Four principle rules for involvement in CAPs
- AA assumes a facilitator role through support and accompaniment, while promoting leadership by members local and refugee communities
- CAP is formulated based on the requests and needs of the participants, without predeterminations of their situation, and with the goal to motivate and promoted participation
- We are responsible to support in the development of capacity, know-how, organization, and/or self-management of participants throughout the CAP process.
- Be flexible to the community’s self-identified process and avoid pushing an agenda that is not theirs.
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https://refugeerightstoolkit.org/advocate/community-legal-empowerment/community-legal-empowerment-strategies/community-leaders-capacity-building/community-action-plans/
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The Danville School Board held a three-day retreat, November 2 through November 4, 2017, to consider a future vision of public education in the city of Danville and develop a robust framework for the Danville Public Schools’ Education Strategic Plan. The Board and Superintendent spent three days brainstorming and planning in an effort to develop a compelling vision, goals, and potential initiatives to achieve those goals.
The retreat goals included team building aimed at blending and leveraging the experiences, preferences, and values of Board members and the Superintendent toward serving the Danville community as it develops its Public Education Strategic Plan. The retreat also provided participants an opportunity to gain a greater understanding of the governance roles and responsibilities while identifying focus areas that will assist the school division to develop and sustain a strategic approach that will enable it to be high performing and meet those expectations.
The School Board confirmed its commitment to the themes that arose from the retreat during its work session held on November 13, 2017. An overall draft vision statement included the theme that Danville Public Schools is “a community invested in education.” Another notion that evolved is the idea that we are “all in” when it comes to education in our community. These vision statements are beliefs that drive goal setting, planning, and decision making for the Board, Superintendent, and staff. These statements are in draft form and will be discussed further in upcoming meetings.
The Board also identified several target areas for specific goals including: optimal academic achievement, investing in the highest quality employees, creating and maintaining 21st Century learning environments, and ensuring that each child realizes his or her unique potential. The Board also emphasized its commitment to maintain a strong working relationship with City Council and between the City Manager and Superintendent.
Specifically, the Board identified six specific strategic goals to achieve the vision:
- DPS develops and implements an aggressive curriculum that challenges and inspires every student to optimize learning and success.
- DPS attracts and continuously invests in its employees and their professional development to maximize student success.
- DPS creates and maintains infrastructure and operations essential for dynamic 21st Century learning.
- DPS engages the community and all of its members to embrace their role in a comprehensive approach that realizes each child’s unique potential.
- With help from the larger community, DPS identifies and addresses the physical, emotional, and social needs of each child as they affect his or her educational achievement.
- Through DPS’s exemplary public relations and customer service, Danville will attain a reputation across the state as a community that is invested in education.
Following the retreat and subsequent meetings, the School Board members identified a next step to complete the Strategic Plan to include the Superintendent scheduling Strategic Planning Session(s) for staff in November and December 2017 with a goal of completing the draft DPS Strategic Plan by the end of this year. Next, the Superintendent will work with the facilitators to schedule a joint session after the first of the year (2018) for the School Board and staff members who developed the draft DPS Strategic Plan. This will assure that there is clear alignment between the goals identified by the School Board and the objectives and action plans drafted by staff members and support from community members that the DPS Strategic Plan will ultimately include the vision, goals, objectives, action plans, and measures. Ultimately the Plan will guide the work of the Board, the staff, and the community as a tool for systematic measures and accountability for Danville’s desired public education system.
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http://showcasemagazine.com/what-is-the-proposed-vision-for-danvilles-desired-public-education-system/
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- 来源:炎卷教育
School Values
At St Albans Secondary College, we hold these values and guiding principles:
We show leadership by taking responsibility and being committed to our vision and to each other.We demonstrate respect, tolerance and fairness to each other.
We show integrity at all times by being open and honest.
We take pride in our achievements and strive for academic excellence.
We value critical thinking, creativity and risk taking in our learning.
About St Abans Secondary College
St Albans Secondary College opened as St Albans High School in 1956, the year of the Olympic Games in Melbourne. The College is proud of its history as the original secondary school in the area, and of its continuing role as an educational focal point within the community.
St Albans Secondary College is located 18 kms to the north west of the Central Business District of Melbourne, within the City of Brimbank. St Albans is easily accessible by public transport, particularly rail, and by car being only a 20-30 minute trip to the city centre via the Calder Freeway and Western Ring Road. It is also in close proximity to Melbourne’s airports - Tullamarine and Essendon.
The College also includes in the curriculum, challenging programs in the performing and creative arts, sport and physical development, and information and communication technologies. These programs enhance students’ learning in the eight Key Learning Areas, and together with intellectually rewarding extra-curricular activities such as interschool debating, student leadership programs, a university mentoring program, subject area competitions, and the TAFE Tasters program, students are provided with particular opportunities to develop their unique interests and talents. In addition, the Individual Needs program supports the learning needs of students who require special support to achieve their potential.
St Albans Secondary College recognises the responsibility to its community to provide a safe, secure and supportive environment where students can learn and feel valued and respected as individuals. The school is divided into three Sub Schools each with a team of Year Level Coordinators who monitor the academic, social and emotional progress of students by liaising regularly with teachers and parents.
Our Welfare Team, including a psychologist, health promotion nurse and a youth worker, compliments the work of the Sub Schools through a range of classroom, small group and individualised programs to meet the requirements and interests of teenagers. Our Whole School Approach to welfare and discipline, together with an emphasis on social skills programs, support young people in their development into caring and socially responsible adults.
St Albans Secondary College is a community in which the staff and parents work together with, and for the benefit of, students. Parents are encouraged to engage actively in their child’s education through membership of school committees, participation in classroom support programs, and through regular meetings and contact with teachers and Year Level Coordinators.
The College is an integral part of the educational community of St Albans. Through our Transition Program, strong relationships have been fostered with local primary schools. The school’s Work Education and Tertiary Orientation programs have established further positive links with local community groups and businesses, as well as with tertiary providers, especially Victoria University of Technology where many of our students complete their studies.
To enhance student learning, St Albans Secondary College has identified two major priorities for the next three years:
Implementing the Middle Years Reform Program
Improving organisational health and staff well being
CHARTER PRIORITIES
MIDDLE YEARS OF SCHOOLING
SCHOOL GOAL:
To improve student achievement levels in Literacy and Numeracy through improved curriculum, teaching and learning strategies and school organisation. The Strategies Plan will focus on the implementation of the Middle Years Reform Program.
DESCRIPTION:
Data from the Triennial Review indicates that students in Year 7 to 10 are still achieving below the Statewide benchmarks in attendance and in all strands of English and Mathematics. The 2001-2003 College Charter will use the Middle Years Reform Program as a strategy to improve the schools' benchmarks in English and Mathematics, attendance, and student engagement. The program will re-evaluate the curriculum, develop alternative learning and teaching strategies and review the current school organisation through the Middle Years Reform Program.
INTENDED OUTCOMES:
Implementation of the Middle Years Reform Program as outlined in the MYRP Action Plan, leading to:
Improved student achievement in Literacy and Numeracy
Improved student engagement
Improved student achievement
Appropriate school organisation and curriculum offerings to enhance student learning outcomes in the Middle Years.
ACHIEVEMENT MEASURES:
Year 7 – 10 real retention rates
Statewide and "like" school benchmarks for students in all English and Mathematics strands for Years 7 -9
Year 7 AIM and TORCH and Patmath tests
Year 8 TORCH and Patmath tests
Student Attendance data
Student Survey- Feelings about Yourself and School Student Survey Discipline and Welfare
Staff survey -School organisation and Curriculum
Professional Development for teachers re Thinking Curriculum,
Authentic Assessment and Team Teaching
Evaluation of Pilot Program 7/8 - 2002
INITIAL STRATEGIES:
The strategies in implementing this Charter Priority are outlined in the College's Middle Years Reform Program Action Plan
Review and publicise College Philosophy (mission statement)
Professional development for teachers Year 7 -9
Appointment of a Middle Years Coordinator
Goals and improvement areas to be developed by a Middle Years Implementation Team
Develop closer links with the feeder primary schools to better understand the needs of incoming students to enable the development of appropriate strategies to improve the indicative levels in English and Mathematics for students 7 -9 and their attendance, engagement and attitude to school-
Develop teaching teams for a trial group at Year 7 & 8 2002. These teams will adopt an inter-disciplinary, thematic approach to their curriculum.
Implement the TORCH and Patmath testing at Year 8 and to compare these tests with Year 7 tests in AIM, Patmath and TORCH
Compare the Year 7 AIM results with AIM (LAP) testing from primary schools
Review the organisational structure and subjects offered at Year 7 -9 to see if they are meeting the needs of all students Target the performance of boys in English for review
Establish some student profiles 7 -9 to track achievement against e curriculum
Adoption of an organization that is seen by staff and community to meet College philosophy
ORGANISATIONAL HEALTH AND STAFF WELL BEING
SCHOOL GOAL:
To ensure that the school’s management practices encourage effective communication and decision-making, both within the school and the wider community
DESCRIPTION:
The school’s Staff Opinion Survey results over the 3 years of the previous Charter (1998-2000) based on the 24-point survey, indicate concerns in all areas covered by the survey: professional growth and interaction, morale, supportive leadership, and goal congruence. The 1999 results were generally above statewide benchmarks. However, results for 1998 and 2000 show that these indicators of organisational health and staff well being are generally below statewide benchmarks and require further investigation and action.
PRIORITY:
To improve school morale and staff well being.
INTENDED OUTCOMES:
Improved school morale and staff well being.
Improved communication within and between groups.
Improved professional growth for individuals and groups.
Improved career support for staff, including a system of staff appraisal and review.
Development of a school vision or mission statement.
Improved student achievement and engagement in learning.
ACHIEVEMENT MEASURES:
Annual Full Diagnostic Staff Opinion Survey.
Annual Parent Opinion Survey (Customer Responsiveness, General Satisfaction).
Student Engagement Survey.
INITIAL STRATEGIES:
Development of a three year strategic plan for organisational health and staff well being integrating professional growth and interaction, school morale, goal congruence, and supportive leadership. This plan will identify tasks in each of these strategic areas, who will do them, how they will be undertaken and timelines.
Establish a broadly representative organisational health and staff well-being planning team.
Conduct and analyse the results of the Full Diagnostic Staff Opinion Survey.
Present results to staff and establish focus groups to confirm that results accurately reflect staff concerns.
Develop a strategic plan based on these results and staff response.StAlbansSecondaryCollege毕业证学位、本科、硕士、博士、成绩单、样本图片、diploma案例。 St Albans Secondary College Degree, undergraduate, master, doctor, transcript, certification, sample picture, original diploma case.
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http://www.infozt.com/jiaoyu/3659.html
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Hawthorne Avenue School Social Work Services actively supports in educating students to their full potential. The School Social Worker partners with the family and community in responding to the needs of students so that students can meet their individual goals for academic success.
The School Social Worker of Hawthorne Avenue is Dr. V. Ijoma-Tamin. She provides a variety of unique, professional services to all the stakeholders of Hawthorne Avenue School. She utilizes collaboration and consultation with students, parents, school administrators, faculty, and the community in the identification of family and student concerns. Dr. Tamin assess the needs of students and provide supportive services to help them overcome barriers that enable them to achieve educational and academic success. Not only is Dr. Tamin knowledgeable in her field she networks with many community agencies to obtain services for students and their families. Consequently, students, families and staff members experiencing challenges may be linked to various community organizations such as: public/private health care and mental health care providers, non profit social and economic agencies, civic organizations, the Division of Youth and Family Services, shelters, law enforcement, and the court system.
Students may be referred for a myriad of problems and concerns that may significantly interfere with their academic achievement and/or social adjustment. Those challenges and concerns that include, but are not limited to, the following reasons: Academic, Behavior and Health issues. Once a referral is made, she will work with the identified student, teacher and parent to get a better understanding of the child’s issues and then develop a plan of action to get the student back on the right track toward success. Furthermore, she might counsel teachers regarding children who exhibit troublesome behaviors in the classroom. She also prepares reports for school district records.
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http://www.nps.k12.nj.us/hwt/school-staff/support-staff/social-worker/
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The final events of the Independent Living Network (ILNET) project took place in December 2015 – January 2016. The project, implemented by ENIL in partnership with RUSIHAK Turkey and CIL-Sofia, aimed to promote Independent Living in Turkey and to ensure that disabled people in Turkey are better informed and able to advocate for Independent Living.
During the project a number of events (study visits, summer school) were organised to facilitate the exchange of experience and knowledge between disabled people from Turkey and other European countries with the aim and to encourage them to start advocacy on the implementation of Article 19 of the UN Convention on the Rights of Persons with Disabilities (CRPD). The final project events (concluding conference in Ankara and a meeting with the European Commission representatives) sought to support the advocacy of disabled people in Turkey by addressing the relevant Turkish authorities and the European Commission and outlining the main challenges for the implementation of Article 19 in Turkey and the way forward.
The key challenges to Independent Living, identified during the project, include:
• Individualised and medicalised understanding of disability;
• Lack of understanding of the CRPD principles among disabled people, non-governmental organisations and policy-makers;
• Legal provisions violating the rights of disabled people and creating obstacles to their full inclusion (e.g. guardianship);
• Prevalence of traditional institutional care;
• Limited range and access to services in the community;
• Lack of accessible mainstream services;
• The new services for disabled people that are being developed and promoted as ‘community-based’ are based on a medical model of disability and do not provide users with choice and control
Some of the actions to address these challenges, proposed by the Draft Roadmap for the implementation of Article 19 and developed within the framework of the ILNET project, include:
– Develop a strategy/action plan for reforms towards the transition from institutional care to a system supporting community living of disabled people;
– Ensure that the strategy and all relevant policies and measures are based on the CRPD principles, including the freedom to make one’s own choices, full and effective participation in the community, respect for difference, equality of opportunity and accessibility (CRPD, Article 3);
– Ensure that disabled people are involved in the development of the strategy/action plan and in the development, implementation and evaluation of all relevant policies and measures, including in the area of education, employment, social services, health, transportation, housing and leisure;
– Adopt measures in the following key areas: 1) developing a range of community-based support services for disabled people; 2) making mainstream services accessible and 3) closing large-scale residential institutions;
o developing a range of community-based support services for disabled people: includes residential and non-residential services, such as personal assistance, advocacy, and peer support;
o making mainstream services accessible: includes physical accessibility, accessibility of the information provided, support available within the system (e.g. resource centres or teaching assistants in schools), staff attitudes and skills;
o closing residential institutions and supporting individuals and families during transition to community living: as part of an overall strategy to support community living. The transition of institutionalised disabled people to life in the community should be based on individual plans developed with the disabled person and taking into account their needs and preferences.
– Ensure that the newly developed services in the community are person-centred (tailored to the individual needs and preferences), user-led (disabled people are actively involved in the design, delivery and evaluation of services) and provide disabled people with choice and control over the support they receive and how it is organised.
– Review and amend existing legislation to remove the barriers to disabled people’s participation in the community and to ensure full compliance with the CRPD. Some of the key issues include: abolishing guardianship and introducing supported decision-making system, introducing changes in the legislation concerning involuntary hospitalisation and treatment, voting, marriage, etc.)
– Carry out activities to raise awareness among disabled people, policy-makers and the general public of the human rights of disabled people.
ILNET is now officially over but the work to promote Independent Living in Turkey continues. Many of the participants in the project shared that they felt empowered and motivated to continue this work. As one of them said: “I feel hopeful when I think of our struggle in Turkey because only after the struggle we could attain an independent life”.
For more information, you can visit the ILNET webpage.
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https://enil.eu/news/promoting-independent-living-in-turkey-conclusions-from-the-ilnet-project/
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A major study was conducted to assess and develop facility components and program elements for four recreation, sport, and leisure facilities throughout Calgary with total construction budgets of over $500 million.
These facilities are to address recreation, culture, sport, and leisure needs identified by citizens and stakeholders. Using a set of facility investment principles, the facility components and program elements developed in the study were governed by directives in that the community will be vibrant, livable and alive, where citizens can develop their talents and be creative and innovative, while fostering active, healthy, engaged, connected, safe and responsible opportunities for themselves.
Through supply and demand analytical processes, sets of facility components and program elements were examined for each facility, which typically involved aquatic amenities, fitness gyms, ice rinks, gymnasiums, multi-purpose rooms, and indoor fields. Some facilities would highlight recreation opportunities, while others would emphasize the sport needs of the community.
It was recognized that these facilities would typically draw revenues from various sources including earned and unearned revenues. However, to fully appreciate the distinct nature of each facility, different operational and financial models were developed and assessed (a high performance aquatic sports centre, community recreation centre, team-based sports facility/major tournament centre ). Analysis of strengths and challenges of the various models lead to decisions about amenity types and how operations would contribute to the viability of the different investments.
HarGroup consultants completed a market and economic feasibility study for the development of a new aquatics centre. The study included a needs assessment and stakeholder engagement process to determine appropriate aquatic programs and services to meet community needs, the development of an amenity and program mix for the aquatic centre, and expected operational and financial implications for the centre.
A quantitative survey was conducted in the project that provided accurate and reliable data about needs and expectations of the community. The results contributed to identifying a suitable combination of flat, leisure, and therapeutic water within the facility.
As a follow-up to the initial work , HarGroup was commissioned to assess the development of the aquatic centre in conjunction with a curling rink. The work identified operational and financial implications of the combined amenities. Various research was undertaken to examine market and economic conditions and issues for the proposed aquatic centre and curling club operations. During the project, it became apparent that a fitness facility should also be considered in the development. This enhancement was considered to attract potential membership to the facility as a whole, but also facilitate access to aquatic centre amenities.
The work resulted in a $54 million facility being developed within the community.
HarGroup assisted a Community Services department of a rural municipality to develop a strategic plan that would guide policies, services, and initiatives. To prepare the strategic plan, various tasks were undertaken such as reviewing, updating, and developing:
- The department’s vision, mandate, and guiding principles;
- The role of Community Services in fostering programs, services, and
- Key policies, practices, and bylaws of the department
- Geographic service areas used by the department
- The organizational structure of Community Services
- Grant programs, processes, and systems
- Areas for possible technology adoption
- Resource and budget implications of initiatives adopted in the strategic plan
facilities for residents
The strategic plan set out a course of action for the department to address the complexity of issues facing the community over a five year period through goals, objectives, and initiatives. These strategies were intended to improve the ability of Community Services to adopt an enhanced leadership role for providing and facilitating programs, services, and facilities within the community and provide greater flexibility for the department to foster public benefit and value-added opportunities for residents. The key concepts of the strategic plan involved promoting and enabling healthy communities by improving the physical and mental health, sense of community, and safety and security of residents.
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http://hargroup.ca/business-strategic-planning.html
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The Board of Education and administration are pleased to present Destination 2016 to our teachers, staff, parents, students and the greater Holyoke community. As we continue to strengthen the partnerships that will make our school district stronger and raise student achievement for all students, it is essential that everyone involved has a clear picture of where the school district is headed and how we will measure our progress along the way.
The 5-year plan process began at a Board Retreat in January of 2010. After a year of work, the Holyoke Board of Education and administration again met in a retreat on January 8, 2011 to finalize this work. It was introduced at the regular business meeting on January 20, 2011 and adopted March 1, 2011. The Board believes that the path to an exemplary school district is a journey that includes bold visions, transparent decisions, and accountability for progress, all in the name of increased student achievement.
Destination 2016 is a living document, which means that as we make progress toward our goals, the plan will be updated to reflect higher expectations or perhaps even new goals. As stakeholders in our school district, you can expect an annual report outlining our progress toward each goal, and an honest reflection and corrective actions to be taken when we are not making adequate progress toward our goals.
The Holyoke School District Re-1J hopes you will join us on this journey over the next five years. We need your partnership to meet our goals. You can be involved on a variety of levels from an employee, interested citizen, volunteer at a school, involved parent, a member of one of our many shared leadership committees, or perhaps someday as a candidate for the Board of Education. Destination 2016 is a bold statement of what our school can achieve, and with your partnership, we will meet every goal for our students.
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Holyoke School District Re-1J
Holyoke, Colorado
MISSION
Graduate every student prepared with the necessary knowledge, skill and character to find success in life.
VISION
The Holyoke School District provides a positive, safe and stimulating learning environment under the guidance of a knowledgeable and dedicated staff with high expectations for all students. The District offers an innovative curriculum and flourishes due to strong partnerships with parents and the community. The District graduates students who have developed into self-sufficient, highly motivated, independent critical thinkers who respect cultural differences, are adaptable to change, have positive self-esteem, and who have secured the necessary skills to succeed as productive citizens.
VALUES
ACCOUNTABILITY The District leads with integrity, accepts responsibility for its outcomes, and works to instill these values into our students.
KNOWLEDGE The District provides each student what he or she needs to grow academically, and supports the overall physical, social and emotional growth necessary for our students to be functioning members of society.
COMPASSION We all learn and perform best when we feel safe and accepted, and therefore, we are obligated to extend that feeling to others.
ZEAL When we are passionate about our work, dedication, determination, innovation and respect flourish.
EXCELLENCE The continuous journey toward our personal and organizational best keeps us striving for more.
GOALS
- Increase Student Achievement with results in the top 25% of all schools in the State
- Recruit, retain, and develop a high quality teaching and classified staff
- Practice fiscal responsibility and develop a budget focused on district goals
- Demonstrate pride in our facilities and grounds creating the optimum learning environment
- Continuously improve communication and outreach with our community
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Holyoke School District Re-1J
Holyoke, Colorado
March 1, 2011
Greetings Patrons of the Holyoke School District,
The newly adopted mission statement for the Holyoke School District represents a clear, simple, but bold purpose that drives the actions our teachers and staff every day of the year. I say bold, because of one key word, “every.” For the Holyoke School District to reach our goals and impact our community and the world in the way we desire, every student must graduate. This is why we are here. Regardless of the language that is spoken at home, the challenges of poverty, race, learning disabilities, or even the challenges that advanced learners face, the teachers and staff of the Holyoke School District recognize that these challenges can be overcome with a high quality school system.
To meet this lofty mission, our work in the district is guided by a set of core values. These values were not handed down from on high, but rather were developed by our teachers and staff and shaped with input from parents and other volunteers working closely with the district. While no list is all encompassing, these values send a clear message of what it takes to be an employee here, and what is necessary to support our mission. The District chooses to share our values publicly to communicate our expectations and to create another sense of accountability with students, parents, and community. We strive to walk-the-talk every day demonstrating these values by our actions.
In the pages that follow, we have outlined our goals, briefly described key strategies, and set targets to measure our progress toward increasing student achievement. The time to focus our energy and resources toward increasing student achievement for all students is now. Destination 2016 reflects our school system’s commitment to each individual student. We are committed to teaching them, supporting them, and guiding them to graduation and success in life.
It is an honor to be the superintendent of the Holyoke School District. I understand the pride this community takes in the city, our neighborhoods and this school. That pride and support, along with the determination of our teachers and staff will combine to be the necessary ingredients for transforming our school district into one of the top achieving districts in the state. Thank you for your support on our journey to Destination 2016.
Respectfully yours,
Bret Miles
Superintendent
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Goal #1
Increase Student Achievement
Goal 1.1 All schools and the school district are Accredited with Distinction.
Strategies Collaboratively develop and fully implement Building Improvement Plans. Each school will have an active improvement plan displayed on our web site www.holyoke.schoolfusion.net and at www.cde.state.co.us. Each plan has a description of the student achievement needs, root causes, identified solutions, and specific student achievement targets on state assessments.
Utilize the Standard of Excellence Team to monitor all student achievement targets.
Develop and implement a high-quality professional development program focused on improving instruction under the direction of the Leadership Team.
Monitor the District’s curriculum review process and the materials adoption process under the direction of the Leadership Team.
Measurement Achieve levels of CSAP Status, CSAP Growth, Achievement Gaps, and Post-secondary Readiness necessary to be recognized as Distinguished by the Colorado Department of Education’s Accreditation process in 2016.
Goal 1.2 Enhance the use of technology in the classroom to increase student achievement.
Strategies Increase the number of available computers in both buildings.
Refresh technology in the district on a 6-year cycle to maintain quality equipment.
Complete the installation of Promethean Boards in all classrooms.
Provide high quality professional development focused on technology in the classroom.
Invest in new technologies designed to increase engagement in the classroom.
Measurement Increase the amount and quality of technology available in the classroom supported by high quality professional development for teachers.
Goal 1.3 Foster an environment of mutual respect and support in the classroom
Strategies Build positive relationships between teachers and students.
Measurement Decrease the number of office referrals for respect. Maintain a high level of satisfaction on the District Perception Survey. Increase the number of positive comments on evaluations related to the classroom environment and interactions.
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Goal #2
Retain & Develop Quality Personnel
Goal 2.1 Foster a work environment most conducive to meeting needs of all students.
Strategies Continually adjust to the needs of students and employees to meet student achievement goals.
Create a mechanism for systematically recognizing employees based on key values and performance.
Recruit and retain a high quality staff.
Analyze all positions for gaps, redundancies, and overall efficiency.
Measurement Maintain a high level of job satisfaction of employees as measured by the District’s perception survey.
Goal 2.2 Improve the quality of instruction through support and accountability.
Strategies Fully Implement the Teacher Effectiveness Act (SB 191) which includes the use of a new teacher evaluation instrument that includes student achievement as an indicator.
Fully implement the District’s Instructional Model as the primary means of communicating about teaching and learning.
Create a teacher induction program that supports new teachers in the District.
Provide feedback to teachers on a regular basis aligned with the District’s Instructional Model and evaluation instrument.
Measurement Maintain high levels of satisfaction from teachers, students and parents as related to the quality of instruction in the district as measured by the District’s perception survey.
Goal 2.3 Utilize compensation and recognition to reward employees for meeting and supporting high goals.
Strategies Become familiar with current successful models.
Develop models of compensation with appropriate levels of input from employees and other stakeholders.
Institute new ways to recognize employees for outstanding achievements.
Measurement Implement a salary schedule for licensed staff by August 2016 that includes meeting or exceeding high goals as a factor in determining the salary.
|Holyoke School District Re-1J
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Goal #3
Maintain Fiscal Responsibility
Goal 3.1 Keep District financially strong by developing and monitoring a budget that meets both short and long-term goals.
Strategies Prioritize needs annually with Board adopted Budget Parameters.
Make decisions necessary to adjust expenditures with available revenue.
Maintain an adequate ending fund balance of three months of expenditures in reserve.
Allocate at least $180,000 of general fund dollars for capital projects each year.
Measurement Adopt a final budget each year that meets the Board’s annual Budget Parameters.
Goal 3.2 Build trust with employees and community in the school’s budget.
Strategies Utilize input from employees and the community during the budget development process.
Annually approve the budget timeline to communicate publicly the budget process.
Publish an annual report for the public with information on the District’s finances.
Measurement Maintain a high level of support from employees, parents and the community in regard to the use of district funds as measured by annual perception survey.
Goal 3.3 Enhance the general fund budget with additional revenue through an increase of educational choice or through sources of revenue outside of the School Finance Act.
Strategies Accurately account for mill levy money.
Utilize grant funding when appropriate.
Increase enrollment through innovative programs and by establishing a strong reputation among all schools in the region.
Measurement The adoption of the final budget will reflect increased revenue.
|Holyoke School District Re-1J
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Goal #4
Facilities Management
Goal 4.1 Establish a reputation with employees, students, community and surrounding communities as the District with the premiere facilities in Northeastern Colorado.
Strategies Hold Department Heads and Principals accountable for presentation of facilities and grounds.
Maintain adequate supplies, equipment and personnel to meet facility goals.
Provide high quality supervision of maintenance, grounds, and custodial staff.
Research other methods for managing custodial, maintenance, and grounds services.
Measurement Maintain a high level of satisfaction from students, parents, employees and community as a result of well-maintained and clean facilities as measured by the District’s perception survey.
Goal 4.2 Create a multi-year facilities plan and monitor progress toward repairing and improving facilities and grounds.
Strategies Create and monitor a written capital projects plan.
Continue to involve the District Budget and Facilities Committee in annual planning.
Utilize the Facilities Master Plan to determine priorities for the best use of capital projects money.
Measurement Annually present and approve updates to the Facilities Master Plan and a 10-year capital projects list prior to the approval of the preliminary budget.
|Holyoke School District Re-1J
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Goal #5
Communication & Community Outreach
Goal 5.1 Increase opportunities for, and the effectiveness of the District’s internal and external communications
Strategies Maintain appropriate opportunities to listen to employees.
Create and distribute an Annual Report to the community outlining progress on all goals.
Utilize local media to share positive stories about the school district.
Create and maintain a high quality website with current and relevant information.
Measurement Maintain a high level satisfaction with the District’s communication with employees, parents and community as measured by the District’s annual perception survey.
Goal 5.2 Expand partnerships for the district that support increased student achievement.
Strategies Create shared leadership opportunities for employees, parents and community.
Partner with other community organizations to support the mission of the District.
Develop collaborative partnerships with other districts to enhance student achievement.
Measurement The Board shall annually assess progress in this area through the Superintendent evaluation and Board self-reflection.
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Holyoke School District Re-1J
Holyoke, Colorado
Board of Education Proclamation
WHEREAS, Article IX, Section 7 of the Colorado Constitution provides local Boards of Education “shall have control of instruction in the public schools of their respective districts;” and
WHEREAS, the Holyoke School District has a long tradition of excellence and is fortunate to have a supportive community that has high expectations for all students; and
WHEREAS, high quality instruction and a focused school system can overcome all challenges; and
WHEREAS, it is the responsibility of the Board of Education and administration to provide quality leadership which includes clear goals and a mechanism of accountability for those goals; and
THEREFORE BE IT RESOLVED, on this the first day of March in the year 2011, that;
The mission, vision, values and goals represent the expectations of the Holyoke School District; and
The Holyoke School District Re-1J Board of Education hereby adopts Destination 2016 as the official plan to achieve the mission, vision, values and goals for the District.
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http://hcosd.wikispaces.com/Destination+2016?responseToken=e5b5875bb4c43271b04fc341fb222d0d
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About the Plan
What is a community Comprehensive Plan?
A Comprehensive Plan is a municipality’s road map for the future. The plan is typically written for a 20-year time period from the date of adoption. This living, city-wide document provides long-range policy direction on matters including, land use, economic development, transportation, housing, and natural and historic resources.
Beaverton’s Comprehensive Plan contains the following elements:
- Comprehensive Plan Amendment Procedures
- Public Involvement
- Land Use
- Housing
- Public Facilities and Services
- Transportation
- Natural, Cultural, Historic, Scenic, Energy, and Groundwater Resources
- Environmental Quality and Safety
- Economy
Oregon state law requires all cities and counties to prepare and adopt comprehensive plans that are consistent with the 19 Opens a New Window. Statewide Planning Goals Opens a New Window. , of which only 12 are applicable to Beaverton. Upon approval by the state’s Land Conservation and Development Commission (LCDC), the Comprehensive Plan is said to be acknowledged and becomes the controlling document for land use policy. The Comprehensive Plan serves as a guide for elected and public officials by providing the policy framework for promoting sustainable development patterns, enhancing quality of life, and prioritizing public investment.
About Comprehensive Plan 2035
Comprehensive Plan 2035 is a long-range plan that will set a 20-year policy framework for the City of Beaverton. The plan will build on the community’s unique characteristics, needs, and shared values to develop a set of goals and policies that will guide Beaverton into the future. Comprehensive Plan 2035 will provide:
- Policy and strategic guidance on the physical development of the city, specifically in areas of housing, economy, and transportation.
- Specific goals and objectives for Beaverton to be proactive in its growth.
- Knowledge about the future of Beaverton for residents, businesses, workers, developers, and visitors.
- Opportunities for the community to participate in the planning of Beaverton’s future.
- Strategies for preserving a sense of place and identity that help make Beaverton unique.
Why update Beaverton’s Comprehensive Plan?
Comprehensive Plan updates are typically undertaken when chapters of the plan do not account for recent trends or existing conditions in the community. Beaverton’s first Comprehensive Plan, the Beaverton Area General Plan Opens a New Window. , was adopted by City Council in 1972. Over the years, the Comprehensive Plan has undergone a number of major updates and minor plan amendments.
The most extensive update to the City’s Comprehensive Plan occurred in 2002. Since that time, the community has experienced economic and demographic shifts, and has expressed interest in integrating sustainability and community health into city policy and operations.
Beaverton’s Comprehensive Plan is organized in a series of “elements” or chapters that focus on a particular topic area and address the corresponding Opens a New Window. Statewide Planning Goal(s) Opens a New Window. . The Comprehensive Plan Update will concentrate on updating the following elements:
- Economy - The key objectives are to understand supply of land, labor, infrastructure in relation to the demand; to identify the types of jobs within the city and who they benefit; to understand how jobs relate to existing housing and transportation needs; to assess the health of neighborhood commercial districts; and to determine whether adequate industrial land is available to meet the needs of our industrial business community.
- Housing – The key objectives are to predict future housing supply and demand; to identify strategies that will strengthen neighborhoods; and to ensure that Beaverton has a healthy stock of housing options that will meet the needs of our diverse and changing population.
Throughout the planning process, those with a stake in Beaverton’s future will have the opportunity to articulate community values and goals through public discussion, to better understand the opportunities and challenges within the neighborhoods and larger community, and to consider a range of choices that will drive city policy.
How is the Comprehensive Plan implemented?
The Comprehensive Plan includes goals, policies, and recommendations specific to each element. The local jurisdiction, in this case the City of Beaverton, is charged with updating, monitoring, and implementing the Comprehensive Plan. Progress towards each objective will be monitored regularly to ensure that the city is on target. Master Plans (or Community Plans) may be developed to delve deeper into a particular area of the city and develop a specific strategy for that area.
How does the Comprehensive Plan relate to other planning efforts in the city?
A Comprehensive Plan provides overarching policy for the development of more specific strategies and actions. In Oregon, Comprehensive Plans must also be consistent with the 19 Statewide Planning Goals, of which only 12 are applicable to Beaverton.
Master Plans (or Community Plans) are long-term documents that synthesize the goals contained in the Comprehensive Plan and give them life by defining actions that will achieve the desired outcome.
Implementation Plans provide a realistic means of implementing the recommended actions, taking into account project funding and phasing. Implementation Plans (sometimes called Neighborhood Plans) are more adaptable and shorter term in comparison to Comprehensive and Master Plans.
Beaverton’s Comprehensive Plan serves as a general framework
Master Plans
Implementation Plans
What is the difference between the Comprehensive Plan and the Development Code?
The Comprehensive Plan guides decisions regarding growth and development within the city. It establishes general policies pertaining to various topic areas and must be consistent with the Opens a New Window. Statewide Planning Goals Opens a New Window. .
The Development Code implements the Comprehensive Plan by regulating the use, scale, design and intensity of development allowed within each zoning district. An update of the Development Code is considered when updates to the Comprehensive plan are completed.
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https://beavertonoregon.gov/1326/About-the-Plan
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In 2019, Redmond received a grant to develop a Housing Action Plan. The Plan identifies specific strategies for ways in which the City can optimize housing supply, variety and affordability. The Housing Action Plan includes an analysis of the existing housing stock, current and projected housing needs and opportunities for housing. The community’s vision has also been included through a variety of engagement opportunities. This information will help the City to develop strategies to address current and future housing needs. Providing for affordable housing in Redmond with a variety of housing types is a priority for the City as outlined in our Community Strategic Plan.
Policy Updates Considered
The Redmond 2050 Existing Conditions Report concludes each chapter of the report with related policy considerations for potential updates to the Comprehensive Plan, including the Housing Element. Staff developed policy considerations based on the Housing Action Plan and the Existing Conditions Report, with input from the Planning Commission and many other stakeholders in late 2020 and early 2021. Staff then compiled existing policies and proposed policy considerations in the change matrices. In doing so, staff has identified policy options and alternatives, in other words, areas of tension between two or more policy considerations. These tension points require discussion and ultimately a decision for the most appropriate way forward. The policy options and alternatives are not inclusive of all the policies that will be considered for a topic, but rather are only those policy considerations that have divergent approaches that may be in conflict or require prioritization. Likewise, the potential strategies listed in the options and alternatives documents are illustrative of the types of action that could be taken to pursue that policy direction but are not exhaustive of the range of strategies that may be needed.
Of the 80 policy considerations in Housing, there are two areas of tensions that require policy direction. The first tension is between implementing actions of the Housing Action Plan (HAP) and continuing to implement some neighborhood plan policies. The HAP directs the City to expand “missing middle” housing typologies and housing choices in the City. However, neighborhood plans often have policies that restrict these types of housing.
The second tension is between energy efficiency and sustainability requirements for new construction and lowering the cost of new construction. “Green” buildings often have an associated cost premium compared to conventional buildings.
Community Input
Redmond 2050 project staff shared the policy considerations with the public, stakeholders, and boards, commissions, and community partner organizations. A workshop was held and a Lets Connection questionnaire provided additional methods for input to help determine community priorities.
Policy Feedback To Date...
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https://www.redmond.gov/1711/Incorporating-Your-Feedback---Housing
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The Grand Island Public Schools is committed to an educational program that recognizes, identifies, and serves the unique needs of gifted learners. Gifted Learners are those who demonstrate outstanding levels of aptitude (defined as an exceptional intellectual ability to reason and learn) or competence (documented performance or achievement) in areas of academic intellect, and who require accelerated or differentiated curriculum and support in order to develop those capabilities fully. Consistent with district philosophy, the Grand Island Public Schools shall establish programs to identify and provide educational opportunities Gifted Learners in an integrated continuum of services provided, to the extent possible, at the students' school of regular attendance.
The superintendent, or designee, shall develop a written identification process for identifying Gifted Learners in grades K-12. Gifted Learners will be identified based on academic area(s) of strength and monitored through the Response to Intervention (RTI) process.
A written plan that identifies programs or services to be provided to address the assessed needs of identified students shall be similarly developed. The plan shall include:
- the district's philosophy on educational service to gifted learners;
- the district's operational definition of a gifted learner;
- goals and objectives of the program;
- a description of the programming services, options and strategies to be provided under this plan;
- yearly evaluation procedures to allow for input from parents, educators, students, and community members;
- staff development training and support provided within the plan; and
- an outline of program management.
Legal Reference:
Neb. Statute 79-1106 et seq.
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https://www.gips.org/about-gips/policies/section-7000-instruction/7460-%E2%80%93-programs-for-high-ability-learners.html
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Natalie Woods, the services and development manager at Brighton & Hove, LGBT Switchboard presented the annual report at LGBT Switchboard’s AGM on November 30.
She said the last year saw significant successes and challenges for Switchboard, the LGBT counselling service, which in its 37th year needed to raise £20,000 to continue to deliver its telephone and face-to-face counseling services to those in Brighton and beyond.
Ten counsellors (later reduced to five due to lack of funds) received 61 requests for counseling, and counselled 45 people. The service had an average waiting time of 8-12 weeks, and at the time of writing there are 21 people waiting for counselling with an average wait time of 5 months. Twenty-one volunteers delivered the help-line service and a ring-back service was started where callers can now leave a message and receive a call back.
Despite the challenges, Switchboard have survived that turbulent year and have been able to continue providing high quality help-line and counselling services to meet LGBT people’s needs.
Key achievements in 2011-2012:
• Provision of help-line services to over 900 callers
• Provision of 331 counselling sessions to 45 clients
• Grant funding secured from The Lloyds TSB foundation towards core costs.
• Grant funding from The Cooperative Community Membership Fund to recruit and retain a trans identified counsellor for 12 months
• Significant funds raised from community fundraising activities
• Recruitment of a qualified trans identified counsellor
• Development and delivery of a training programme for local counsellors/therapists to increase their knowledge and understanding of the issues that affect LGBT people
• Co-management of LGBT Health and Inclusion Project (HIP) in partnership with THT – the project achieved success in engaging with the LGBT community on a number of important issues including: mental health experiences and needs, sexual health needs of bi and trans people.
Whilst 2011-2012 was a financially challenging year by the end of the year Natalie reported they were on the road to recovery and had begun to identify strategies to:
• Develop fundraising strategy and action plan to strengthen our sustainability
• Build a stronger, sustainable Trustee Board
• Aim to increase capacity within the counselling service.
• Increase staff hours to increase organisational capacity
• Secure a comfortable appropriate dedicated space for counselling
• Develop existing partnership work and explore new partnership work to meet unmet needs of the LGBT community
• Increase community engagement activity and strengthen community connections
• Develop service user involvement initiatives
• Improve outcome based monitoring and evaluation systems
• Develop the website
• Develop the use of social media
The Helpline is operated weekdays 5-9pm and weekends 5-7pm; for more information, view:
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https://www.gscene.com/news/lgbt-switchboard-annual-general-report/
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The Bedford Central School District is committed to addressing the needs of all students. Our mission statement indicates that, “We are dedicated to academic excellence, inspiring creativity, and the realization of one’s full potential through equal access to educational opportunities for all students.” Inspiring and Challenging Our Students is a lofty goal, but it is one we are striving to reach in every classroom. This requires that we know our students and how each learns, and that we continually manage and monitor progress. It also requires that we operate with flexibility and offer services that match students’ needs, as opposed to matching students to existing services. At the elementary level, the district engages in two distinct sets of practices as part of this approach:
1. Identification of gifted students.
2. Development of our continuum of enrichment experiences for all students.
Step 1. Identification of Gifted Students - Identification of gifted students is a requirement of both NYS Education Law and district policy; NYS Commissioner’s Regulations- Title 8, Parts 117 & 142; BCSD Board of Education Policy- 4322 Programs for Gifted & Talented.
We use the Otis Lennon School Ability Test (OLSAT) as our screener in the gifted identification process. Students who score in the 9th stanine (96%ile or higher) on the OLSAT on the verbal, non-verbal and/or total score portions of the test are identified as "gifted" in our process.We recognize that every student should have an opportunity to achieve and maximize his/her full potential and talent. There are students with extraordinary capabilities and exceptional potential, as characterized by one or more of the following: high intelligence, academic excellence, a rapid rate of learning, and varied forms of creativity. These students, regardless of race, socio-economic status, ethnicity, disability, or language, must receive equitable consideration for access to specialized programs and educational opportunities to support their needs. Programs and opportunities will be offered within a continuum of learning experiences that are appropriate for the diverse attributes and needs of all learners, including those identified as gifted.
Step 2. Development of our continuum of enrichment experiences for all students. It is important to understand that an identification of giftedness does not result in entry to a specific school program or service. We are committed to addressing the needs of all students. As a result, academic enrichment is provided to all students along an increasingly specific and targeted continuum of services. A team of educators in your child’s building meets throughout the school year to develop a plan of instruction that takes his/her needs into account, including special gifts and talents. We describe this as a “tiered approach”, consistent with the literature and with our philosophy statement. The tiered approach describes an increasingly intense level of service depending on the identified needs of individual students.
Important Documents
Electronic Resources on Gifted Education
Association for Supervision and Curriculum Development This site contains articles on differentiation and provides information on products that can be used to assist educators as they design differentiated activities for all learners. The topic of differentiation can be explored by typing the word--differentiation--in the search box or by selecting “Education Topics” and then clicking on the link to “Differentiating Instruction.”
ERIC Clearinghouse on Disabilities and Gifted The ERIC Clearinghouse provides information on a wide range of gifted education topics. The site includes links to digests and fact sheets about curriculum, differentiated instruction, identification, dual exceptionalities, cluster grouping, etc.
Genius Denied This site offers articles, book listings, a newsletter, discussion groups, and much more about gifted education for parents, teachers, students, and other professionals.
Hoagies’ Gifted Education Page Hoagies’ Gifted Education Page offers resources and links in the area of gifted education for parents, educators, counselors, administrators, and other professionals. This comprehensive site contains insightful articles, information on programs and schooling options for gifted children, a parent discussion forum and other links of interest to parents of talented children.
HOTT LINX HOTT LINX is an innovative effort to bring quality differentiated curriculum and instruction into classrooms nationwide. The site provides educators with information about differentiation and access to differentiated curricular materials.
KidSource Online This site provides information about gifted and talented education, including activity resources, parenting tips, and educator resources.
A Nation Deceived: How Schools Hold Back America’s Brightest Students The Nation Deceived report provides teachers and parents with a review of the research on acceleration. It includes information about early school entrance, grade skipping in elementary school, the Advanced Placement program, and early entrance to college.
National Association for Gifted Children NAGC is a non-profit organization of parents, teachers, educators, other professionals, and community leaders who unite to address the unique needs of children and youth with demonstrated gifts and talents as well as those children who may be able to develop their talent potential with appropriate educational experiences. The site contains information about the organization’s publications, membership, etc.
National Research Center on the Gifted and Talented The work of The National Research Center on the Gifted and Talented (NRC/GT) is guided by emerging research about the broadened conception of human potential and the need to develop "high-end learning" opportunities for all of America's students. The site includes an overview of research studies conducted by the Center as well as electronic links that provide additional information about the field of gifted and talented education. The site includes information about materials that may be ordered from the center (research monographs, brochures, videotapes) and online resources for researchers, teachers, parents, administrators and others interested in gifted children.
Northern Kentucky University: Resources for Parents, Teachers, and Gifted, Talented, Creative, and Promising Mathematics Students This site contains resources that provide challenging activities for students who love mathematics as well as curriculum support materials for teachers.
Parenting for High Potential Designed for parents, but written by educators, this publication provides information on issues for guiding gifted children at home, in the community, and at school. This NAGC quarterly magazine is available with the purchase of a NAGC membership.
SENG (Supporting Emotional Needs of the Gifted SENG is an organization that seeks to inform gifted individuals, their families and the professionals who work with them, about the unique social and emotional needs of gifted learners.
2e Twice-Exceptional Newsletter This newsletter is for parents, teachers and professionals who seek information on twice-exceptional children, i.e., children who have a combination of two exceptionalities, such as ADHD/gifted.
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https://www.bcsdny.org/Page/88
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Early this year, we kicked off our Opening Moves series, where we took a closer look at the early game of competitive Hearthstone. We followed up in July with Midgame Moves. This week, to celebrate the end of the year, we’re bringing you Endgame Moves. Today, we examine what the takeaways should be from both victories and defeats.
Win or lose, you learn something from every game of Hearthstone—or you should. But it can be difficult to identify what the something is, as Hearthstone is a game wherein you can make the best play and lose, or the worst play and win! Rather, “You have look at what's correct, and why is it correct,” said 2014 Hearthstone World Champion James "Firebat" Kostesich. Over time, if you consistently choose the correct play, your win percentage will improve, no matter the outcome of any single game.
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https://playhearthstone.com/en-us/blog/22819078/endgame-moves-mistakes-were-made
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In a quiet room in a London office building, artificial intelligence history was made last October as reigning European Champion Fan Hui played Go, a strategy-based game he had played countless times before. This particular match was different from the others though – not only was Fan Hui losing, but he was losing against a machine.
Whether or not AlphaGo is actually weaker when it plays first is difficult to know since Lee Sedol may be the only person that can attest to this. During the post-four game press conference, cofounder of DeepMind Demis Hassabis stated that Lee Sedol’s win was valuable to the algorithm and the researchers would take AlphaGo back to the UK to study what had happened, so this weakness could be confirmed (and presumably fixed). One important point of Go play that may have influenced the outcome though is that AlphaGo will play moves to maximize its chances of winning, irrespective of how this move influences the margin of victory. Whether or not this is a weakness is probably up for debate as well, but in this sense AlphaGo is not playing like a professional human player. Go has a long history of being respected for its elegance and simplicity, but AlphaGo is not concerned with the sophistication or complexity of the game – it just wants to win.
Deep neural networks are loosely based on how neural connections in our brains work, and neural networks have been utilized for years to optimize our searches in Google and to increase the performance of voice recognition in smartphones. Analogous to synaptic plasticity, where synaptic strength increases or decreases over a lifetime, computer neural networks change and strengthen when presented with many examples. In this type of processing, neural networks are organized into layers, and each layer is responsible for constructing only a single piece of information. For example, in facial recognition software, the first layer of the network may only pick up on pixels and the second layer will only be able to reconstruct simple shapes, while a more sophisticated layer may be able to recognize difficult shapes (i.e, eyes and mouths). These layers will continue to become more complex until the software can recognize faces.
In a quiet room in a London office building, artificial intelligence history was made last October as reigning European Champion Fan Hui played Go, a strategy-based game he had played countless times before. This particular match was different from the others though – not only was Fan Hui losing, but he was losing against a machine.
The machine was a novel artificial intelligence system named AlphaGo developed by Google DeepMind. DeepMind, which was acquired by Google in 2014 for an alleged $617 million (their largest European acquisition to date), is a company focused on developing machines that are capable of learning new tasks for themselves. DeepMind is more interested in artificial “general” intelligence, or AI machines that are adaptive to the task at hand and can accomplish new goals with little or no preprogramming. DeepMind programs essentially have a kind of short-term working memory that allows them to manipulate and adapt information to make decisions. This is in contrast to AI that may be very adept at a specific job, but cannot translate these skills to a different task without human intervention. For the researchers at DeepMind, the perfect platform to test these types of sophisticated AI: computer and board games.
|Courtesy of Flickr user Alexandre Keledjian|
DeepMind had set their sights high with Go; since IBM’s chess playing Deep Blue beat Garry Karparov in 1997, Go has been considered the holy grail of artificial intelligence, and many experts had predicted that humans would remain undefeated for at least another 10 years. Go is a relatively straightforward game with few rules, but the number of possibilities on the board makes for complex, interesting play that requires long-term planning; on the typical 19x19 grid, according to the DeepMind website, there are more legal game positions “than there are atoms in the universe.” Players take turns strategically placing stones (black for the first player, white for the second) on the grid intersections in an effort to form territories. Passing is an alternative to taking a turn, and the game ultimately ends when both players have passed due to the lack of unmarked territory. Often though, towards the end of the game, one player will resign in lieu of playing to the very end.
In a Nature paper published in January of this year, researchers at DeepMind reported the development of an AI agent that could beat other Go computer games with a winning rate of 99.8%. Buried in the text, in a single paragraph of the Results section, the authors also briefly describe the epic match between AlphaGo and Fan Hui, which ultimately resulted in a 5 to 0 win for artificial intelligence.
With that significant win in hand, DeepMind took a much bolder approach in announcing AlphaGo’s complexity, and invited Lee Sedol, the top Go player in the world for the last decade, to compete in a five match tournament the week of March 9th – 15th. Instead of a private match at DeepMind’s headquarters, this contest was live-streamed to the world through YouTube and came with a 1 million dollar prize. Despite the defeat of Fan Hui and the backing of Google, Lee Sedol was still fairly confident in his skills and said late February in a statement, “I have heard that Google DeepMind’s AI is surprisingly strong and getting stronger, but I am confident that I can win at least this time.”
Three and half hours into the first match on March 9th though, Lee Sedol resigned, or forfeited, the match. He resigned the second and third matches as well. According to Lee Sedol during a press conference following the third game, he felt he underestimated the program during game one, made mistakes in game two, and was under extreme pressure in game three.
However, in a win for humanity, Lee Sedol won the fourth game. Interestingly, the first 11 moves of the fourth game were exactly the same as the second game, and perhaps Lee Sedol was able to capitalize on what he learned from the previous three. According to the English commentator Michael Redmond, Move 78 (a move by Lee Sedol) elicited a miscalculation from AlphaGo and the game was essentially over from that point. In both of these games, Lee Sedol played second (the white stones), and he stated in the post four-game press conference that AlphaGo is weaker when the machine goes first.
|Cofounder of DeepMind Demis Hassabis|
Lee Sedol requested and was granted the opportunity to play black (the first move) in the fifth and final match-up, even though the rules of the game stated that it would be randomly assigned. “I really do hope I can win with black” Lee Sedol said after winning game four, “because winning with black is much more valuable.” The fifth match lasted a grueling five hours, but eventually Lee Sedol did resign. After almost a week of play, the championship concluded with a 4-1 score for artificial intelligence.
When AlphaGo played Fan Hui in October 2015, the agent beat a professional 2-dan player, but Lee Sedol ranks higher than Fan Hui as a 9-dan professional player. (Those who have mastered the game of Go are ranked on a scale known as dan, which begins with 1-dan and continues to 9-dan). To put this into perspective, Lee Sedol was a 2-dan professional player in 1998, and it wasn’t until 2003 that he reached 9-dan status. Playing at the professional level of 9-dan from 2-dan took Lee Sedol five years, but AlphaGo was able to climb this ladder in only five months. DeepMind was able to build an artificial intelligence agent with these capabilities by utilizing two important concepts, deep neural networks and reinforcement learning. Typical AI agents of the past deployed tree searching to review possible outcomes, but this brute force approach where AI considers the effect of every possible move on the outcome of the game is not feasible in Go. In Go, the first black stone played could lead to hundreds of potential moves by white, which in turn could lead to hundreds of potential moves by black. Humans have been able to master Go without mentally running through every possible play during each turn and without mentally finishing the game after every move by an opponent. Humans rely on imagination and intuition to master complex skills, and AlphaGo is actually designed to mimic these very complex cognitive functions.
|Courtesy of Flickr user Little Book|
AlphaGo has to two neural networks: a policy network to select the next move, and a value network to select the winner of the game. AlphaGo uses the Go board as input and processes it through 12 layers of neural networks to determine the best move. To train the neural networks, researchers used 30 million moves from games played on the KGS Go server, and this alone led to an agent that could predict the human move 57% of the time. The goal was not to play at the level of humans though; the goal was to beat humans, and to do that researchers utilized reinforcement learning where AlphaGo was split in two and then played thousands of games against itself. With this, AlphaGo was able to win at the rate of 99.8% against commercial Go programs.
These neural networks mean that AlphaGo doesn’t search through every possible position to determine the best move before it makes a play and it doesn’t simulate entire games to help make a choice either. Instead, AlphaGo only considers a few potential moves when confronted with a decision and considers only the more immediate consequences of these potential moves. Even though chess has many fewer possible legal moves than Go, AlphaGo evaluated thousands of times fewer positions than Deep Blue did in 1997. AlphaGo is just more human-like in that it makes these choices intelligently and precisely. According to AlphaGo developer David Silver in this video, “the search process itself is not based on brute force. It’s based on something more akin to imagination.”
This powerful computing power is not reserved strictly for games; DeepMind’s website declares that it would like to “solve intelligence” and “use it to make the world a better place.” Games are just the beginning, but deep neural networks may be able to model disease states, pandemics, or climate change and teach us to think differently about the world’s toughest problems. (DeepMind Health was announced on February 24th of this year.) Many of the moves that AlphaGo made in the beginning of the matches baffled Go professionals because they seemed like mistakes, but AlphaGo ultimately won. Were these really mistakes that AlphaGo was able to fix later or were these moves just beyond our current comprehension? How many potential Go moves have never before been considered or played out in a game?
If AlphaGo’s choices of moves could surprise Go professionals and even the masterminds behind AlphaGo, should we fear that AlphaGo is an early version of a machine that could spontaneously evolve into a conscious AI? Today, we probably have very little to be concerned about. Although the technology behind AlphaGo could be applied to many other games, AlphaGo’s learning progress was hardly casual as it took millions of games of training. However, how will we know when we do need to worry? Games have provided us with a convenient benchmark to measure the progress of AI, from backgammon in 1979 to the recent Go match, but if Go was a final frontier for AI, where do we go from here?
Measuring emerging consciousness in AI agents that simulate the human brain will be challenging, according to a paper by Kathinka Evers and Yadin Dudai of the Human Brain Project. We can use a Turing Test, although the authors note that it seems highly plausible that an intelligent AI could pass the Turing Test without having consciousness. We could also try to detect in silico signatures similar to our brain signatures that denote consciousness, but we are at a loss for what those signals may be and how well they actually represent human consciousness. If consciousness is more than just well-defined organization and requires biological entities, then computers will never be conscious in the same sense that we are and instead will exhibit only an artificial consciousness. Furthermore, thought leaders on the integrated information theory (IIT) Giulio Tononi and Christof Koch have argued in this paper that a simulation of consciousness is not the same as consciousness, and “IIT implies that digital computers, even if their behaviour were to be functionally equivalent to ours, and even if they were to run faithful simulations of the human brain, would experience next to nothing.”
Regardless of how we debate machine consciousness, neural networks that mimic human learning are being utilized in most major companies that dominate our society, including Facebook, Google, and Microsoft. We will probably continue to see deep reinforcement learning as developed by DeepMind to improve voice recognition, translations, YouTube, and image searching. Deep reinforcement learning could also be used to power self-driving cars, train robots, and as Hassabis envisions in the future, develop scientist AIs that work alongside humans. Without a well-defined metric for machine intelligence and consciousness, time will tell which of these milestones marks the next great achievement in AI, how we measure its significance, and whether this event warrants anxiety. The mysterious ethics board that Hassabis negotiated with Google is probably a reflection of the company’s awareness of the ambiguous state of future AI research.
As uncertain and even scary as the future may seem though, it is important to remember that AlphaGo lost one of the matches, and that loss matters. Prior to the match, AlphaGo played millions and millions of Go games, many more games than Lee Sedol could ever play in a lifetime. AlphaGo never got tired, it never got intimidated by Lee Sedol’s 18 international titles, and it never participated in self-doubt. AlphaGo’s ignorance to the stakes of the games worked in its favor; Lee Sedol admitted he was under too much pressure during the third match.
For all of these advantages though, AlphaGo couldn’t adapt quickly or learn fast enough from Lee Sedol to make a difference in how it played. For AlphaGo to get better, it must play millions of games – not just a couple. Lee Sedol was able to play the first three matches, learn from AlphaGo, and exploit what he thought was a weakness. He thought AlphaGo played weaker when it played black, and he took advantage of this by playing a move that many consider brilliant and unexpected. AlphaGo challenged Lee Sedol and then brought out the best in him. And, when it comes to the future, the outcome of the fourth match begs the question: how can AI bring out the best in us?
Want to cite this post?
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http://www.theneuroethicsblog.com/2016/03/alphago-and-google-deepmind-unsettling.html
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The Seawolves will be looking to avenge a loss from last October to their in-state rival, the
UAF Nanooks, this weekend.
UAA will travel up to Fairbanks to battle the Nanooks on Saturday, Oct. 10 at 7:00 p.m.
Although UAF gets home-court advantage first, which might factor into the final outcome,
some coaches question whether a home-court advantage is really as advantageous as it is
made out to be.
“All coaches like to think there is a home court advantage. I do think there is higher
comfort level of playing at home, and the excitement players get from a home crowd is also
an advantage. But it still comes down to making the plays,” Head Coach Chris Green said.
If you are the type of person to compare statistics and score to try to predict the outcome of
a game, then UAA is the favorite.
UAA has recently improved to an 11-7 record compared to UAF who sits at an even 7-7.
UAA is ranked third in the Great Northwest Athletic Conference while UAF is sitting in
seventh place.
UAA will go into the game after getting a big home win against Western Oregon
University. UAF is also coming off of a home win against St. Martin’s. UAA has not lost
more than two games in a row this season.
Junior middle blocker Cortney Lundberg helped in UAA’s previous match against UAF
and registered 10 kills and five blocks.
Senior setter Calli Scott came up with an unbelievable 56 assists in the last match against
the Nanooks, but it wasn’t enough to hold the persistent UAF team.
Scott and Lundberg’s impressive history against UAF isn’t all that UAA has going for
them, though. Sophomore Jackie Matthisen has been dominating the floor in roles of both
middle blocker and outside hitter. The Anchorage native has been an offensive force to deal
with this season, which earned her a GNAC volleyball Player of the Week after she helped
halt a 17 game losing streak against powerhouse Western Washington University.
Part of UAA’s problem this season has been consistency. By improving consistency and
maintaining a high level of play, match after match and point after point, Coach Green
thinks they can consistently win games.
Although statistics aren’t the name of the game, UAA’s have been impressive this season.
And as long as consistency is present over the weekend for the Seawolves, it promises to be
an exciting match.
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http://www.thenorthernlight.org/seawolves-head-to-uaf-and-face-a-rivalry-showdown-against-nanooks/
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Although preparation for the match was enormously difficult for the Lions, Head Coach JD Stephenson has been encouraged by the support the community has shown, as well as the support his players have provided for one another.
“The loss of a rugby family member has further strengthened and unified our program, and I’ve been extremely proud of the way in which our players have carried themselves,” Stephenson said. “They’ve been supported fantastically by our truly amazing college faculty, staff, and friends who have been with us every step of the way during this troubling time.”
Playing with heavy hearts, Lindenwood’s typical brand of running rugby was slowed by Davenport’s imposing defensive structure.
The Lions did manage to take an early 3-0 lead off a penalty goal by full back Lungi Tshuma, but Davenport went on to play the remainder of the opening half inside Lindenwood territory. After Davenport loose forward Dom Baily was held up in the try zone, the Panthers won the ensuing five-meter scrum and Baily broke free for an awarded try. Following JP Eloff’s successful conversion, Davenport led, 7-3, at half.
The second half saw minimal scoring opportunities for either side, and Davenport clung to their four-point advantage for 40 minutes to preserve the victory. Although the match was played in a heart-rending circumstance, the win was huge for the Panthers considering the difficulties Davenport has had against fellow Mid-South schools.
“We haven’t won a game against a conference foe since making the jump to the Mid-South two years ago,” admitted Davenport Head Coach James Wood. “We’ve succeeded in becoming more competitive on a consistent basis, but a win has continued to elude us. Saturday’s win, despite the fact it fell outside of official conference play, effectively removed the Mid-South monkey from our back, so to speak.”
The win was not only important for Davenport due to their lack of success against the Mid-South, but because the Panthers had their ups and downs during a difficult stretch of nonconference opponents this season. Victories against Bowling Green and Wheeling Jesuit showed promise, while losses to Penn State and Arkansas State left doubt as to whether or not this team could improve on last spring’s Quarterfinal appearance in the D1A Playoffs.
“The fall has been a tough run, but that’s exactly what we wanted – a test each and every time we stepped between the lines,” said Wood. “I think the win provided our boys validation of the fact that they can indeed win at this level, and that the concepts we have been working on in practice are working. It’s a real solid jumping off point for us and something to build on.”
While the 7-3 outcome in favor of the visiting team should benefit Davenport heading into Mid-South’s spring conference schedule, the match was even difficult to swallow for the victors.
“The Lindenwood boys are a tough bunch who have been through a lot as of late with the unfortunate passing of teammate Charles Labry. JD [Stephenson], his staff, and all others involved put together a very classy memorial event in Charles’ memory. It was something of a bittersweet moment accepting the inaugural Charles Labry Shield from his girlfriend and family.”
There is no doubting the will in Lindenwood’s fight this past Saturday, but the match was simply not theirs to be had.
“It was a courageous effort from the boys; however, Davenport were the better team on the day,” admitted Stephenson. “However, we will be able to hopefully win back the Charles Labry Memorial Shield next year.”
For a the brave and talented group that make up the Lindenwood roster, it will be less about getting back to the chalkboard after the loss as it will be about continuing to heal from the loss of a friend and brother.
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https://www.d1arugby.com/news/charles-labry-honored-lindenwood-falls-to-davenport/
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In the last game at Balaidos, we saw 5 goals 4 of them in the first half and that was something that surprised many experts in the field of football because nobody expected this game to be so efficient. We saw many nice moves and goals, and opposite to their style of play, Celta accepted an open game, in which eventually they came out as winners. That will not be the situation in Belgium, be sure.
Celta Vigo has a slight advantage because they won 3-2, but that does not mean very much because the home team in tonight's match needs only one goal difference win to secure extra times and in many other situations to secure progress into the semifinals of Europe league.
That is because KRC Genk scored two goals in the first leg.
What gives them a lot of hope is the fact that this year they are undefeated at their stadium and they have a fantastic streak in which they won 7 consecutive games before they had a draw in the last round against Gent, in the game which had no meaning after a 5-2 win in the first leg.
Celta, meanwhile, has 4 straight victories in Europa League. In the last two games played away from their stadium, they won with two goals margin and they scored in every Europa League game played this season.
They are playing fantastically on the road and in the three games, they didn't concede, while in the last 4 games played as visitors they scored two goals in each game.
The last game was their first meeting ever in European competitions. Belgian side a poor experience with the teams from Spain. In the 9 games played so far, they have only one victory. Aside from that they have 4 draws and 4 defeats. But when looking their performances at home they don't have such a bad record. 1 win and 3 draws from 4 games.
On the other hand, Celta Vigo didn't suffer a loss when playing against the Belgian teams. 3 wins and 4 draws in 7 matches while playing in Belgium they have 1 win and 2 draws.
KRC Genk is fantastic when playing home in the previous games and the two goals scored in Spain offers them a lot of option for this game, but the crucial thing for them is that they have to score at least twice in this match.
Celta also has their plans and with one of the best counter attacks in this competition, they to have a chance in this match. Therefore, we think that over 2.5 goals in this match is the best bet for you because these two teams have the similar quality and in the games like this, you really cannot predict with 100% certainty the final outcome considering the winner.
We think however that the home team is closer to win but as we are here said the best bet for you in this match is over 2.5 goals.
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https://winpredict.com/news/the-battle-in-belgium-krc-genk-vs-celta-game-preview
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This past weekend, the Notre Dame volleyball team opened its season at the 2019 Golden Dome Invitational with two wins against La Salle University and Bowling Green and a loss against Wright State. With two out of three successes, head coach Mike Johnson remained dissatisfied with the team’s performance but envisions a growth for the team as a whole going forward.
“I think we have to get a lot better. We have a lot of work to do. We have some – a lot – of young kids who are kind of new on the court and I think there are many lessons to learn from game day, and the conditions are different on game day,” Johnson said. “If those conditions change us that tells me there are things that aren’t deeply in place yet. And so, we have work to do. We have an emotional maturity we have to develop – the ability to go very hard all the time, to attack all the time. And [while] we have these lessons to learn with these young kids, these young kids represent the University of Notre Dame and the lessons need to be learned.”
With these goals in mind, Johnson reflected on what he hopes the Irish (2-1) can stand for this year.
“I want to define us more by our effort, our execution, our ability to respond to tough situations, and in that regard, I think we have work to do,” he said.
The team opened competition on Friday, beating La Salle (1-2) 3-1, with three of the four matches being decided by three points or less.
The Irish returned to Purcell Pavilion on Saturday to take on Wright State (2-1). Johnson’s team came back from a 2-0 deficit before eventually falling in five sets. However, they managed to bounce back to earn the win over Bowling Green (1-2).
Johnson referenced the team’s successes in the Bowling Green game as a starting point for their improvements.
“I thought we played cleaner in the Bowling Green match, but we are far from the finished product at this point,” Johnson said.
The team took a 3-1 victory in the match, after Bowling Green forced a fourth set following two sets that ended in Notre Dame’s favor.
The Irish hope to focus their efforts on a simple list according to Johnson — the “ability to improve our serves and serves received, our ability to set with regularity, and our ability to get [the] defense packaged together to put the pressure on people.”
The team hopes to double the effort and up their intensity to have a better chance of a good outcome on the court throughout the regular season.
Shortcomings aside, Johnson spoke highly of freshman outside hitter Caroline Meuth’s performance for exemplifying what the team hopes to work toward.
“She did a really good job of putting very external language and ultimately left her on the floor completely because of it,” Johnson said.
In the midst of the Wright State loss, Meuth led the attack with 21 kills. Both she and sophomore middle blocker Lauren Wenzel were named to the 2019 Golden Dome Invitational All-Tournament Team for their stand-out performances over the weekend.
Johnson and his squad will look to build on their momentum come Wednesday when they host fellow instate rival, Valparaiso. The game is scheduled to tip at 7 p.m. in Purcell Pavilion. They’ll return to action on Friday to take on No. 17 Purdue at 7 p.m. in one of Notre Dame’s highest profile games of the season.
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https://ndsmcobserver.com/2019/09/notre-dame-led-caroline-meuth-golden-dome-invitational/
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WAKE FOREST — Heritage’s volleyball team captured a dominating win for their seniors against Wakefield 3-0 (25-16, 25-15, 25-19) in their last home game of the regular season Tuesday.
The Huskies completed the season sweep over their NAC 6 conference rivals for the second year in a row. Heritage head coach Jessica Furlough said it was an awesome night to celebrate the players who helped win the NAC 6 conference championship last year.
“Half of our team are seniors,” Furlough said. “They’ve been waiting for this night since they were freshmen, so it’s really exciting. Everybody got a chance to play, so they all got to experience a win on the court together. It was a fun and exciting night.”
One of those seniors, Shirita Wells, said there were some mixed feelings playing with her teammates in their last regular season home match together.
“This win is bittersweet for me and the rest of the seniors,” Wells said. “We’re happy that we won, but sad that this will be our last home game in the regular season.”
In the first set, Heritage and Wakefield were tied 5-5 until the Huskies pulled off a 5-0 run to take a 10-5 lead. Heritage held on from there to win 25-16.
In the second set, the Huskies took another 10-5 lead. This time, Heritage played with more poise and extended their advantage to 21-10. The Huskies overwhelmed the Wolverines with a 25-15 victory.
In the third and final set, Heritage started off hot with a 13-4 edge. Wakefield tried to put themselves back in the game with a couple of nice runs. In the end, the Huskies emerged victorious 25-19 after a kill from Heritage senior Sophie Adgate, a fitting end for the squad’s senior night.
“We were very decisive on the court said,” Wells said. “Everybody was playing together as one unit.”
The win over Wakefield should have been a NAC 6 conference championship celebration, but Corinth Holders defeated Wake Forest 3-0 that same night. Since the Huskies lost to the Pirates in their last game 3-2, they will have to beat Knightdale on the road in their final regular season match to win the conference championship for the second year in a row.
“We played uncharacteristic against Corinth Holders,” Furlough said. “We did not play Heritage volleyball. If you don’t play your game, anybody can beat you. The loss was an eye-opener for us. It made the girls hungrier to improve their game for the rest of the season.”
Heritage’s loss to Corinth Holders Oct. 10 broke the consecutive conference win streak for the Huskies. They went undefeated in the conference last year to win the NAC 6 title. Now Heritage has to win out in order to become back-to-back title holders.
“After the loss to Corinth Holders, we knew that we were going to play them again in the playoffs,” Wells said. “If we want to beat them next time, we have to work harder. We’ve all learned a lesson that we have to work harder at practice.”
Heritage will still make the 4A state playoffs no matter what. Furlough said the girls are focusing on how they can get mentally prepared for the turbulent postseason up ahead.
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https://wakeweekly.com/stories/heritage-sweeps-wakefield,192737
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When looking at Udyr counters you will notice that win rates alone are not conclusional. Therefore we provide an overview (see table Lane Outcome) where you can see the lane outcome of Pros who played Udyr. The lane outcome of Udyr consists of three outcomes: Win, Loss or Draw. Let's take a look of Udyr lane and match outcome for specific matchups. Considering the lane outcome and the match outcome of a specific matchup, might enable you to find the right counter for Udyr.
Conclusion
Analyze the available data and learn how to beat Udyr. To master Udyr take also a look on Udyr builds and runes for Udyr. Good luck, Summoner!
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https://www.lolvvv.com/champion/Udyr/counters
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Today I'm going to discuss a popular sport topic. I'm going to discuss competition; winning and losing. Now I'm the first one to admit that I do not like losing. It is a difficult thing to accept that you are not as good as someone. I didn't play squash when I was 7 because I would win or lose. I played because my whole family did and it was a lot of fun.
It was just by chance that my home club (Pickering Recreation Complex) was hosting the Canadian Junior Nationals in 1991. I didn't have any expectation. I was only 9 playing in the boys under 12. I ended up winning the consolation and got a fancy trophy I still have somewhere. This was the first time I realized I was actually good at squash and if I played more regularly, well maybe I could even win some tournaments. This is what started to happen. Getting a taste of winning at that age was great, but I also hated to lose. It would be hard to imagine if you know me now, but I had a bit of a temper. At one tournament a rep for A Henkel was there and told my parents they wanted to sponsor me. I was already using their red Chris Robertson model. I can't remember what exactly I did, but it was because of my poor court behaviour they didn't sponsor me. And this was an adult tournament when I was about 11 or so.
I did get better at controlling my temper, but never handled losing very well (maybe externally I did but not internally). So what could I have done differently? Would I have had better control of my emotions if I didn't play competitively until I was older? Is this just something that is unavoidable for some kids?
I believe that withholding kids from competition is not the answer. I do however think that all of society praises winners more than those that tried their best but didn't succeed. It is much easier to win a match than to lose and handle defeat with a good attitude. I've used and heard many excuses for why we lose a match...and sometimes theses excuses may even hold some truth. To me that doesn't matter. If a kid wants to impress me, they won't do so by simply winning a match or a tournament. What impresses me most is when someone loses a match and potentially they could have used some excuses, but they don't. They congratulate their opponent and thank the referee.
I've also experienced a different aspect of good sportsmanship. I remember playing a tournament when I was a kid and my parents went out of their way to point how this older kid (Dave Phillips) had overruled the referees decision of a let and gave his opponent a stroke. I could tell this really meant a lot to my parents and in my next match I spent the whole time trying to recreate a similar position so I could overrule the referee and give my opponent another point. Even though this was a kid I would normally beat, I wasn't even competing or concerned that I was losing. I eventually got my chance and overruled the ref and gave my opponent a stroke. That's always stuck with me. It was clear that I wanted to make my parents proud and I believed that winning everything was the best way. When I found out there was another way that seemed to make them ever happier I jumped at it. It was easy to give up a point when I'd already given up the match, so this is clearly not the example I want to see from my athletes. It is when you are in the heat of battle and competing that it can be hard to think straight and call your own shot out or overrule a refs decision to give your opponent a stroke.
This is a generalized example but is one that I'm sure most of you can relate to. We play better against stronger opponents because we don't worry about winning so we can relax and just play. While many of us don't enjoy playing payers that we feel we should beat; as if we have more to lose and nothing to gain. This is a troubling way to think about your opponents. You should be more focused on your own game and the process, playing to the best of your ability and not the outcome. When we start to think about winning a game before it's finished this is often when we let leads slip away.
These are just a few of my examples over the years. I think that even without knowing it we all congratulate and make kids feel better for winning a match and succeeding. If you want them to stick with the sport and be able to handle the outcome it is crucial that we give positive feedback for effectively handing a defeat. And this doesn't mean that I want all my kids to lose just so they can prove they are good sports. I just mean that when they do lose a match they can handle it the same way as if they had won.
Remember that your kids played squash originally because it was fun. When things become about winning and losing, it gets too serious and they no longer have fun. This is when they are more prone to having difficulty handling defeat. Trying their best and competing should make you proud, but your kids may feel like they've let you down.
Kids should also be placed in a proper division for tournaments (especially when starting out). If they are grossly overmatched they may shy away from further competition. Nobody wants to be embarrassed. I also don't like it when kids win games 11-0 or 15-0 and brag about it. That is another example of poor sportsmanship.
Simply avoiding competition is not the answer. Encourage smiles, high fives, and good sportsmanship. If your kid is really misbehaving then of course they shouldn't be playing. But this may be something that you can improve by talking about. Maybe they perceive some pressure from you or their coach to win.
Controlling Your Emotions: When your mind is filled with anger you are no longer in the right mindset for playing your best squash. Here is a little trick I learned from a book called Zen Golf that I've tried in the past. If you are having trouble controlling your emotions when you play. Try a practice match and have an erasable marker at the back door (assuming you have a glass back court). Every time you get angry, just put a tick on the back glass. Don't judge yourself and be honest about this. Repeating this a few times has shown to help people learn to handle their negative emotions without trying to make changes. Often these are just subconscious bad habits that have developed into our game over time. I also feel it's important to always look on the bright side of a rally. Try thinking 'good choice' instead of 'bad error.' If it a really awful rally sometimes all you can is laugh it off. Keep it light and positive when you play.
On a final note. I like to tell my athletes to imagine that they are coaching themselves when they're playing. Listen to some of the things you are saying to yourself. Would you ever say these things to a person you were coaching or watching play? Of course not. Don't be so hard on yourself. You are only making things harder on yourself.
The emphasis of the outcome is something that is learned from a young age. We praise out kids for getting an A and ask what happened when they receive a B. We celebrate when the Leafs (hey I'm from Toronto!) finally win a game and mock them in defeat. Even though we may not take their results too seriously, our kids pick up on how much importance we place on the outcome. And for young kids I feel that too much winning can be just as dangerous as too much losing. This reminds me of another one of my favourite quotes, 'never let a win go to your head or a loss go to your heart.' Kids need to learn how to handle winning and losing and I truly believe that avoiding competition is not the solution it's about learning how to accept wining and losing. We must learn to acknowledge our effort and your opponent regardless of the outcome. And if you are able still play squash for fun then you probably don't need to worry about any of this.
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http://www.serioussquash.com/2014/07/winning-losing.html
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Brazil will play to win against Spain despite odds
The nature of the Olympic knockout round — the third place team in Pool B will avoid a potential matchup with the top team, presumably the United States, until the gold medal match — creates potential scenarios where losing is actually a beneficial outcome for the long run.
Monday’s tilt between Spain and Brazil embodies that very scenario — a loss would preclude a matchup with the definitive favorite, which is a positive (obviously).
This scenario may lead some to believe that “tanking” is the best option. Brazil head coach Ruben Magnano isn’t one of those people, adding that any team that speculates shouldn’t be a champion.
“We can not speculate, we have to win,” Magnano said. “If you speculate, how do I tell the players to win the next game? Our mentality is to play a winning game by game and continue to where we go.”
Marcelinho Machado reiterated Magnano’s sentiment.
“We fought hard to come to the Olympics,” Machado said. “Now let’s go out and win. Will be a very good game and not think to avoid being second. We will play to win.”
Machado and Magnano seem to be a part of a general consensus that wants to win as Tiago Splitter, whose averaging 12 points and 5.5 rebounds through four games, said it would be “foolish” to lose purposefully.
Depending on whether Spain feels the same way, they should be expecting a fight — even though, by technicality, losing is a better option.
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https://airalamo.com/2012/08/05/brazil-will-play-to-win-against-spain-despite-odds/
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Yesterday was definitely a very cold night, but our Gladiators cheerleaders and soccer team players were able to heat up the temperature thanks to their amazing performances! At the end of the night, our soccer teams came back home with two wins and a tie, gaining precious points in their respective final rankings of the Universities of Rome Championship.
Before going in deeper about last night games, we want to highlight the delightful performance of our Cheerleading Team. Our cheerleaders did a great job despite their very little time they had to prepare the choreography. However, “They proved to be a very good team with great enthusiasm and huge willingness to learn and improve,” Elena Gregori, our Cheerleading Team coach said. A particular round of applause goes to the cheerleader Caroline Liquit who was elected MVP of the night thanks to her ability to lead the team and keep the enthusiasm high despite the difficult period of changes that the team is currently going through.
Congratulations, Caroline! And congratulations to all of you because you definitely added a good dose of entertainment last night! Keep it up!
For what concerns our soccer teams, we start by pointing out the two important victories that the Women’s and Men’s Soccer 5 vs 5 teams respectively brought home against the American University of Rome, in two very challenging derby matches.
The Men’s Soccer 5 vs 5 game was especially a nerve-wracking match, which saw our Gladiators winning 5-6 at the very last minute.
Results
|Club||1st Half||2nd Half||Goals||Outcome|
|The American University of Rome||4||1||5||Loss|
|John Cabot University – Men’s 5on5 Soccer||2||4||6||Win|
According to our Gladiators coach Manuel Franceschi, “AUR team proved to be a very though opponent, showing smart tactics and good physical preparation, leading the first half of the game 2-0. The second half marked, instead, the turning point for our Gladiators who reacted and started scoring.” However, for every JCU goal, AUR scored back, thus turning the game into a sort of ping pong scores. It was only when our Gladiators scored two times in a row that they were able to gain back their motivation and enthusiasm, ending the game with a last-minute win. “Last night, all the team players showed their real value because despite being at disadvantage for the entire game, they never gave up and found, at the end, the strength to fight back,” coach Manuel said.
Our Gladiators team won thanks to the powerful teamwork they displayed during the game, and everyone represented an indispensable piece. In particular, we would like to highlight the great performance of the player Giampiero Morrico who scored three precious goals and that of Ricardo Solano who was elected MVP of the game.
Coach Manuel said about Ricardo, “Ricardo really showed great commitment and improvement, becoming a real warrior in his position as a defender.”
Congratulations Ricardo!
Another positive news comes from our Women’s Soccer Team who also won against AUR for a final score of 2-5.
Results
|Club||Goals||Outcome|
|The American University of Rome||2||Loss|
|John Cabot University – Women’s Soccer||5||Win|
Despite our victory, AUR team was able to take Lady Gladiators down a few notches in different situations. “AUR players immediately started very strong by setting the game on a more physical level than a tactical one, which is closer to our players’ type of game. However, time showed Lady Gladiators’ pride and, most of all, the supremacy in their technical abilities, allowing the team to win with little effort,” coach Paolo Farina affirmed. This result is really important for the general ranking, which see our Lady Gladiators clinging to Foro Italico University, currently both in the first position.
All Lady Gladiators displayed an excellent proof of strength during last night game, but Taylor Greene went that extra mile for the team, showing her exceptional soccer skills and receiving the MVP recognition for this game. Congrats, Taylor!
Our Men’s Soccer Team 11 vs 11, instead, ended its match in a draw 4-4 against Erasmus in Campus team, but showing great margin of improvement.
Results
|Club||1st Half||2nd Half||Goals||Outcome|
|John Cabot University – Men’s Soccer||2||2||4||Draw|
|Erasmus in Campus||0||4||4||Draw|
“In the first half of the game, Gladiators played really well. They were really attentive in every situation and played as a real team. However, in the second half, the team came back onto the field less focused and disoriented,” coach Riccardo Concari pointed out. The positive note is the final reaction of the team. Despite Gladiators’ confusion in the reprise, at the end of the game, they were able show their determination, ending the game 4-4. “It’s a little consolation because we can definitely win these kinds of matches with more character and and confidence,” coach Riccardo added.
A special attention needs to be dedicated to our Gladiator Arthur Mallmann. Coach Riccardo said about him, “He didn’t really play in his position on the field, but he looked like an expert. He played simple and clean, always at the right place.” Good job, Arthur!
José Pablo Ortega was elected as MVP of the game for the second time in a row. “Besides his three amazing goals, José always tried to help the team in all the possible ways he could. He never stopped until the end of the game when he was also able to display an impressive move,” coach Riccardo said. Congrats again, José!
Last but not least, we want to thank all the amazing Gladiators supporters who showed up at the Stadium and rooted until the end. We also thank our mascot Maximus for having his enjoyable presence at the field with our cheerleaders.
Congrats to everyone! And may this be the first of many more incredible and winning nights together!
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https://gladiators.johncabot.edu/2018/02/15/gladiators-soccer-teams/?addon_view=frontend&form_id=13
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We return to the well for another installment How to Improve at Commander Without Really Trying, a series about steps you can take to improve the social side of the game. In this installment, we’re talking about triggers.
I had an interaction recently that fundamentally altered my view of social interaction at a Commander table. My friends and I were playing over Spelltable, and I’m on Elves with Grand Warlord Radha at the helm. It was my “glimpse of nature” turn and I popped off, chaining Elf after Elf after Elf. I’ve got Craterhoof in hand and a haste enabler on the field with ten or twelve Elves, but I’m about five mana short of ending the game. I sigh and lament my misfortune, about to pass the turn and prepared to be wrathed into oblivion when my friend speaks up.
"Hey, you’ve still got an untapped Marwyn.”
“Yeah, but she only taps for three. I’m still short.”
“I mean, you’ve had like 7 or 8 Elves enter the field this turn, and she’s been there this whole time. You’ve missed a billion triggers. She should be tapping for 11 or 12. You’ve got the mana.”
“Oh. Well...s***. I guess I do. Tap for 11, Craterhoof, swing for lethal?”
“In response, you win.”
I was kinda floored. Why would he let me just win? Why would he help me? My triggers are my triggers and they’re for me to remember.
Well...are they though?
Trigger-nometry
Like a lot of us, I started playing MTG in 60 card formats. Name a 60 card format that isn’t Vintage, and I’ve probably played it: Standard, Modern, Pioneer, Legacy, Pauper, Cards I Own On The Floor, and I’m sure I forgot some. With 60-card, 1-v-1 formats, you’re looking out for yourself. You don’t tell people that they’ve missed triggers or show them the avenue to win. Competitive formats are just that: competitive. If your opponent misses a trigger, that’s on them. You are both there to win, and if your opponent stumbles on the way that is not your problem. By stark contrast, that “win at all costs” mindset doesn’t really exist in casual Commander; I might even go as far as to say that it has no place in casual Commander. Walking away with the W isn’t necessarily the objective of the game. Don’t get me wrong; winning is cool. But, most of us on the casual side of the game just want a good time with friends. We play to win, but not at the expense of having fun.
With that in mind, I ask you a question: what’s the point of keeping quiet when we see an obvious missed trigger? How does our silence make the game better for everyone? I posit that it does not. Commander is a format where the stakes could literally not be any lower. A win means nothing. A loss means nothing. No one’s keeping track of global ranking, reporting results to the DCI, or hoping to make Day Two. All that’s at stake is the time you’ve spent playing and fostering your relationship with your playgroup. If you’re having a great time regardless of winning or losing, then what’s the point of keeping quiet on missed triggers to gain that extra 0.0052% win probability? Who are you trying to impress? What are you trying to prove?
Stacking Up
Helping your opponents is antithetical to what we’re all taught when we learn about 60-card, competitive formats. In Commander, it’s crucial that we unlearn that. Pointing out missed triggers and stack interactions, especially when said triggers will hurt your board state or your game plan, is beneficial to long-term health of both your playgroup as a whole and the players as individuals.
I realize that I sound like I just escaped from Geier Reach Sanitarium, but hear me out.
Consider this. You have a player with a new deck which features a strategy they’ve never played before. For argument’s sake, let’s say it’s aristocrats featuring Teysa Karlov. Aristocrat decks are not the easiest to pilot because of all the decision points, triggers, and math involved, and now Teysa literally doubles that mental workload. Even an experienced player has a challenging feat ahead of them and will likely miss some things.
From here, we’ve got two choices. The first choice is let the other player sink or swim on their own. The second is to keep an extra close eye on their board state and assist when needed. What do we stand to gain when we step in to identify, manage, and resolve triggers that aren’t ours?
The outcome of the game is determined by what was supposed to happen, and not because someone forgot something that you could exploit.
The pilot experiences more fun and less stress knowing that their friends are willing to help.
You become part of the teaching process and help this person learn their deck.
The pilot starts to form neural pathways, increasing their skill at piloting the deck in the future.
Each group member gets more practice at evaluating the whole board state, decreasing the amount of missed triggers in the future, enhancing their threat assessment skill, and increasing their capacity for strategic planning. The best plans are the ones that account for and leverage the stack and triggers effectively!
You exercise your own knowledge of the stack and rules interactions, and maybe even learn a few new card interactions and synergies.
Everyone pays closer attention to the game at hand. Fewer triggers get missed, everyone is engaged, and no one’s checking Facebook in between turns.
You learn about your opponent’s strategies, combos, synergies, and best cards for future games.
The pilot may be willing to help you out on a future turn or a future game, all because you were helpful when they nearly missed something.
Your playgroup starts to follow your lead, and the group as a whole starts to build a culture of transparency, honesty, and selflessness.
Folks let go of ego and focus more on having a fun and fair game.
Trust is reinforced.
Maybe you lose the game, but you win at setting an example for your playgroup and building a reputation for exceptional gamesmanship.
And what happens when we don’t step in to help?
Frustration with the pilot during their learning process
Slow gameplay
You probably win a meaningless game that you likely won’t even remember for...glory?
Emphasis shifts from fun to competing for edge advantages to win.
Wins are marked with an asterisk, because you should have lost but won because we’re not playing on MTGO when a computer remembers all the triggers for us.
This is what we in the biz call “a teaching moment.” No one is ever an expert the first time they pick up a deck. And even people who’ve been piloting decks for years miss things occasionally. Obviously, this treatise does not apply to the cEDH crowd; the “c” in that acronym stands for “competitive” after all. The high level gameplay is exactly what they’re after, and your triggers are yours to remember. But at casual tables, we have an opportunity to have a true communal experience and create the best, most fair outcome we can. It requires us to all pitch in and make sure that we’re keeping each other honest, even when we’re the recipient of a metric ton of Blood Artist triggers.
At the end of the day, this is about honesty and transparency. At a casual table, I would rather be honest and lose a game where someone has me beat, rather than keep quiet about something they missed and win on the back of a mistake I could have prevented. Keeping quiet isn’t necessarily lying, but for me and me alone it feels dishonest and deceitful. Your mileage may vary, but I’ve never had any negative experience for being forthcoming about the game state. We should all be here to support each other, and that starts by demonstrating good gamesmanship. If your deck can assemble a win, you deserve it. I’ll cover for you, because that will create an environment where you’re also looking out for me.
I had a game just tonight as I write this where an opponent told me on 3-4 separate occasions that I'd missed the life gain trigger on Rin & Seri, Inseparable. This was the same player I'd just helped a few turns earlier remember some death triggers on Ogre Slumlord and Grim Haruspex. Both of our experiences were enhanced by looking out for the other. By contrast, one of our opponents was tapped out but for a Maze of Ith. When asked the question, “How much mana do you have open?” they replied, “I have one land untapped.” This kind of behavior doesn’t sit well with me, and (in my own, personal opinion) doesn’t do anything to enhance the play experience for anyone. I believe that being honest, forthcoming, and helpful about your triggers and your opponents’ triggers will make for more interesting, transparent, and honest games now and in the future. Everyone benefits when you build camaraderie and trust, and it doesn’t take much effort beyond paying attention to a game you probably should be paying attention to anyway. And that’s this week’s lesson in how to get better at Commander without really trying.
What do you think? Am I being too much of a softie? Do you have a helpful and transparent playgroup already? Let us know in the comments below! Tweet @intothe99 and @DanteInformal with your thoughts!
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https://www.intothe99.com/post/trigger-happy
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Sportsmanship is expected of our children when they are playing a game whether they win or lose. When they are on a team in a league, many times, they are taught to show sportsmanship after a match by giving the other team a handshake and “good game” to each other. The idea of sportsmanship goes beyond the end of the game formalities.
Playing the game with respect for the rules, the all of the competitors and the spirit of competition is the key to enjoying the activity and improving ourselves physically and mentally. Playing only to win at the cost of showing respect, takes away from the lessons we can learn in the game, the spirit of competition and improvement of our skills.
So how do we teach our children to play their games with respect and grace, win or lose? It begins with how we role model as parents at home, and the attitude that is encouraged at home, even when you are playing a board game as a family.
Do not take this to mean that we should not have winners and losers at home in our game. In any game or competition most of the time someone wins, and someone loses. If our children do not learn this or everyone gets a trophy in a game that clearly has a winner, they are encouraged to believe that they cannot, or worse should not lose in a game. It is not the winning or losing that is critical, it is how we win or how we lose that has an impact on our resilience with school work, a job or anytime that we may have a loss or a win and what we learn from that performance.
I paraphrase John Wooden regarding competition, ‘you would be hard pressed to find a player of mine that would tell you that I ever mentioned winning or losing. Success in anything that you do comes from the satisfaction of mind that you did the best that you could with the capabilities you have.’ Sportsmanship begins with doing the best we can, putting forth our best efforts in preparation and performance and being satisfied that we did so. Of course, we want to win, but more important is did we play the game at our best, did we learn something and are we improving.
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https://balancedlifeskills.com/2017/05/03/sportsmanship-begins-with-how-we-think-about-success/
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Earlier this month, in front of her hometown crowd, Montreal’s Francoise Abanda won the biggest match of her young tennis career when she defeated Romania’s Irina-Camelia Begu, ranked No. 33 in the world, in three sets during Canada’s Fed Cup tie.
For Abanda, currently ranked No. 270, it was her first win against a top-40 player and also her first win for Canada at a Fed Cup event.
From Charlottesville, Va. where she’s playing in an ITF ($50K) tournament, Abanda took some time to speak about her Fed Cup win, what’s next for her and playing against idols Serena and Venus Williams.
Q: What else do you have on your schedule coming up? A: After this one in Charlottesville, I’m thinking of playing Indian Harbour, which is in Florida. It’s another professional tournament, a (ITF) 50K. After that pretty much everything is in Europe so I’ll have to figure out whether I’ll play Europe. If I can get into the French Open, it’s still to see.
Q: I’d like to talk a little bit about Fed Cup. Obviously it was disappointing for Canada to lose the tie. But you managed to have some good individual results. How big was that win over No. 33 Begu? A: It was such a big win. It meant so much to me to play for Canada at 18 and get my first win in Montreal. Fed Cup was an event that I used to watch on TV like two-three years ago so for me to go and win a match is really special.
Q: And it was in front of your hometown. I know you’ve played Fed Cup in Quebec City before but was it special to be in front of that crowd? A: Yeah — exactly. Quebec City is still in Quebec, but like you say, Montreal is very familiar for me. It was just a great experience and unfortunately I lost my second match against Alexandra Dulgheru. I think it was another good match and I think I’ll learn from it. I mean it was a big challenge for me to win two big matches in two days. I really believe I gave it my all and I’m pleased I could do that.
Q: After your loss to Dulgheru you spoke about feeling fatigued. Is match fitness something you’re working on? A: No. I think it’s just a matter that I just came from juniors. Last year was a transition year and I’m still transitioning. I think for me to win the two biggest matches of my life in two days, it was kind of a lot. I don’t think it was a matter of being fit or not, I just think that win was overwhelming a bit for me, and the event as well, Fed Cup, is one of the biggest events in tennis, teamwise. I just think it was a big event, it’s a big deal and I’m still young and I’ve never experienced that.
Q: So it was more of an emotional thing? A: Exactly. It was very emotional.
Q: After you’ve played some of the top players in women’s tennis are there any parts of your game that you’re looking to improve? A: Coming from juniors, it’s a different game. I’m playing against bigger girls; the level is different. I think for me, the serve is like a big part of the game in women’s tennis and I definitely think it’s something I could really improve in my game that I think would help me a lot. I think it’s physical; it’s mental.
Q: Your career-high ranking was No. 175 in October 2014. Currently you’re ranked No. 270. How would you say your year is going so far in terms of achieving your goals? A: I think I had a really bad start to the year. I wasn’t really able to have a lot of wins this year. I think winning my match at Fed Cup was a good confidence boost for me.
Q: Do you have any set goals you’re still aiming for? A: I was trying to get into the top 100 this year so that’s what I’m aiming for. Try to get close to 200, then hopefully top 100 by the end of the year. That was my goal, but I think overall it’s just keep training and improving.
Q: Does it put pressure on you when people say you and Eugenie Bouchard are the future of Canadian women’s tennis? A: No. I feel like I believe in myself. I think whatever people are saying is just a plus, is just a bonus. I think it can motivate you. I think a lot of people have their own opinions, but most important for me is just to focus on me. Yes I’m aware that I have an opportunity to do great in WTA and go far, but I’m just trying to live it day by day and whatever happens happens, and I’m just trying to reach my full potential.
Q: As a young athlete, how do you approach social media? A: I like social media. It kind of just promotes you and it’s fun to kind of know what people think and their feedback. I’m on Instagram and Twitter. It’s something fun to do outside of playing tennis. I don’t think it’s anything negative. Of course you get messages sometimes, but it hasn’t affected me right now.
Q I was looking at your Twitter feed and I saw a while back you took a selfie with Serena Williams. So what is it like being on tour and playing against people you were inspired by? A: I grew up watching the Williams (sisters), so for me to play Venus in Quebec City was a good experience. I started playing and I watched them so for me to play (her) it was an achievement. This interview has been edited and condensed.
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https://www.pressreader.com/canada/edmonton-journal/20150430/282501477185298
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A year ago, a player from my tennis club came up to me, distressed. It was Saturday afternoon, which is league day for people who work, and she wanted to talk to me (resident pro and mental skills guy) as a tennis authority: had she handled herself correctly in her match? After a little bit of stumbling, her story came out: her opponent had arrived at the match with only one racket, and had broken a string early in the match. It fell on our player, let's call her Melanie, to provide a racket or have a "free" victory, but no opponent. Melanie let her borrow a racket and the visiting player went on the win the match by a single game (Our league has a time-limit for every match, and unfinished matches are decided by totaling the number of games each player has won.). Someone on Melanie's team had muttered that she shouldn't have loaned out her racket and just taken the win, and Melanie wasn't sure if she should have trusted her instinct to share.
I thought is was awful that Melanie was made to feel bad for what she thought was an act of sportsmanship, but that doesn't necessarily answer the question of what was the right thing to do. For me, I see the need for balancing the interests of a few different groups: each player and Melanie's team. The team, as an entity, has needs. Providing for the exercising, challenging, improvement, and enjoyment it's players is the primary one. Secondarily, it must stay competitive in it's league or face relegation to a lower level. Each player similarly seeks varying degrees of challenge and fun, as well as a vague threat that performing well (often judged in terms of win/loss record) is necessary to maintaining one's spot on the team.
In all but the cases where relegation or promotion is an immanency, I would argue that the win or loss itself is irrelevant. In recreational leagues, it can be particularly hard to find a comfortable level of competitiveness because almost everybody feels better after a win than a loss, but this example shows the extreme of what that thinking leads to: Melanie's teammate suggesting that it's better to have a win on paper than to have had the experience of playing the match.
From my perspective, playing non-professional sports is all about the sublime experience of being fully engaged in a close match like this. Melanie and I talked it over. She works all week, and sneaks in a team practice and maybe another hit on some evening. Here was a match that she cared about, she got a ton of exercise, she played about as well as she could, she got to test herself with the outcome in doubt, and the match wasn't decided until the clock expired during the last game. As a club player, what more could you ask for on a Saturday afternoon? And she was supposed to walk away 10 minutes into the match to get a cheap win on a technicality? Bah! That's ridiculous.
I also think that a very strong argument could be made that playing a close match is the most valuable thing a tennis player can experience, both in terms of enjoyment and potential growth. If Melanie's team makes the league playoffs, or has to play a match that determines whether they get relegated to a lower division, I believe they will be in a stronger position having had Melanie already play a close match like this one.
There is a similar, but not identical, dilemma that is a more theoretical ethical test for the athlete, called the "Josie" problem. In this situation, you are entered in a squash tournament where you know that your only real competition will come from a player named Josie. When you arrive for the tournament, it turns out that the airline lost Josie racket bag. You have enough rackets to make it through the tournament, and in fact, you use the same model racket. Should you lend Josie some equipment?
This puzzle removes the team element, and the responsibility from the opponent, but raises the stakes for victory: maybe you'd win the whole tournament (and, I suppose improve your regional ranking)! Most people that I've talked to about this eventually agree that even though you're not obligated, creating the circumstances for the best possible competition is in your, and everyone else's, interests. How do you feel? Let me know.
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One last take is this: what should be the penalty for not bringing an extra racket? The incidence of string-breaking increases with the level of play, and correspondingly the number of rackets that people bring to a match increases. Would there ever be a point where I think that it's OK to say, "It's not my responsibility to equip my opponent?" Probably, but the stakes would have to be high enough that my opponent would almost certainly have extra coverage for any eventuality. Recently, it was announced that the US Open would have regional, more literally "open," qualifying. Anyone with $125 can sign up for a huge national tournament that eventually feeds into the main draw. Would it be worth advancing a round in this tournament in a cheap way? I think it would for some people, but one would have to think that the better player would stand a much better chance in the next round.
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http://www.aperformancecoach.com/journal/2010/6/30/broken-strings.html
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Brian, Michael and Rich breakdown the aftermath of an embarrassing Celtics loss to the Bucks and the struggles of Kyrie Irving before diving into the Celtics offseason. Where do the...
I joined Toucher and Rich in the nine o’clock hour on Thursday morning to break down the Game 5 loss, Kyrie’s effort and what comes next for the Celtics.
Brian and Rich sort through the aftermath of a brutal Game 4 loss to the Bucks, the future of the Celtics and whether the C’s will put up a fight...
Talked some Celtics with Chris Gasper and Jim Murray on the Sports Hub Celtics Show Saturday afternoon, starting at around the 20 minute mark.
Spent some quality time Wednesday evening talking Bruins-Blue Jackets on “The Gresh Show” on WPRO in Providence.
Broke down potential Game 2 adjustments and what lies ahead for the Celtics in a pivotal matchup on Tuesday night in Milwaukee with Adam Jones.
Spent some quality time Monday afternoon talking Patriots’ draft with the fellas from 101.3 The Game in Burlington.
Join Matt Perrault on SB Nation Radio this afternoon to break down the Celtics-Bucks series
Brian, Michael and Rich break down Game 1 of the Celtics-Bucks, hand out awards and dissect what adjustments the Bucks will make moving forward in the series and the impact...
Brian and Michael break down everything you need to know about Celtics-Bucks, including dissecting starting lineup possibilities, x-factors and ranking the top 10 players in the series before making their...
Spent some quality time Wednesday afternoon talking Patriots and he draft with the guys on “The Drive” on 92.9 The Ticket in Bangor.
BSJ Soccer guy Sean Sweeney jumped on Six States One Podcast Tuesday night to talk about the Revs’ 1-0 win over New York Red Bulls from Saturday night. Pod co-host...
Talked about the Patriots' draft plans and their offseason Wednesday morning with my friends Howard and Jeremy from Buffalo’s WGR Radio.
I spent some quality time Monday afternoon with Downtown Rich Kimball on AM 620 WZON talking Patriots and the 2019 draft.
Brian and Michael break down the Celtics’ first round sweep of the Pacers by going over takeaways. What did we learn about the C’s during their dominant win and what...
Brian, Michael and Rich break down a dramatic Game 2 comeback by the Celtics, hand out awards, debate Tatum as a No. 2 scoring option and whether Kyrie Irving can...
Brian, Michael and Rich break down takeaways from Game 1, talk about adjustments for Game 2 and the rest of the Pacers-Celtics series and jump around the Eastern Conference to...
Brian, Michael and Rich break down the implications of Marcus Smart missing the next 4-6 weeks with an oblique injury. Who starts in his place? What is the closing five?...
Spent some time Monday evening talking about the Bruins’ upcoming playoff series against the Maple Leafs and much more on Boston Sports Blitz.
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https://www.bostonsportsjournal.com/tag/podcasts/page/3/
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Mohamed Salah's agent Ramy Abbas Issa and the Egyptian Football Association have confirmed that the Egypt forward is fit for the Pharaohs second World Cup game against Russia on Tuesday.
"Mohamed is fit," the player's representative wrote emphatically on his @RamyCol Twitter handle on Sunday, appearing to confirm that Salah will make his return to the side as they look to improve their tournament fortunes in Saint Petersburg.
On Saturday, the Egyptian Football Association confirmed that the 26-year-old took part in group exercises along with the rest of the squad, with Tarek Hamed - who was replaced with injury in Friday's 1-0 defeat by Uruguay - also taking part.
The EFA reported on Sunday that Salah participated in training in full, although full-back Ahmed Fathy did withdraw from the session early in slight discomfort.
Coach Hector Cuper had revealed ahead of Egypt's Group A opener against Uruguay on Friday that the attacker was fit and primed to feature, although he ultimately resisted the temptation to throw Salah on against the Celeste.
Despite holding their own for much of the encounter, Egypt were undone in the 89th minute when Gimenez headed past the impressive Mohamed El Shenawy.
The loss leaves Egypt avoiding defeat when they face Russia in their second group game on Tuesday.
The hosts began their campaign with a resounding 5-0 victory over Saudi Arabia in Moscow on Thursday, and can secure their spot in the next round with a win against the North Africans.
Speaking after Egypt's defeat by Uruguay, Cuper told journalists that he wanted to avoid any risks with his side's star man in their opener.
"Mo Salah is an extremely important player for us, nobody can deny that, but you need to have a good team, and we have a good team," said the Argentinian, as per Reuters.
"Perhaps if Mo had been on the pitch today the outcome would have been different but we can't know that," he added. "Certainly, he has contributed a great amount to the team and will contribute in future matches.
"We wanted to avoid any risks in this match, but I think he will be fine for the next game."
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https://africa.espn.com/football/egypt/story/3529978/agentefa-confirm-mohamed-salah-fitness-for-egypt-russia
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There was a significant increase in recall of the two-syllable list compared to the five-syllable list. This supports the hypothesis that the word recall would be higher when the number of syllables was lower as more words were recalled from the word list with two-syllable compared to five-syllables.
From the results, we can see that the limit of working memory is capacity. This is shown by the result that the two-syllable words were recalled easier than the five-syllable words. Baddeley (1975) suggested that one syllable could, in fact, be one item and so words with less syllables would be recalled better as they take up less room in the working memory and thus more could be stored there than words with more syllables as they would take more ‘slots’ up. Baddeley found this and suggested that the working memory’s capacity limit was 4 +/- 1. The results found that participants could recall on average around five words (from either syllable list, despite the slight increase in recall of the two-syllable list) suggesting that the capacity limit found by this experiment was 4-5 words which lines up with Baddeley (1975) findings.
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This finding of a capacity limit of 4-5 words also corroborates Cowan (2001) finding of a capacity limit around four items. Though his definition of an item was not specified.
However, the findings do not agree with Miller (1960) or Atkinson and Shiffrin (1968) capacity limit of 7±2. As mentioned in the introduction, Mathy & Feldman (2012) argue that the 4-5 item capacity limit is when multiple items have grouped together to fit into one ‘slot’, therefore this capacity limit is the limit for when all information has been compressed. Thus, Miller (1960) and Atkinson and Shiffrin (1968) is the uncompressed information. So, these results may show the capacity limit for compressed information or ‘chunked’ information. However, this cannot be shown by this experiment’s results without further investigation.
One limitation is the use of opportunity sampling, which meant that a large sample could be obtained which was useful. However, opportunity sampling has been known to be unrepresentative as it is not random (Farrokhi & Mahmoudi-Hamidabad, 2012). Having unrepresentative samples may lead to bias in the results as there may be outliers or the group may simply be so similar that the general population would not respond the same. An improvement for future research may be to use stratified sampling to get a wholly representative sample of people from all education types and backgrounds.
There is also a gender bias in this study with 13 males compared to 61 females. This may have affected the results because males are better at spatial working memory tasks and females are better at verbal working memory tasks (Lowe, 2003). This would mean that the results of the study may be unrepresentative as if females are better at verbal working memory tasks, which this experiment is, then the recall scores may be higher than they are in real life due to the higher number of females in this study.
Individual differences such as participant’s background or processing speed were not considered during this study. For example, it has been suggested that people who are more anxious have smaller memory spans due to having their working memory taken up by worry and thus would recall less than an average person (Hayes, Hirsch & Mathews, 2008). Participants backgrounds in this sense were not controlled for, so anxiety or other conditions may have affected their ability to recall information and thus would reduce the reliability of the results.
Future research may be useful to focus more on the factors that could affect working memory, such as processing speed, intelligence and conditions such as anxiety. It may also be useful to have a more gender-balanced sample to obtain more generalisable results to the general population. Overall, further research into the limit of working memory would allow a more generalisable decision on the limit of working memory and factors that may contribute to it.
In conclusion, this study’s results have shown that people recall words better when the number of syllables is lower which is consistent with most modern research into memory capacity. Thus, this study acts as evidence that limit of working memory still seems to be capacity today; and that said capacity is still around 4-5 items. However, more research needs to be conducted in relevance to other factors that may be the limit of working memory such as interference, trace decay and processing speed.
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https://indybedbugpros.com/there-words-were-recalled-from-the-word-list/
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Dyslexia is a common concern as it affects many children and adults. And although no two dyslexics have exactly the same symptoms, there are key symptoms which you can, quite easily, pick up.
The terms ‘dysphonetic’ and ‘dyseidetic’ are words used to describe typical symptoms of dyslexia. Reading difficulties related to phonological and auditory processing weaknesses have been called dysphonetic dyslexia, phonological dyslexia, or auditory dyslexia.
Children with dysphonetic dyslexia tend to have good visual processing skills but have difficulty remembering letter sounds, analyzing the individual sounds in words, and blending sounds into words.
Symptoms of dysphonetic dyslexia
Reading and spelling patterns of children with dysphonetic dyslexia include:
- Poor ability to remember individual sounds or sequences of sounds.
- Difficulty blending individual sounds into words.
- Difficulty listening to words and omitting one sound and substituting it for another (say cat; now take off the /c/ and put on an /f/).
- Difficulty remembering the sounds that individual letters and phonetically regular and irregular letter combinations represent.
- Inability to rapidly retrieve letter sounds while analyzing words so that the beginning of the word is forgotten by the time the last letter of the word is recalled (naming problem).
- Difficulty analyzing unknown words because of poor knowledge of phonetic rules and difficulty sequencing sounds.
- Difficulty applying the phonetic rules from words that can be read to pseudowords that follow the same pattern but are not real words.
- Vowel sounds are particularly troublesome.
- Word substitutions that are conceptually (person, human) or visually (horse, house) related, but not phonetically related.
- Limited sight vocabulary because the student cannot memorize an abundance of words without the benefit of phonetic cues.
- Guessing at unfamiliar words rather than employing word-analysis skills.
- Spelling remains below reading level because it is attempted by sight rather than by ear.
- Correct spellings occur primarily on words that the child has encountered repeatedly and therefore can revisualize.
- Bizarre spellings that seldom can be identified, even by the child, because they do not follow phonetic patterns.
- Extraneous letters and omitted syllables in spelling.
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Causes of dysphonetic dyslexia
Although some causes of dyslexia have a genetic origin (Kere, 2014), and environmental factors play an important role (Stein, 2018), cognition mediates brain-behavior relationships and therefore offers a sufficient level of explanation for the development of principled interventions. We thus need to understand the cognitive difficulties that underpin reading failure, regardless of whether their origin is constitutional or environmental (Elliott & Grigorenko, 2014).
We cannot address dyslexia without an understanding that learning is a stratified process: one step needs to be mastered well enough before subsequent steps can be learned. This means that there is a sequence involved in learning. It is like climbing a ladder; if you miss one of the rungs of the ladder, you will fall. If you miss out on one of the important steps in the learning process, you will not be able to master subsequent steps.
A simple and practical example of this is the fact that one has to learn to count before it becomes possible to learn to add and subtract. If one tries to teach a child to add and subtract before he has been taught to count, one will quickly discover that no amount of effort will ever succeed in teaching the child these skills.
This principle is also of great importance on the sport field. If we go to a soccer field to watch the coach at work, we shall soon find that he spends a lot of time drilling his players in basic skills, like heading, passing, dribbling, kicking, etc. The players who are most proficient at these basic skills usually turn out to be the best in the actual game situation.
In the same way, there are also certain skills and knowledge that a child must acquire first, before it becomes possible for him to become a good reader. Underlying cognitive skills include:
To understand what causes auditory dyslexia we need to focus on the cognitive skills that underpin language-related functions. Cognitive skills of importance include — but are not limited to — phonological awareness, verbal short-term memory, and rapid automatized naming.
1.) Phonological awareness
Phonological awareness refers to an individual’s awareness of the phonological structure, or sound structure, of language. It is a listening skill that includes the ability to distinguish units of speech, such as rhymes, syllables in words, and individual phonemes in syllables.
2.) Verbal short-term memory
Verbal memory involves recall for words or verbal items. Verbal short-term memory capacity, as measured by digit span or non-word repetition, is typically reduced in children with dyslexia, and this reduction is still present in adults with a history of dyslexia.
3.) Rapid automatized naming
Rapid naming refers to the speed with which the names of symbols (letters, numbers, colors, or pictured objects) can be retrieved from long-term memory. This process is often termed rapid automatized naming (RAN), and people with dyslexia typically score poorer on RAN assessments than normal readers.
Treatment of dysphonetic dyslexia
The good news is that weaknesses in foundational skills can be attacked head-on; it is possible to strengthen these cognitive skills through training and practice. Edublox’s Development Tutor and Live Tutor aim at strengthening underlying cognitive skills including rapid recall, auditory short-term, and working memory. In addition, children with dyslexia receive application in the form of reading and spelling lessons. Edublox’s Live Tutor is based on the Orton Gillingham approach but simultaneously aims at developing the brain’s visual word form area.
Book a free consultation to discuss your child’s learning needs after watching the video below.
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Dysphonetic dyslexia – key takeaways
Authored by Susan du Plessis (B.A. Hons Psychology; B.D.), an educational specialist with 30+ years’ experience in the field of learning disabilities.
References and souces:
Elliott, J. G., & Grigorenko, E. L. (2014). The dyslexia debate. Cambridge: Cambridge University Press.
Kere, J. (2014). The molecular genetics and neurobiology of developmental dyslexia as model of a complex phenotype. Biochemical and Biophysical Research Communications, 452(2), 236-243.
Smith, C. R. (1991). Learning disabilities: The interaction of learner, task, and setting. Boston: Allyn and Bacon.
Stein, J. (2018). The magnocellular theory of developmental dyslexia. In T. Lachmann, & T. Weis (Eds.). Reading and dyslexia (pp. 97-128). Cham, Switzerland: Springer.
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https://www.edubloxtutor.com/dysphonetic-dyslexia/
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- Editors:
- Robyn Fivush
- Judith A. Hudson
- Date Published: January 2010
- availability: Available
- format: Paperback
- isbn: 9780521125819
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What kinds of memory demands are placed on young children and how are social interactions structured to allow children to develop various memory skills? Are there changes in children's representational abilities that lead to different memory abilities? How do individual differences affect children's memory performance? Are there age-related changes in children's autobiographical memories? These are among the questions addressed in this third volume in the Emory Cognition Project series, originally published in 1990. Although the contributors examine memory in different ways, they share the view that memory can no longer be considered a distinct and separate cognitive process isolated from other cognitive processes; rather, remembering is viewed as a cognitive activity embedded in larger social and cognitive tasks. This view is the culmination of several changes that took place in the field of cognitive development during the decade preceding publication.
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Product details
- Date Published: January 2010
- format: Paperback
- isbn: 9780521125819
- length: 368 pages
- dimensions: 229 x 152 x 21 mm
- weight: 0.54kg
- availability: Available
Table of Contents
Preface
List of contributors
1. Introduction: what young children remember and why Judith A. Hudson and Robyn Fivush
2. Remembering what happened next: very young children's recall of event sequences Patricia J. Bauer and Jean M. Mandler
3. Developmental differences in the relation between scripts and episodic memory: do they exist? Michael Jeffrey Farrar and Gail S. Goodman
4. Children's organisation of events and event memories Hilary Horn Ratner, Brenda S. Smith and Robert J. Padgett
5. Young children's understanding of models Judy S. DeLoache
6. Children's play interests, representation and activity K. Ann Renninger
7. The emergence of autobiographical memory in mother-child conversation Judith A. Hudson
8. The social and functional context of children's remembering Barbara Rogoff and Jayanthi Mistry
9. Autobiographical memory across the preschool years: toward reconceptualising childhood amnesia Robyn Fivush and Nina R. Hamond
10. Children's concerns and memory: issues of ecological validity in the study of children's eyewitness testimony Gail S. Goodman, Leslie Rudy, Bette L. Bottoms and Christine Aman
11. The suggestibility of preschoolers' recollections: historical perspectives on current problems Stephen J. Ceci, Michael P. Toglia and David F. Ross
12. Remembering, forgetting and childhood amnesia Katherine Nelson
13. Recall and its verbal expression Jean M. Mandler
14. Learning from the children Ulric Neisser
Indexes.
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http://admin.cambridge.org/academic/subjects/psychology/developmental-psychology/knowing-and-remembering-young-children?format=PB
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- Race to a Cure Authors
What Happens to Our Brains As We Age?
“Senior moments”. We’ve all heard of these infamous, tiresome qualities associated with becoming older—such as struggling to remember the name of a coworker, politician, or celebrity, only to have it reappear into our mind only a few hours later when we are no longer actively trying to remember. Although we are all prone to certain lapses in memory on occasion, these so-called “senior moments” do tend to increase as we get older. Contrarily, several cognitive abilities do tend to continue to improve with age and there are individuals who seem to be particularly exceptional when it comes to the effects age has on one’s cognitive, physical, and socio-emotional abilities. For example, neuroscientist Lorraine Tyler from the University of Cambridge had discovered that older adults of eighty years of age perform just as well as younger individuals on memory tasks. So, how do our brains change as we age, and what consequences are associated with this?
Brain Damage
Unfortunately, from the biological perspective, the ageing process begins extremely early – as early as our twenties! Although we lose neurons (ie. cells in the nervous system, including the brain) very early on in our lives, this is one of the ways in which our cognitive capabilities are refined (ie. through the process of synaptic pruning). According to the American Psychological Association, In this process, the brain removes extra synapses, which allows for the removal of connections the individual no longer needs, strengthening other more important connections. Even where the losses might be detrimental, the human brain is remarkably adept at compensating for these changes. The miniscule but continuous loss of white matter (ie. decrease in the number of myelinated axons) throughout the years causes a general “slowing down” of everyday abilities. This is because these myelinated axons are responsible to act as pathways that carry information around the brain, so their reduction results in the gradual decrease in thinking and processing speed.
Myelinated sheath (Britannica).
However, as we age, the neurons that survive the process of synaptic pruning are those that are more likely to become damaged. The ageing brain typically is characterized by the presence of two crucial devices; the neurofibrillary tangles and the amyloid plaques. The National Institute on Aging states that Neurofibrillary tangles are clumps of a specific protein called “tau”, which build up inside select neurons (ie. particularly those in the hippocampus). Higher numbers of these proteins have been linked to poorer cognitive performance, and extremely high levels are indicative of Alzheimer’s disease. It has generally been believed that these tangles interfere with signalling within the neuron and therefore may increase the risk of cellular death. Amyloid plaques are lumps of beta amyloid protein that build up between the neurons and are also thought to harm synaptic communication. These are also known to be an important marker of Alzheimer’s disease.
Image is courtesy of ResearchGate.
How Do Changes in the Physiology of the Brain Affect Memory and Other Cognitive Functions?
According to the American Psychological Association, research in neuroscience consistently demonstrates that the cognitive functions most likely to be affected by age are:
Overall thinking speed, such as making quick decisions, processing information and mental math
Executive functions, such as planning, thinking ahead, flexibility, and using complex strategies
Memory, such as remembering the names of individuals
A widely accepted view in neuroscience is that ageing causes more specific changes to the brain; some regions of the brain lose efficiency, while others continue to function at their prime. In an article on Ageing and the Brain by R. Peters, we learn more about the science of how some regions lose efficiency.. Notably, the prefrontal cortex and the hippocampus, which is responsible for memory, are particularly susceptible to the effects of age. Moreover, the frontal lobes of the brain, which is responsible for judgement, critical thinking and decision making, tend to have these effects as well, and this is why as individuals become older, they may tend to take less time to stop and think before making decisions and expressing their thoughts. They may also seem more set in their ways or may get caught up in talking about a particular topic and find it difficult to move on to another topic or task. Planning and thinking ahead may also become more difficult.
Two factors of ageing that can be easily overlooked are diminishing eyesight and hearing loss. Both of these critical senses become less efficient as one ages, and this may have serious consequences for one’s safety. In addition, mental processing is far more effortful, which can lead to a sense of being overwhelmed by excessive cognitive load.
Furthermore, decrease in memory abilities is one of the most common effects of ageing on one’s cognitive abilities. An article in Harvard Health Publishing says that generalized changes include having difficulty remembering information that has no specific meaning, such as strings of unrelated words or numbers (this can happen as early as the thirties), words do not come to mind so easily (this can occur as early as middle adulthood but get significantly more noticeable as individuals transition into old age). In this case, the little pieces of information that they feel they must know may seem completely out of reach. Although these feelings are often frustrating, they are incredibly common and the information tends to come back to the mind after some moments, usually when the individual stops consciously trying to remember the information and moves on to another task. Age is especially disruptive to one’s prospective memory, which allows them to remember to do things at a particular point in the future (e.g. going to an appointment, or buying something on a grocery list etc.). This effect can be particularly worrisome, if the task is an important one, such as forgetting to take one’s medication, for example.
However, in contrast to all the cognitive losses mentioned above, vocabulary, knowledge, and wisdom generally continue to grow. In an article on the Upsides of your aging Brain we see that Everyday problem-solving also tends to be unaffected by age and can even continue to improve, except where there is significant pressure of time. There are also some aspects of memory that seem to be completely unaffected by age; in particular, anything that becomes a well-established routine or habit may be generally well-remembered. Lastly, short-term memory tasks, such as temporarily holding a relatively simple piece of information in the mind (e.g. remembering a short phone number or a sequence of words in a list), also seem to be largely unaffected, as long as there are no distractions in one’s process of memorization.
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https://www.racetoacure.org/post/what-happens-to-our-brains-as-we-age
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"My mother said that I should finish high school and go to college first."
Saul Kripke in response to an invitation to apply for a teaching position at Harvard
Noting that the cerebellum acts to streamline the speed and efficiency of all thought processes, Vandervert explained the abilities of prodigies in terms of the collaboration of working memory and the cognitive functions of the cerebellum. Citing extensive imaging evidence, Vandervert first proposed this approach in two publications which appeared in 2003. In addition to imaging evidence, Vandervert's approach is supported by the substantial award-winning studies of the cerebellum by Masao Ito.
Vandervert provided extensive argument that, in the prodigy, the transition from visual-spatial working memory to other forms of thought (language, art, mathematics) is accelerated by the unique emotional disposition of the prodigy and the cognitive functions of the cerebellum. According to Vandervert, in the emotion-driven prodigy (commonly observed as a "rage to master") the cerebellum accelerates the streamlining of the efficiencies of working memory in its manipulation and decomposition/re-composition of visual-spatial content into language acquisition and into linguistic, mathematical, and artistic precocity.
Essentially, Vandervert has argued that when a child is confronted with a challenging new situation, visual-spatial working memory and speech-related and other notational system-related working memory are decomposed and re-composed (fractionated) by the cerebellum and then blended in the cerebral cortex in an attempt to deal with the new situation. In child prodigies, Vandervert believes this blending process is accelerated due to their unique emotional sensitivities which result in high levels of repetitious focus on, in most cases, particular rule-governed knowledge domains. He has also argued that child prodigies first began to appear about 10,000 years ago when rule-governed knowledge had accumulated to a significant point, perhaps at the agricultural-religious settlements of Göbekli Tepe or Cyprus.
Some researchers believe that prodigious talent tends to arise as a result of the innate talent of the child, and the energetic and emotional investment that the child ventures. Others believe that the environment plays the dominant role, many times in obvious ways. For example, László Polgár set out to raise his children to be chess players, and all three of his daughters went on to become world-class players (two of whom are grandmasters), emphasizing the potency a child's environment can have in determining the pursuits toward which a child's energy will be directed, and showing that an incredible amount of skill can be developed through suitable training.
But on the other hand George Frideric Handel was an example of the natural talent ... "he had discovered such a strong propensity to music, that his father who always intended him for the study of the Civil Law, had reason to be alarmed. He strictly forbade him to meddle with any musical instrument but Handel found means to get a little clavichord privately convey'd to a room at the top of the house. To this room he constantly stole when the family was asleep". Despite his father's opposition, Handel became a skillful performer on the harpsichord and pipe organ.
Prodigiousness in childhood is not always maintained into adulthood. Some researchers have found that gifted children fall behind due to lack of effort. Jim Taylor, professor at the University of San Francisco, theorizes that this is because gifted children experience success at an early age with little to no effort and may not develop a sense of ownership of success. Therefore, these children might not develop a connection between effort and outcome. Some children might also believe that they can succeed without effort in the future as well. Dr. Anders Ericcson, professor at Florida State University, researches expert performance in sports, music, mathematics, and other activities. His findings demonstrate that prodigiousness in childhood is not a strong indicator of later success. Rather, the number of hours devoted to the activity was a better indicator.
Rosemary Callard-Szulgit and other educators have written extensively about the problem of perfectionism in bright children, calling it their "number one social-emotional trait". Gifted children often associate even slight imperfection with failure, so that they become fearful of effort, even in their personal lives, and in extreme cases end up virtually immobilized.
Working memory is a cognitive system with a limited capacity that can hold information temporarily. Working memory is important for reasoning and the guidance of decision-making and behavior. Working memory is often used synonymously with short-term memory, but some theorists consider the two forms of memory distinct, assuming that working memory allows for the manipulation of stored information, whereas short-term memory only refers to the short-term storage of information. Working memory is a theoretical concept central to cognitive psychology, neuropsychology, and neuroscience.
Creativity is a phenomenon whereby something new and valuable is formed. The created item may be intangible or a physical object.
Visual thinking, also called visual or spatial learning or picture thinking, is the phenomenon of thinking through visual processing. Visual thinking has been described as seeing words as a series of pictures. It is common in approximately 60–65% of the general population. "Real picture thinkers", those who use visual thinking almost to the exclusion of other kinds of thinking, make up a smaller percentage of the population. Research by child development theorist Linda Kreger Silverman suggests that less than 30% of the population strongly uses visual/spatial thinking, another 45% uses both visual/spatial thinking and thinking in the form of words, and 25% thinks exclusively in words. According to Kreger Silverman, of the 30% of the general population who use visual/spatial thinking, only a small percentage would use this style over and above all other forms of thinking, and can be said to be true "picture thinkers".
The limbic system, also known as the paleomammalian cortex, is a set of brain structures located on both sides of the thalamus, immediately beneath the medial temporal lobe of the cerebrum primarily in the forebrain.
Intellectual giftedness is an intellectual ability significantly higher than average. It is a characteristic of children, variously defined, that motivates differences in school programming. It is thought to persist as a trait into adult life, with various consequences studied in longitudinal studies of giftedness over the last century. There is no generally agreed definition of giftedness for either children or adults, but most school placement decisions and most longitudinal studies over the course of individual lives have followed people with IQs in the top 2.5 percent of the population—that is, IQs above 130. Definitions of giftedness also vary across cultures.
Human calculator is a term to describe a person with a prodigious ability in some area of mental calculation.
Dyscalculia is a disability resulting in difficulty learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, performing mathematical calculations and learning facts in mathematics. It is sometimes informally known as "math dyslexia", though this can be misleading as dyslexia is a different condition from dyscalculia.
Dysgraphia is a learning disability of written expression, that affects the ability to write, primarily handwriting, but also coherence. It is a specific learning disability (SLD) as well as a transcription disability, meaning that it is a writing disorder associated with impaired handwriting, orthographic coding and finger sequencing. It often overlaps with other learning disabilities and neurodevelopmental disorders such as speech impairment, attention deficit hyperactivity disorder (ADHD) or developmental coordination disorder (DCD).
Visual memory describes the relationship between perceptual processing and the encoding, storage and retrieval of the resulting neural representations. Visual memory occurs over a broad time range spanning from eye movements to years in order to visually navigate to a previously visited location. Visual memory is a form of memory which preserves some characteristics of our senses pertaining to visual experience. We are able to place in memory visual information which resembles objects, places, animals or people in a mental image. The experience of visual memory is also referred to as the mind's eye through which we can retrieve from our memory a mental image of original objects, places, animals or people. Visual memory is one of several cognitive systems, which are all interconnected parts that combine to form the human memory. Types of palinopsia, the persistence or recurrence of a visual image after the stimulus has been removed, is a dysfunction of visual memory.
The Wechsler Intelligence Scale for Children (WISC) is an individually administered intelligence test for children between the ages of 6 and 16. The Fifth Edition is the most recent version.
Visual learning is a learning style in the Fleming VAK/VARK model where a learner needs to see information in order to process it. Visual learners can utilize graphs, charts, maps, diagrams, and other forms of visual stimulation to effectively interpret information. The Fleming VAK/VARK model also includes kinesthetic learning and auditory learning. There is no evidence that providing visual materials to students identified as having a visual style improves learning.
Dysmetria is a lack of coordination of movement typified by the undershoot or overshoot of intended position with the hand, arm, leg, or eye. It is a type of ataxia. It can also include an inability to judge distance or scale.
Creative visualization is the cognitive process of purposefully generating visual mental imagery, with eyes open or closed, simulating or recreating visual perception, in order to maintain, inspect, and transform those images, consequently modifying their associated emotions or feelings, with intent to experience a subsequent beneficial physiological, psychological, or social effect, such as expediting the healing of wounds to the body, minimizing physical pain, alleviating psychological pain including anxiety, sadness, and low mood, improving self-esteem or self-confidence, and enhancing the capacity to cope when interacting with others.
The neuroanatomy of memory encompasses a wide variety of anatomical structures in the brain.
Dyslexia is a reading disorder wherein an individual experiences trouble with reading. Individuals with dyslexia have normal levels of intelligence but can exhibit difficulties with spelling, reading fluency, pronunciation, "sounding out" words, writing out words, and reading comprehension. The neurological nature and underlying causes of dyslexia are an active area of research. However, some experts believe that the distinction of dyslexia as a separate reading disorder and therefore recognized disability is a topic of some controversy.
Attentional control refers to an individual's capacity to choose what they pay attention to and what they ignore. It is also known as endogenous attention or executive attention. In lay terms, attentional control can be described as an individual's ability to concentrate. Primarily mediated by the frontal areas of the brain including the anterior cingulate cortex, attentional control is thought to be closely related to other executive functions such as working memory.
Cerebellar cognitive affective syndrome (CCAS), also called Schmahmann's syndrome is a condition that follows from lesions (damage) to the cerebellum of the brain. It refers to a constellation of deficits in the cognitive domains of executive function, spatial cognition, language, and affect resulting from damage to the cerebellum. Impairments of executive function include problems with planning, set-shifting, abstract reasoning, verbal fluency, and working memory, and there is often perseveration, distractibility and inattention. Language problems include dysprosodia, agrammatism and mild anomia. Deficits in spatial cognition produce visual–spatial disorganization and impaired visual–spatial memory. Personality changes manifest as blunting of affect or disinhibited and inappropriate behavior. These cognitive impairments result in an overall lowering of intellectual function. CCAS challenges the traditional view of the cerebellum being responsible solely for regulation of motor functions. It is now thought that the cerebellum is responsible for monitoring both motor and nonmotor functions. The nonmotor deficits described in CCAS are believed to be caused by dysfunction in cerebellar connections to the cerebral cortex and limbic system.
Sex differences in cognition are widely studied in the current scientific literature. Biological and genetic differences in combination with environment and culture have resulted in the cognitive differences among men and women. Among biological factors, hormones such as testosterone and estrogen may play some role mediating these differences. Among differences of diverse mental and cognitive abilities, the largest or most well known are those relating to spatial abilities, social cognition and verbal skills and abilities.
For the purposes of this and future research, a prodigy was defined as a child younger than 10 years of age who has reached the level of a highly trained professional in a demanding area of endeavor.
At the moment, the most widely accepted definition is a child, typically under the age of 10, who has mastered a challenging skill at the level of an adult professional.
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https://wikimili.com/en/Child_prodigy
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The diagnostic report is the report that Pearl will issue to the child’s parents and the child’s School/College (where relevant) at the end of the assessment process when a full assessment has been requested. The report is a formal document which can be used by the Centre or School as evidence for obtaining access arrangements (exam concessions) for external examinations, or as evidence to support the application for additional funding and support for the child, such as top-up funding or high level needs funding.
Background Information:
Pearl only uses fully standardised assessments. These are assessments which have been rigorously tested and evaluated for accuracy across a large population, and are well recognised for their accuracy in obtaining appropriate information. However, it is always worth remembering that no test is 100 per cent accurate.
Before conducting any any assessment Pearl will issue developmental questionnaires. These provide her with background information relating to the child to be assessed and where any strengths, needs and concerns may lie. They provide the context for assessment and enable Pearl to focus assessment upon the most relevant and appropriate areas.
The full diagnostic assessment provides detailed and diagnostic information relating to the strengths and needs of the child. It is most suitable where a parent or school has concerns, but the child has not been assessed in the past as it provides a holistic analysis of child's strengths and weaknesses. It is suitable for application for additional funding, for instance for an EHCP, additional top-up funding, disability students allowance and access arrangements. A full report is provided as an outcome of the assessment which details the results of the assessment, analyses these results and provides key recommendations for staff, parents and the pupil themselves.
The short assessment provides information relating to the key areas relevant for application for access arrangements. No report is provided, but a summary 'Pupil Profile' is produced as an outcome, along with any additional application forms (e.g. Form 8 Section C), as appropriate. The short assessment also provides recommendations for teaching and support staff, parents and the pupil themselves.
The full diagnostic assessment:
The assessment itself takes between 2 and 3 hours and depends upon the age and performance of the pupil. It can be conducted in the child's home, school or at Pearl's home. Pearl offers breaks as appropriate. The assessment consists of a number of tests which each take a varying length of time. The standard battery of tests include:
Additional tests may be administered, according to need, which include:
Pearl will discuss whether additional tests may be needed before she conducts the assessment.
Short assessment for access arrangement applications:
This assessment takes about 1.5 hours and is conducted in the student's school. The assessment focuses upon areas of need to highlight strengths and weaknesses and where any specific concerns may lie which would require a special dispensation or access arrangement. The standard battery of tests include:
Additional tests which might be administered are:
Glossary:
There are a number of words and phrases used within reports which are specific to psychometric assessments. In order to interpret and understand the implications of the assessments undertaken, outlined below is the key terminology which often forms part of the assessment process and may be referred to within a report.
Ability
This is what an individual is can do.
Assessment
The difference between a test and an assessment is that a 'test' usually provides a final score which provides quantitative information only. The assessment process is the mechanism for interpreting the test data whilst observing the engagement and interaction of the child/young person and analysing the information gained through the assessment process. It is a 360 degree analysis of performance.
Ceiling
Standardised assessments are often weakest at the extreme ranges of the ages that the tests have been designed for. At the lowest end, the youngest children would answer the least number of correct questions and hence the average is limited to a smaller sample. Similarly, at the upper end the oldest participants would answer the most number of questions, thereby not providing a true picture of the range available at this age.
Centile scores
Percentile or centile scores provide a centile ranking to compare clients with their peers. They can be viewed as steps on a ladder, from 1 to 100. If a hypothetical group of 100 students of a similar age are ranked according to their test scores, a score of 85 per cent would be the 85th student and there would be 15 student achieving higher results and 84 student achieving lower results. A student achieving 20% can be deemed to be equal to or surpassing 20 per cent of his or her peers. Although it would be thought that 50 per cent is average, the average range is considered to be 25 to 74 per cent.
Comprehension
Understanding spoken words and their meaning (verbal Comprehension) or written words and their meaning (reading comprehension). It can also mean understanding non-verbal clues like gestures. Difficulty in reading comprehension can lead to difficulty in understanding the true meaning of the text and can lead to inaccurate interpretations. A candidate with reading comprehension difficulties may qualify for a reader or additional time, if by reading slowly they are able to improve their reading comprehension score.
Confidence Intervals
This is the measure of the accuracy of the assessment. It describes how confident the assessor is with the measurement or result. 95 per cent confidence intervals are usually quoted. This means that the assessor can be 95 per cent confident that the actual performance of the client lies within the range given. For instance, if a test was carried out with the same client twenty times, and test practice effects and external factors were taken into account, the score would fall between the lower and upper limit on 19 out of 20 occasions.
Decoding
Is the ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. Understanding these relationships gives children the ability to recognize familiar words quickly and to figure out words they haven't seen before. Although children may sometimes figure out some of these relationships on their own, most children benefit from explicit instruction in this area. If a candidate has difficulty in decoding their reading will be impaired despite having ability if presented with information orally. They may qualify for a reader in exams.
Expressive difficulties
Difficulty conveying thoughts and messages through language.
Fluency Score
Fluency is associated with the ability to read or write easily, accurately and automatically. The score takes account of ability to decode words with accuracy. A low fluency score would disadvantage a candidate who otherwise is able to respond appropriately to exam questions. They may therefore qualify for a reader or additional time.
Grammatical Structures
The system of rules governing a language. Difficulties with grasping grammatical structures leads to difficulties in reading comprehension and/or writing. A candidate with difficulties in grammatical structures may qualify for a reader if they are able to understand the question when presented orally. If their difficulties impacts their written scripts to the extent that they are unintelligible, they may qualify for either a scribe, a wordprocessor or a transcription.
Handwriting Speed
Usually measured in words per minute. The score measures how many words a candidate is able to write freely when not constrained by subject knowledge. Difficulty in handwriting speed may be a result of:
· Slow processing of information
· Problems with spelling
· Motor co-ordination difficulties
· Labour intensive and tiring
A candidate with slow handwriting when compared to peers, may qualify for additional time, a wordprocesssor or a scribe.
Long-Term Memory
Indefinitely stores an unlimited amount of information.
Non-Verbal Ability
This is the ability to interpret information which is presented in a non-verbal format such as through diagrams, patterns and so on. It is a useful measure for determining underlying ability in individuals with language and communication difficulties.
Non-word reading
This is a measure of phonological awareness by measuring ability to decode non-words, or made-up ‘words’, from their sounds. Phonological awareness is believed to be crucial to the development of reading.
Oral Expression
Ability to express oneself through spoken words.
Phonological Awareness/Difficulties
Phonological awareness is the ability to identify and manipulate sounds (phonemes) in words. It is a foundation skill for reading and spelling development. Phonological Difficulty is a difficulty in selecting, creating, discriminating or using correct speech sounds when speaking. This may affect the development of Literacy skills such as reading and spelling.
Phonological Processing
Ability to process and decode phonics (oral sounds), whether presented orally or in written form.
Processing Speed
Rate at which an individual is able to decode information and produce an accurate response. If a candidate presents with a slow processing speed s/he may qualify for additional time during exams.
Psychological Tests
Psychological tests measure qualities which are less tangible than physical measurements such as height or weight. They often measure behavioural characteristics which are hidden
Raw Score
This is the actual score obtained on the test.
Reading Comprehension
Reading comprehension measure the ability to read for meaning. Being able to provide and accurate interpretation of reading material. A candidate who has difficulty in interpreting written text when compared to it being presented orally, may qualify for a reader. It may be more appropriate to allow extra time if given time a candidate is able to interpret the text.
Reading Speed
This is the speed at which an individual can read individual words. A candidate who demonstrates a slow reading speed may qualify for additional time.
Reasoning
The ability to process information to make judgements and conclusions. It is also related to understanding the issues of cause and effect. It requires cognitive elements of understanding, considering, explaining and rationality.
Receptive Language Difficulty
This is a difficulty in understanding spoken language and will affect the interpretation of questions during an exam. A candidate may qualify for an oral language modifier or modified language paper in certain circumstances.
Reliability
The reliability of a test is how consistent it is at measuring what it sets out to measure. For instance, if a test was administered to a client 5 times, disregarding the effects of learning the test, how similar are the results gained? The more reliable the test, the closer the results would be to each other. Reliability will be affected by random error (boredom, fatigue and so on).
Sensorimotor Functioning
This is the development of the brain which leads to the integration and co-ordination of sensory information leading to an appropriate motor response. Difficulties in sensorimotor development will impact handwriting and a candidate may qualify for the use of a wordprocessor, voice-activated computer, a scribe or additional time. If the sensorimotor development is significantly impaired, a candidate in extreme circumstances may qualify for a practical assistant, that is someone who aids their movement.
Short-term Memory
Capacity for holding a small amount of information in an active and readily available state for a short period of time. The capacity of the short-term memory is said to be 7 units of information +/- 2 units and can be held for just a few seconds, and it can be easily diverted by external factors. Difficulties in short-term memory may affect the ability to retain information during exams and may result in the candidate taking longer than normally expected to read, and re-read questions whilst aiming to retain the information and formulate a response. A candidate with a difficulty in short-term memory may qualify for additional time. Short-term memory difficulties may present as distractibility, and a prompter may be a more suitable arrangement in this case.
Single-Word Accuracy
Ability to read with accuracy single words when not placed within a context. This score provides an indicator of an individual’s ability to read written text accurately. A candidate with single-word reading difficulties will have difficulties reading generally and may qualify for extra time or a reader.
Standardised Assessment
A standardised assessment or test is a test that is administered and scored in a consistent or ‘standard’ way. They are designed in such a way that the questions, conditions for administering, scoring and interpretations are consistent allowing comparison to be made between scores. They are administered and scored in a predetermined and standard way based upon the results of the standardisation process. Standardised tests are developed and administered to a large sample of clients before being published, the data obtained is used to develop the scores for each client age group.
They provide a standardised method for assessing and diagnosing individuals. However, they are inherently unable to make a true representation of every member of society, so test bias will exist.
Standard Score
The standard score is a score which is calculated from the raw score obtained. It allows clients to be compared with others of similar age. The average range is 85-115, the low average range is 80-85 and the below average range is below a score 55-80.
A score is required to be within the below average range for a student to qualify for access arrangements.
Underlying Ability
This is the true ability of an individual and is usually measured using non-verbal scores. A discrepancy between non-verbal and verbal ability may indicate a specific language difficult, whereas low verbal and non-verbal scores indicates general cognitive delay.
Validity
This is a measure of confidence that the test is assessing what it sets out to measure. There will always be errors due to fatigue, boredom, external influences and so on but systematic errors need to be reduced as far as possible. However, if for instance, a client struggles to understand the language of the test or the illustrations are outdated, the test will fail to accurately measure the true attainment of the client. In order for the test to measure what it sets out to measure, it needs to be valid.
Reliability and validity are related. The lower the reliability the lower the validity. As error increases, so the confidence that the test is measuring what it sets out to measure reduces.
Verbal Memory
Also known as auditory memory, it is the ability to retain an ordered sequence of verbal or auditory information for a short period of time. A candidate with verbal (auditory) memory difficulties will have difficulty demonstrating their true ability during oral exams, may struggle to organise and sequence their thoughts and may lose the thread in a conversation, multiple instructions given orally and may qualify for access arrangements.
Verbal Processing Speed
This is the time taken to process familiar verbal (aural) information such as letters and digits. If a candidate demonstrates significantly reduced verbal processing speed, they may qualify for additional time in exams in order to be able to allow time to process the information and formulate responses.
Visual Stress
This is a term used to describe the experience of eye strain and/or difficulty in focussing leading to headaches, illusions of colour or movement in written text. A candidate may require coloured overlays, coloured paper, magnifier or enlarged print if this is their normal way of working. It may however, be more appropriate to provide rest breaks.
Visual-motor perceptual skills
Ability to process information visually and make an appropriate motor (movement) response. As with sensorimotor development, a candidate who experiences significant difficulties in visuomotor perception and integration may experience difficulty with interpreting text and diagrams and with handwriting. Access arrangements could include a scribe, wordprocessor, voice activated software,
Visuospatial processing
This is the ability to perceive objects and the relationships between them. A candidate with a strong visuospatial memory will be able to interpret pictures and diagrams more readily than spoken information, and there will be a mis-match between their verbal and non-verbal comprehension scores.
Working Memory
This is the memory used to hold temporarily, process, manipulate and retrieve information. It is the executive and attentional aspect of short-term memory. A difficulty in working memory can lead to a reduction in the ability to be able to process information and may impact ability within a number of situations such as mathematical problem-solving. Jottings may need to be encouraged to enable a student to keep track of their thought processes. A candidate may benefit from additional time in exams to allow for the extra time needed to make notes and jottings or to re-read information, as the simultaneous act of decoding textual information whilst absorbing the information from it, can lead to difficulties in interpreting information - this is particularly true where complex subject-specific vocabulary is used. Additionally, a candidate may benefit from rest breaks if the concentration within exam conditions reduces their concentration and working memory ability. Reading aloud may also benefit the candidate to hear the words as they are read.
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http://www.pearlstraining.co.uk/useful-information/interpreting-the-diagnostic-report
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Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
- S. Dekker, N. Lee, P. Howard-Jones, J. Jolles
- Psychology, Medicine
- Front. Psychology
- 31 August 2012
Findings suggest that teachers who are enthusiastic about the possible application of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts, and possessing greater general knowledge does not appear to protect teachers from believing in neuromyths. Expand
TLDR
Rey's verbal learning test: Normative data for 1855 healthy participants aged 24–81 years and the influence of age, sex, education, and mode of presentation
- W. Van der Elst, M. V. van Boxtel, G. V. van Breukelen, J. Jolles
- Medicine, Psychology
- Journal of the International Neuropsychological…
- 1 May 2005
The results showed that VLT performance decreased in an age-dependent manner from an early age, and the learning capacity of younger versus older adults differed quantitatively rather than qualitatively. Expand
TLDR
Regional Frontal Cortical Volumes Decrease Differentially in Aging: An MRI Study to Compare Volumetric Approaches and Voxel-Based Morphometry
- D. Tisserand, J. Pruessner, +4 authors H. Uylings
- Medicine, Computer Science
- NeuroImage
- 1 October 2002
Overall, it was concluded that although semiautomated and voxel-based methods can provide a reasonable estimate of regional brain volume, they cannot serve as a substitute for manual volumetry. Expand
TLDR
Cerebral white matter lesions and cognitive function: The Rotterdam scan study
- Jan Cees de Groot, F. de Leeuw, +4 authors M. Breteler
- Medicine
- Annals of neurology
- 1 February 2000
Tasks that involve speed of cognitive processes appear to be more affected by WMLs than memory tasks, and subjects with most severe periventricular W MLs performed nearly 1 SD below average on tasks involving psychomotor speed, and more than 0.5SD below average for global cognitive function. Expand
TLDR
Effect of radiotherapy and other treatment-related factors on mid-term to long-term cognitive sequelae in low-grade gliomas: a comparative study
- M. Klein, J. Heimans, +14 authors M. Taphoorn
- Medicine
- The Lancet
- 2 November 2002
The findings suggest that the tumour itself has the most deleterious effect on cognitive function and that radiotherapy mainly results in additional long-term cognitive disability when high fraction doses are used. Expand
TLDR
Learning and retrieval rate of words presented auditorily and visually.
An experiment was carried out using normal subjects, in which the effects of presentation mode and order of modality were investigated, and there were no differential effects of these variables on several parameters, such as the number of words recalled and the learning curve. Expand
TLDR
The Letter Digit Substitution Test: Normative Data for 1,858 Healthy Participants Aged 24–81 from the Maastricht Aging Study (MAAS): Influence of Age, Education, and Sex
- W. Van der Elst, M. V. van Boxtel, G. V. van Breukelen, J. Jolles
- Psychology, Medicine
- Journal of clinical and experimental…
- 1 September 2006
The written and oral versions of the Letter Digit Substitution Test were administered to a large, cognitively screened sample of adults and the effect of a low versus high level of education on LDST performance was comparable to about 20 years of aging. Expand
TLDR
A voxel-based morphometric study to determine individual differences in gray matter density associated with age and cognitive change over time.
- D. Tisserand, M. V. van Boxtel, J. Pruessner, P. Hofman, Alan C. Evans, J. Jolles
- Psychology, Medicine
- Cerebral cortex
- 1 September 2004
It is suggested that prefrontal and temporal cortical regions are of particular relevance both in aging and age-related cognitive decline in healthy, non-demented elderly individuals. Expand
TLDR
The nature of the effect of female gonadal hormone replacement therapy on cognitive function in post-menopausal women: a meta-analysis
- E. Hogervorst, J. Williams, M. Budge, W. Riedel, J. Jolles
- Medicine, Psychology
- Neuroscience
- 15 November 2000
Surprisingly, both healthy and demented women with low education seem to benefit most from HRT, and the interactions of HRT with age, menopausal status and existing protective factors for cognitive decline and Alzheimer's disease are investigated. Expand
TLDR
The Stroop Color-Word Test
- W. Van der Elst, M. V. van Boxtel, G. V. van Breukelen, J. Jolles
- Psychology, Medicine
- Assessment
- 1 March 2006
The results showed that especially the speed-dependent Stroop scores, rather than the accuracy measures, were profoundly affected by the demographic variables, and suggests that executive function, as measured by the Stroop test, declines with age and that the decline is more pronounced in people with a low level of education. Expand
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https://www.semanticscholar.org/author/J.-Jolles/144438320
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Updated: 2017-12-04 00:02
Physical Differences. One never sees two people whose bodies are exactly alike. They differ in height or weight or color of the skin. They differ in the color of the hair or eyes, in the shape of the head, or in such details as size and shape of the ear, size and shape of the nose, chin, mouth, teeth, feet, hands, fingers, toes, nails, etc. The anatomist tells us that we differ internally just as we do externally. While the internal structure of one person has the same general plan as that of another, there being the same number of bones, muscles, organs, etc., there are always differences in detail. We are built on the same plan, i.e. we are made after a common type. We vary, above and below this type or central tendency.
Weight may be taken for illustration. If we should weigh the first thousand men we meet, we should find light men, heavy men, and men of medium weight. There would be few light men, few heavy men, but many men of medium weight. This fact is well shown in diagram by what is known as a curve of distribution or frequency surface, which is constructed as follows: Draw a base line A B, and on this line mark off equal distances to represent the various weights. At the left end put the number representing the lightest men and at the right the number representing the heaviest men; the other weights come in between in order. Then select a scale; we will say a millimeter in height above the base line represents one person of the weight represented on the base, and in drawing the upper part of the figure, A C B, we have but to measure up one millimeter for each person weighed, of the weight indicated below on the base.
Figure V-Frequency Surface-Weight
The solid line represents men, the broken line, women.
A study of this frequency surface shows a tendency for people to be grouped about the central tendency or average. There are many people of average weight or nearly so, but few people who deviate widely from the average weight. If we measure people with reference to any other physical characteristic, or any mental characteristic, we get a similar result, we find them grouped about an average or central tendency.
Mental Differences. Just as we differ physically, so also we differ mentally, and in the various aspects of our behavior. The accompanying diagram (Free Association) shows the distribution of a large number of men and women with respect to the speed of their flow of ideas. When men and women are measured with respect to any mental function, a similar distribution is found.
Figure VI-Frequency Surface-Free Association
Solid line, men; broken line, women. The numbers below the base represent the number of words written in the Free Association test, and the numbers at the left represent the number of people making the respective scores.
An interesting question is whether our mental differences have any relation or connection with one another. If one mental characteristic is of high order, are all the others of high order also? Does a good memory indicate a high order of attention, of association, of imagination, of learning capacity? Experiments show that mental characteristics have at least some degree of independence. But the rule is that they generally go together, a high order of ability in one mental function indicating a high order of ability in at least some others, and a low order of ability in one function indicating a low order in other functions.
However, it seems that abilities that are very much specialized, such as musical ability, artistic ability, etc., may exist in high order while other mental functions may be only mediocre. It is a common thing for a musical person to be of rather poor ability otherwise. To the extent that special abilities require specialized differences in the structure of brain, nervous system, or sense organ, they can exist in some degree of independence of other functions. Musical ability to some extent does require some such differences and may therefore be found either with a high or a low degree of ability in other characteristics.
It is doubtless true that at maturity the unequal power of mental functions in the same person may be partly due to the fact that one function has been exercised and others neglected. A person having very strong musical tendencies is likely to have such a great interest in music that he will think other activities are not worth while, and will consequently neglect these other activities. It will therefore turn out that at maturity the great differences in mental functions in such a person are in part due to exercise of one function and neglect of others. But there can be no doubt that in many cases there are large original, inherited differences, the individual being poor in one aspect of mind and good in others. Feeble-minded people are usually poor in all important aspects of mind. However, one sometimes finds a feeble-minded person having musical or artistic ability, and often such a person has a good rote memory, sometimes a good verbal memory. However, the so-called higher mental functions-logical memory, controlled association, and constructive imagination-are all poor in a feeble-minded person.
Each mental function may be looked upon as in some measure independent; each is found existing in people in varying degrees from zero ability up to what might be called genius ability. The frequency curves in Fig. VI show this. Take rote memory for example. Idiots are found with practically zero ability in rote memory. At the other extreme, we find mathematical prodigies who, after watching a long freight train pass and noting the numbers of the cars, can repeat correctly the number of each car. Rote memory abilities can be found representing every step between these two extremes. This principle of distribution holds true in the case of all mental functions. We find persons practically without them, and others possessing them in the highest order, but most people are grouped about the average ability.
Detecting Mental Differences. It has already been said that mind has many different aspects and that people differ with respect to these aspects. Now let us ask how we can measure the degree of development of these aspects or functions of mind. We measure them just as we measured muscular speed as described in the first chapter. Each mental function means ability to do something-to learn, to remember, to form images, to reason, etc. To measure these different capacities or functions we have but to require that the person under consideration do something, as learn, remember, etc., and measure how well and how fast he does it, just as we would measure how far he can jump, how fast he can run, etc.
In such measurements, the question of practice is always involved. If we measure running ability, we find that some are in practice while others are not. Those in practice can run at very nearly their ultimate capacity. Those who are not in practice can be trained to run much faster than they do. To get a true measure of running capacity, we should practice the persons to be measured till each runs up to the limit of his capacity, and then measure each one's speed. The same thing is true, to some extent, when we come to measure mental functions proper. However, the life that children live gives exercise to all fundamental functions of the mind, and unless some of the children tested have had experience which would tend to develop some mental functions in a special way, tests of the various aspects of learning capacity, memory, association, imagination, etc., are a fairly good measure of original, inherited tendencies.
Of course, it must be admitted that there are measurable differences in the influence of environment on children, and when these differences are extreme, no doubt the influence is shown in the development of the child's mind. A child reared in a home where all the influences favor its mental development, ought to show a measurable difference in such development when compared with a child reared in a home where all the influences are unfavorable. It is difficult to know to what extent this is true, for the hereditary and environmental influences are usually in harmony, the child of good hereditary stock having good environmental influences, and vice versa. When this is not the case, i.e. when a child of good stock is reared under poor environmental influences, or when a child of poor stock is reared under good influences, the results seem to show that the differences in environment have little effect on mental development, as far as the fundamental functions are concerned, except in the most extreme cases.
Each mental function is capable of some development. It can be brought up to the limit of its possibilities. But recent experiments indicate that such development is not very great in the case of the elementary, fundamental functions. Training, however, has a much greater effect on complex mental activities that involve several functions. Rote memory is rather simple; it cannot be much affected by training. The memory for ideas is more complex; it can be considerably affected by training. The original and fundamental functions of the mind depend upon the nature of the nervous system which is bequeathed to us by heredity. This cannot be much changed. However, training has considerable effect on the co?rdinations and combinations of mental functions. Therefore, the more complex the mental activities which we are testing, the more likely they are to have been affected by differences in experience and training.
If we should designate the logical memory capacity of one person by 10, and that of another by 15, by practice we might bring the first up to 15 and the second to 22?, but we could not equalize them. We could never make the memory of the one equal to that of the other. In an extreme case, we might find one child whose experience had been such that his logical memory was working up to the limit of its capacity, while the other had had little practice in logical memory and was therefore far below his real capacity. In such a case, a test would not show the native difference, it would show only the present difference in functioning capacity.
Fairly adequate tests for the most important mental functions have been worked out. A series of group tests with directions and norms follow. The members of the class can use these tests in studying the individual differences in other people. The teacher will find other tests in the author's Examination of School Children, and in Whipple's Manual of Mental and Physical Tests.
MENTAL TESTS
General Directions
The results of the mental tests in the school will be worse than useless unless the tests are given with the greatest care and scientific precision. Every test should be most carefully explained to the children so that they will know exactly what they are to do. The matter must be so presented to them that they will put forth all possible effort. They must take the tests seriously. Great care must be taken to see that there is no cheating. The work of each child should be his own work. In those tests in which time is an important element, the time must be carefully kept, with a stop watch if one is available. The papers should be distributed for the tests and turned face downward on the pupil's desk. The pupil, when all are ready to begin, should take the paper in his hand and at the signal "begin" turn it over and begin work, and when the signal "stop" is given, should quit work instantly and turn the paper over. Before the work begins, the necessary information should be placed on each paper. This information should be the pupil's name, age, grade, sex, and school. This should be on every paper. When the test is over the papers should be immediately collected.
Logical Memory
Object. The purpose of this test is to determine the pupil's facility in remembering and reproducing ideas. A pupil's standing in the test may serve as an indication of his ability to remember the subject matter of the school studies.
Figure VII-Logical Memory-"Willie Jones"
Method. The procedure in this test is for the teacher to read slowly and distinctly the story to be reproduced. Immediately after the reading the pupils are to write down all of the story that they can recall. They must not begin to write till after the reading. Ten minutes should be allowed for the reproduction. This is ample time, and each pupil should be told to use the whole time in working on his reproduction. At the end of ten minutes, collect the papers. Care should be taken to see that each pupil does his own work, that there is no copying. Before reading the story, the teacher should give the following instructions:
I shall read to you a story entitled "Willie Jones and His Dog" (or "A Farmer's Son," or "A Costly Temper," as the case may be). After I have read the story you are to write down all you can remember of it. You are not to use the exact words that I read unless you wish. You are to use your own words. Try to recall as much as possible and write all you recall. Try to get all the details, not merely the main facts.
Material. For grades three, four, and five, use "Willie Jones and His Dog"; for grades six, seven, and eight, use "A Farmer's Son"; for the high school, use "A Costly Temper." The norms for the latter are based on eighth grade and high school pupils.
WILLIE JONES AND HIS DOG
Willie | Jones | was a little | boy | only | five years old. | He had a dog | whose name was Buster. | Buster was a large | dog | with long, | black, | curly | hair. | His fore | feet | and the tip | of his tail | were white. | One day | Willie's mother | sent him | to the store | which was only | a short | distance away. | Buster went with him, | following behind. | As Buster was turning | at the corner, | a car | struck him | and broke | one | hind | leg | and hurt | one | eye. | Willie was | very | sorry | and cried | a long | time. | Willie's father | came | and carried | the poor | dog | home. | The broken leg | got well | in five | weeks | but the eye | that was hurt | became blind. |
A FARMER'S SON
Will | was a farmer's | son | who attended school | in town. | His clothes | were poor and his boots | often smelled | of the farmyard | although he took great | care of them. | Since Will had not gone to school | as much | as his classmates, | he was often | at a disadvantage, | although his mind | was as good | as theirs,-| in fact, he was brighter | than most | of them. | James, | the wit | of the class, | never lost an opportunity | to ridicule | Will's mistakes, | his bright | red | hair, | and his patched | clothes. | Will | took the ridicule | in good part | and never | lost his temper. | One Saturday | as Will | was driving | his cows | to pasture, | he met James | teasing | a young | child, | a cripple. | Will's | indignation | was aroused | by the sight. | He asked | the bully | to stop, | but when he would not, | Will pounced | upon him | and gave him | a good | beating, | and he would not | let James go | until he promised | not to tease | the crippled | child | again. |
A COSTLY TEMPER
A man | named John | Murdock | had a servant | who worried him | much by his stupidity. | One day | when this servant was more | stupid | than usual, | the angry | master | of the house | threw a book | at his head. | The servant | ducked | and the book flew | out of the window. |
"Now go | and pick that book up!" | ordered the master. | The servant | started | to obey, | but a passerby | had saved him | the trouble, | and had walked off | with the book. | The scientist | thereupon | began to wonder | what book | he had thrown away, | and to his horror, | discovered | that it was a quaint | and rare | little | volume | of poems, | which he had purchased | in London | for fifty | dollars. |
But his troubles | were not over. | The weeks went by | and the man had almost | forgotten his loss, | when, strolling | into a secondhand | bookshop, | he saw, | to his great delight, | a copy of the book | he had lost. | He asked the price. |
"Well," | said the dealer, | reflectively, | "I guess we can let you have it | for forty | dollars. | It is a very | rare book, | and I am sure | that I could get seventy-five | dollars for it | by holding on a while." |
The man of science | pulled out his purse | and produced the money, | delighted at the opportunity of replacing | his lost | treasure. | When he reached home, | a card | dropped out | of the leaves. | The card was his own, | and further | examination | showed that he had bought back | his own property. |
"Forty dollars' | worth of temper," | exclaimed the man. | "I think I shall mend my ways." | His disposition | afterward | became so | good | that | the servant became worried, | thinking the man | must be ill. |
Figure VIII-Logical Memory-"A Farmer's Son"
The Results. The material for the test is divided into units as indicated by the vertical lines. The pupil's written reproduction should be compared unit by unit with the story as printed, and given one credit for each unit adequately reproduced. The norms for the three tests are shown in the accompanying Figures VII, VIII, and IX. In these and all the graphs which follow, the actual ages are shown in the first horizontal column. The norms for girls appear in the second horizontal column, the norms for boys in the column at the bottom. By the norm for an age is meant the average performance of all the pupils of that age examined. Age ten applies to those pupils who have passed their tenth birthday and have not reached their eleventh birthday, and the other ages are to be similarly interpreted. The vertical lines in the graphs indicate birthdays and the scores written on these lines indicate ability at these exact ages. The column marked ten, for example, includes all the children that are over ten and not yet eleven. The graphs show the development from age to age. In general, it will be noticed, there is an improvement of memory with age, but in the high school, in the "Costly Temper" test, there is a decline. This may not indicate a real decline in ability to remember ideas, but a change in attitude. The high school pupil probably acquires a habit of remembering only significant facts. His memory is selective, while in the earlier ages, the memory may be more parrot-like, one idea being reproduced with about as much fidelity as another. This statement is made not as a fact, but as a probable explanation.
Rote Memory
Figure IX-Logical Memory-"A Costly Temper"
Object. The object of the rote memory tests is to determine the pupil's memory span for unrelated impressions-words that have no logical relations with one another. Much school work makes demands upon this ability. Therefore, the tests are of importance.
Method. There are two lists of words, concrete and abstract, with six groups in each list. The list of concrete words should be given first, then the abstract. The procedure is to pronounce the first group, cat, tree, coat, and then pause for the pupils to write these three words. Then pronounce the next group, mule, bird, cart, glass, and pause for the reproduction, and so on through the list.
Figure X-Concrete Rote Memory
Give the following instructions:
We wish to see how well you can remember words. I shall pronounce first a group of three words. After I have pronounced them, you are to write them down. I shall then pronounce a group of four words, then one of five words, and so continue with a longer group each time. You must pay very close attention for I shall pronounce a group but once. You are not required to write the words in their order, but just as you recall them.
Material. The words for the test are given in the following lists:
Concrete Abstract
cat, tree, coat
mule, bird, cart, glass
star, horse, dress, fence, man
fish, sun, head, door, shoe, block
train, mill, box, desk, oil, pup, bill
floor, car, pipe, bridge, hand, dirt, cow, crank
good, black, fast
clean, tall, round, hot
long, wet, fierce, white, cold
deep, soft, quick, dark, great, dead
sad, strong, hard, bright, fine, glad, plain
sharp, late, sour, wide, rough, thick, red, tight
Figure XI-Abstract Rote Memory
Results. The papers are graded by determining the number of concrete words and the number of abstract words that are reproduced. No account is taken of whether the words are in the right position or not. A perfect score in each test would therefore be thirty-three. The norms are shown in Figures X and XI.
The Substitution Test
Object. This test determines one's ability to build up new associations. It is a test of quickness of learning.
Method. The substitution test-sheets are distributed to the pupils and turned face down on the desks. The teacher gives the following instructions:
We wish to see how fast you can learn. At the top of the sheet which has been distributed to you there is a key. In nine circles are written the nine digits and for each digit there is written a letter which is to be used instead of the digit. Below
the key are two columns of numbers; each number contains five digits. In the five squares which follow the number you are to write the letters which correspond to the digits. Work as fast as you can and fill as many of the squares as you can without making mistakes. When I say "stop," quit work instantly and turn the paper over.
Before beginning the test the teacher should explain on the blackboard the exact nature of the test. This can be done by using other letters instead of those used in the key. Make sure that the pupils understand what they are to do. Allow eight minutes in grades three, four, and five, and five minutes above the fifth grade.
Material. For material, use the substitution test-sheets. This and the other test material can be obtained from the University of Missouri, Extension Division.
Results. In grading the work, count each square correctly filled in as one point, and reduce the score to speed per minute by dividing by eight in grades three, four, and five, and by five in the grades above.
The norms are shown in Figure XII.
Figure XII-Substitution Test
Free Association
Object. This test determines the speed of the free flow of ideas. The result of the test is a criterion of the quickness of the flow of ideas when no restriction or limitation is put on this flow.
Method. The procedure in this test is to give the pupils a word, and tell them to write this word down and all the other words that come into their minds. Make it clear to them that they are to write whatever word comes to mind, whether it has any relation to the word that is given them or not. Start them with the word "cloud." Give the following instructions:
I wish to see how many words you can think of and write down in three minutes. I shall name a word, you may write it down and then all the other words that come into your minds. Do not write sentences, merely the words that come into your minds. Work as fast as you can.
Figure XIII-Free Association Test
Results. Score the work by counting the number of words that have been written. The norms are shown in Figure XIII.
Opposites
Object. This is a test of controlled association. It tests one aspect of the association of ideas. All thinking is a matter of association of ideas. Reasoning is controlled association. The test may therefore be taken as a measure of speed in reasoning.
Figure XIV-Opposites Test-Lists I and II
Method. Distribute the lists of opposites to the pupils and turn them face down on the desks. Use List One in grades three, four, and five, and List Two in grades above. Allow two minutes in grades three, four, and five and one minute in grades above. Give the following instructions:
On the sheets that have been distributed to you are fifty words. After each word you are to write a word that has the opposite meaning. For example, if one word were "far," you could write "near." Work as fast as you can, and when I say "stop" quit work instantly and turn your paper over.
Results. The score is the number of opposites correctly written. The norms are shown in Figure XIV.
OPPOSITES-LIST NO. 1
OPPOSITES-LIST NO. 2
good
big
rich
out
sick
hot
long
wet
yes
high
hard
sweet
clean
sharp
fast
black
old
up
thick
quick
pretty
heavy
late
wrong
smooth
strong
dark
dead
wide
empty
above
north
laugh
man
before
winter
ripe
night
open
first
over
love
come
east
top
wise
front
girl
sad
fat
strong
deep
lazy
seldom
thin
soft
many
valuable
gloomy
rude
dark
rough
pretty
high
foolish
present
glad
strange
wrong
quickly
black
good
fast
clean
tall
hot
long
wet
fierce
great
dead
cloudy
hard
bright
fine
plain
sharp
late
sour
wide
drunk
tight
empty
sick
friend
above
loud
war
in
yes
The Word-Building Test
Object. This is a test of a certain type of inventiveness, namely linguistic invention. Specifically, it tests the pupil's ability to construct words using certain prescribed letters.
Figure XV-Word-Building Test
Method. The pupils are given the letters, a, e, o, m, n, r, and told to make as many words as possible using only these letters. Give the following instructions:
I wish to see how many words you can make in five minutes, using only the letters which I give you. The words must be real English words. You must use only the letters which I give you and must not use the same letter more than once in the same word. You do not, of course, have to use all the letters in the same word. A word may contain one or more letters up to six.
Material. The pupils need only sheets of blank paper.
Results. The score is the number of words that do not violate the rules of the test as given in the instructions. The norms are shown in Figure XV.
The Completion Test
Object. This is, to some extent, a test of reasoning capacity. Of course, it is only one particular aspect of reasoning. The pupil is given a story that has certain words omitted. He must read the story, see what it is trying to say, and determine what words, put into the blanks, will make the correct sense. The meaning of the word written in a particular blank must not only make the sentence read sensibly but must fit into the story as a whole. Filling in the blanks in this way demands considerable thought.
Method. Distribute the test-sheets and turn them face down on the desks. Allow ten minutes in all the tests. Give the following instructions:
On the sheets which have been distributed is printed a story which has certain words omitted. You are to put in the blanks the words that are omitted. The words which you write in must give the proper meaning so that the story reads correctly. Each word filled in must not only give the proper meaning to the sentence but to the story as a whole.
Material. Use the completion test-sheets, "Joe and the Fourth of July," for grades three, four, and five; "The Trout" for grades, six, seven, and eight; and "Dr. Goldsmith's Medicine" for the high school.
Results. In scoring the papers, allow one credit for each blank correctly filled. The norms are shown in Figures XVI, XVII, and XVIII. It will be noticed that the boys excel in the "Trout" story. This is doubtless because the story is better suited to them on the ground of their experience and interest.
Figure XVI-Completion Test-"Joe and the Fourth of July"
* * *
JOE AND THE FOURTH OF JULY
Joe ran errands for his mother and took care of the baby until by the Fourth of July his penny grew to be a dime. The day before the Fourth, he went down town all by himself to get his fire works. There were so many kinds he hardly knew which to buy. The clerk knew that it takes a long time to decide, for he had been a boy himself not very long ago. So he helped Joe to select the very best kinds. "When are you going to fire them off?" asked the clerk. "I will fire them very early to-morrow," said the boy. So that night Joe set the alarm clock, and the next morning got up early to fire his firecrackers.
The italicized words and letters are left blank in the test sheets.
Figure XVII-Completion Test-"The Trout"
THE TROUT
The trout is a fine fish. Once a big trout lived in a pool close by a spring. He used to stay under the bank with only his head showing. His wide-open eyes shone like jewels. I tried to catch him. I would creep up to the edge of the pool where I could see his bright eyes looking up.
I caught a grasshopper and threw it over to him. Then there was a splash in the water and the grasshopper was gone. I did this two or three times. Each time I saw the rush and splash and saw the bait had been taken.
So I put the same bait on my hook and threw it over into the water. But all was silent. The fish was an old one and had grown very wise. I did this day after day with the same luck. The trout knew there was a hook hidden in the bait.
DOCTOR GOLDSMITH'S MEDICINE
This is a story of good medicine. Most medicine is bad to take, but this was so good that the sick man wished for more.
One day a poor woman went to Doctor Goldsmith and asked him to go to see her sick husband. "He is very sick," she said, "and I can not get him to eat anything."
So Doctor Goldsmith went to see him. The doctor saw at once that the reason why the man could not eat was because he was so poor that he had not been able to buy good food.
Then he said to the woman, "Come to my house this evening and I will give you some medicine for your husband."
The woman went in the evening and the doctor gave her a small paper box tied up tight. "It is very heavy," she said. "May I see what it looks like?" "No," said the doctor, "wait until you get home." When she got home, and she and her husband opened the box so that he could take the first dose of medicine,-what do you think they saw? The box was filled with silver money. This was the good doctor's medicine.
* * *
Importance of Mental Differences. (1) In school work. One of the important results that come from a knowledge of the mental differences in children is that we are able to classify them better. When a child enters school he should be allowed to proceed through the course as fast as his development warrants. Some children can do an eight-year course in six years; others require ten years; still others can never do it. The great majority, of course, can do it in eight years.
Figure XVIII-Completion Test-"Dr. Goldsmith's Medicine"
Norms for adults, as obtained from university students, are:
Test Men Women
Substitution Test 29.1 32.2
Rote Memory, Concrete 28.5 28.6
Rote Memory, Abstract 28.4 27.9
Free Association 51.5 49.3
Completion, Dr. Goldsmith's Medicine 48.1 49.0
Word Building 20.5 20.1
Logical Memory, Costly Temper 64.0 69.6
Figure XIX-Frequency Surfaces-Comparing Fourth Grade with High School
The numbers along the base represent mental age; those at the left, the number of pupils of the respective ages.
It may be thought that a child's success in school branches is a sufficient measure of his ability and that no special mental measurements are needed. This is a mistake. Many factors contribute to success in school work. Ability is only one of these factors, and should be specially and independently determined by suitable tests. Children may fail in school branches because of being poorly started or started at the wrong time, because of poor teaching, sickness, moving from one school to another, etc. On the other hand, children of poor ability may succeed at school because of much help at home. Therefore special mental tests will help in determining to what extent original mental ability is a factor in the success or failure of the different pupils.
As far as possible, the children of the same grade should have about the same ability; but such is seldom the case. In a recent psychological study of a school system, the author found wide differences in ability in the same grade. The distribution of abilities found in the fourth grade and in the high school are shown in Figure XIX. It will be seen that in the fourth grade pupils are found with ability equal to that of some in the high school. Of course to some extent such a condition is unavoidable, for a pupil must establish certain habits and acquire certain knowledge before passing from one grade to another. However, much of the wide variation in ability now found in the same grade of a school could be avoided if the teacher had accurate knowledge of the pupils' abilities. When a teacher learns that a child who is doing poorly in school really has ability, she is often able to get from that pupil the work of which he is capable. It has been demonstrated by experience that accurate measures of children's abilities are a great help in gradation and classification.
A knowledge of mental differences is also an aid in the actual teaching of the children. The instance mentioned at the close of the last paragraph is an example. A knowledge of the differences among the mental functions of the same pupil is especially helpful. It has been pointed out that the different mental functions in the same pupil are sometimes unequally developed. Sometimes considerable differences exist in the same pupil with respect to learning capacity, the different aspects of memory, association, imagination, and attention. When a teacher knows of these differences, she can better direct the work of the pupils.
For example, if a pupil have a very poor memory, the teacher can help him by aiding him to secure the advantage that comes from close and concentrated attention, frequent repetitions, logical organization, etc. On the other hand, she can help the brilliant student by preventing him from being satisfied with hastily secured, superficial knowledge, and by encouraging him to make proper use of his unusual powers in going deeper and more extensively into the school subjects than is possible for the ordinary student. In many ways a teacher can be helpful to her pupils if she has an accurate knowledge of their mental abilities.
(2) In life occupations. Extreme variations in ability should certainly be considered in choosing one's life work. Only persons of the highest ability should go into science, law, medicine, or teaching. Many occupations demand special kinds of ability, special types of reaction, of attention, imagination, etc. For example, the operation of a telephone exchange demands a person of quick and steady reaction. The work of a motorman on a street car demands a person having the broad type of attention, the type of attention that enables one to keep in mind many details at the same time. Scientific work demands the type of concentrated attention. As far as it is possible, occupations demanding special types of ability should be filled by people possessing these abilities. It is best for all concerned if each person is doing what he can do best. It is true that many occupations do not call for special types of ability. And therefore, as far as ability is concerned, a person could do as well in one of these occupations as in another. The time will sometime come when we shall know the special abilities demanded by the different occupations and professions, and by suitable tests shall be able to determine what people possess the required qualifications.
The schools should always be on the lookout for unusual ability. Children that are far superior to others of the same age should be allowed to advance as fast as their superior ability makes possible, and should be held up to a high order of work. Such superior people should be, as far as possible, in the same classes, so that they can the more easily be given the kind and amount of work that they need. The schools should find the children of unusual special ability, such as ability in drawing, painting, singing, playing musical instruments, mechanical invention, etc. Some provision should be made for the proper development and training of these unusual abilities. Society cannot afford to lose any spark of genius wherever found. Moreover, the individual will be happier if developed and trained along the line of his special ability.
Subnormal Children. A small percentage of children are of such low mentality that they cannot do the ordinary school work. As soon as such children can be picked out with certainty, they should be taken out of the regular classes and put into special classes. It is a mistake to try to get them to do the regular school work. They cannot do it, and they only waste the teacher's time and usually give her much trouble. Besides, they waste their own time; for while they cannot do the ordinary school work, they can do other things, perhaps work of a manual nature. The education of such people should, therefore, be in the direction of simple manual occupations.
For detecting such children, in addition to the tests given above, elaborate tests for individual examination have been devised. The most widely used is a series known as the Binet-Simon tests. A special group of tests is provided for the children of each age. If a child can pass the tests for his age, he is considered normal. If he can pass only the tests three years or more below his age, he is usually considered subnormal. But a child's fate should not depend solely upon any number or any kind of tests. We should always give the child a trial and see what he is able to achieve. This trial should cover as many months or years as are necessary to determine beyond doubt the child's mental status.
Summary. Just as we differ in the various aspects of body, so also we differ in the various aspects of mind. These differences can be measured by tests. A knowledge of these differences should aid us in grading, classifying, and teaching children, as well as in the selection of occupation and professions for them. Mental traits have some degree of independence; as a result a high degree of one trait may be found with low degree of some others.
CLASS EXERCISES
Many of the tests and experiments already described should have shown many of the individual differences of the members of the class. The teacher will find in the author's Examination of School Children a series of group tests with norms which can be used for a further study of individual differences.
The tapping experiment described in the first chapter can now be repeated and the results taken as a measure of reaction time.
You should now have available the records of all the tests and experiments so far given that show individual differences. Make out a table showing the rank of each student in the various tests. Compute the average rank of each student for all the tests. This average rank may be taken as a measure of the intelligence of the students, as far as such can be determined by the tests used. Correlate this ranking with standing in the high school classes. It will give a positive correlation, not perfect, however. Why not? If your measures of intelligence were absolutely correct, you still would not get a perfect correlation with high school standing. Why not?
If you had a correct measure of intelligence of 100 mature people in your city, selected at random, would this measure give you an exact measure of their success in life? Give the reason for your answer.
Of all the tests and experiments previously described in this book, which gives the best indication of success in high school?
If the class in psychology is a large one, a graph should be prepared showing the distribution of abilities in the class. For this purpose, you will have to use the absolute measures instead of ranks. Find the average for each test used. Make these averages all the same by multiplying the low ones and dividing the high ones. Then all the grades of each student can be added. This will give each test the same weight in the average. The use of a slide rule will make this transference to a new average very easy. A more accurate method for this computation is described in the author's Examination of School Children, p. 65.
The students should make a study of individual differences and the distribution of ability in some grade below the high school. The tests described in this chapter can be used for that purpose.
Is it a good thing for high school students to find out how they compare with others in their various mental functions? If you have poor ability, is it a good thing for you to find it out? If the teacher and students think best, the results of all the various tests need not be made known except to the persons concerned. The data can be used in the various computations without the students' knowing whose measures they are.
To what extent is ability a factor in life? You find people of only ordinary ability succeeding and brilliant people failing. Why is this?
None of the tests so far used measures ideals or perseverance and persistence. These are important factors in life, and there is no very adequate measure for any of them. The students might plan some experiments to test physical and mental persistence and endurance. The tapping experiment, for example, might be continued for an hour and the records kept for each minute. Then from these records a graph could be plotted showing the course of efficiency for the hour. Mental adding or multiplying might be kept up continuously for several hours and the results studied as above.
We have said that ideals and persistence are important factors in life. Are they inherited or acquired?
Do you find it to be the rule or the exception for a person standing high in one mental function to stand high in the others also?
Make a complete outline of the chapter.
REFERENCES FOR CLASS READING
Münsterberg: Psychology, General and Applied. Chapter XVI.
Pyle: The Examination of School Children.
Pyle: The Outlines of Educational Psychology. Chapter XVII.
Titchener: A Beginner's Psychology, pp. 309–311.
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https://www.moboreader.net/Home/BookRead/11544322%20228010
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1. What is reading speed?
To explain the interaction between reading and the mind, let us look at the example of driving. If we accelerate the car from 45 to 90 M.P.H., the brain is forced to adapt to this new speed and tend to assimilate the information faster. If later, we slow down to 60 M.P.H., the brain makes our senses believe that we are actually going much slower. This is because when we speed up, the brain is forced to process more information in less time; therefore when we slow down, the brain still has extra time to perceive greater amounts of details. This example can be applied to reading: when reading speed is increased, the brain, adapting to it, actually can assimilate more information in shorter periods of time. The average reading speed of a university student is 200 words per minute (w.p.m.), but with fast reading training, the same student can read up to 800 or even to 1,000 w.p.m.
Seeing the value and power of speed-reading, one feels motivated to get rid of poor reading habits and develop new and more efficient ones. The basic rule of mastering proper reading habits is: practice, practice, and more practice! We should set up training sessions where the focus will be on increasing reading speed as opposed to remembering. We are looking for the same effect that acceleration has on the brain while driving.
This is the speed to ensure comprehension, to face complex issues or new vocabulary.
This is the ideal speed for reviews, reports, summaries, and previously read texts.
This is the right speed for the first recognition of a text. It allows identification of the topic, the main points, and the principal details in a short period of time. Most important of all, it prepares the reader for a good content assimilation. When exploring a text for the first time, determine its length and structure and pinpoint major ideas. Then, when ready to study the text, one can get straight to the heart of the matter. Exploratory reading as a time-saving technique is extremely important if a book is to be studied chapter by chapter because the faster reading pace allows for exploring previous and following chapters, increasing learning capacity and the ability to cover the main points and answer potential questions.
4. Why does the majority of people read slower than they could?
Unfortunately, this phenomena is rooted in the poor reading habits children acquire during their early childhood development. A habit is developed if an activity is repeated regularly over a period of time. The way we read is a habit. The good news is that modifying reading habits is a simple process that can be accomplished over a relatively short period of time, depending on individual personality characteristics and how much effort is put into it. Again the key to success is practice, practice, and more practice.
* Gaining time in identifying what is important and discarding what is secondary.
* Assimilating essential points of a text faster and more effortlessly.
* Understanding with greater clarity allows for a more effective store in memory.
* Having more time to study specific topics in depth.
Uniform reading speed: The complexity of different texts is not the same. Therefore, learn to adapt the reading speed to the level of text difficulty and to the purpose of reading in each concrete case.
Low speed: Reading slowly fragments the reading material and limits perception. Reading fast allows greater clarity in the assimilation of concepts and ideas.
Inefficient eye movement: While reading, the eyes tend to go back and read the same line again. Also, when passing to the next line the eyes are tempted to wonder aimlessly for few minutes before focusing directly on the first word in the following line.
Low eye perception range: When the eyes are fixed on a text, they usually perceive between 3-4 words. This quite low eye perception range results from poor childhood reading habits where children are taught to read word by word. The eyes can be trained through practice to see up to 12 words every time they are fixed on a text.
Sub-vocalization: This habit is also known as auditory reaffirmation and it described pronouncing each word, to one-self or aloud, as the eyes are fixed on it. Similar to low eye perception rate; this habit is rooted in those early school days, when teachers made pupils read aloud to ensure the connection between letters and sound is established. It is beneficial to eradicate this habit as soon as possible because it limits the reading speed to talking speed, which is usually much slower.
Distractions: Both internal and external distractions affect our reading comprehension because they break our concentration and oblige us to repeat the text several times in order to assimilate it.
Intelligence is the faculty that allows us to assimilate new concepts and find relationships between different ideas and to adapt to new situations by resorting to our cognitive skills, such as reading, calculating, memorizing, imagining, and so on. Establishing associations, relating ideas, and assimilating concepts are much more important than pure memory work. If we first develop these cognitive skills, piecing together memories by associating ideas becomes easier.
The majority of texts are organized according to several structural patterns. In order to understand and remember what we read; first we need to recognize the organization of the information in the text. The best way to achieve this is to identify the structural pattern of the text at hand. This will be also of great help in the development and presentation of any academic work. When we are reading to comprehend, assimilate, and remember concepts; we need to organize ideas in a structured way, or otherwise; we will probably end up with a cluster of disorganized ideas.
Problem: In need more money.
Effects: Expenses are higher than my income.
Opinion: The next president should be a woman.
Reasons: Women are better managers, they are less inclined to begin a war, and are more sympathetic to other people.
Conclusion: Vote for the female candidate.
Conclusion: How to prevent alcoholism in adults.
Presentation: Summary of the main points.
First step: Place an egg in a container filled with cold water.
Second step: Put the container on the stove.
Third step: Bring it to a boil.
Reaching the objective: In ten minutes, you will have a hard-boiled egg.
* Description: To present the characteristics of a concept, idea, etc.
* Definition: To specify its main elements and characteristics.
* Classification: To identify the different categories, groups, and subgroups of concept, idea, or object.
* Comparison: To discover similarities and differences between two or more things.
* Deduction: To arrive at a conclusion based on initial premises after carrying out a series of logical operations.
* Analysis: To separate the different elements that make up a structure.
* Synthesis: To extract the most elemental aspects of a whole, and, in general, to understand the different relationships that exist among things; i.e. "be a part of," "depend on," "be caused by," etc.
When you are home studying, you might feel quite comfortable as you are easily understanding and assimilating your readings. But after several hours, you might realize that you have nearly forgotten what you have thought you had mastered. The human brain has an infinite capacity of understanding and assimilation but its memorization capacity is extremely limited. As a consequence, your memory should be administered efficiently, unless you wish to devote extra time to absorb more concepts.
While endeavoring to optimize studying (understanding and retaining at the same time), keep in mind that when you are learning, your memory's capacity gradually drops down to 50% after two hours of home study, down to a 30% after three hours, and so on. Therefore, you should not study over two or three hours a day.
If the list of topics you have to study at home requires more than three hours a day, you have to allow your mind strategic breaks. If this is not done, the brain will force those breaks on you and you may suddenly find yourself thinking about completely unrelated things; it becomes harder and harder to concentrate on the subject. This dissipation of the mind is used by our brain to get some rest.
TIP: If for every 30-40 minutes of home study you rest between 5 and 10 minutes, your mind will be able to recover the initial levels of memorization. Please note that taking a good break does not mean having a snack, making a phone call and such. It means doing mental relaxation exercises such as deep breathing or napping.
There is another important factor that is usually disregarded by most students and professionals: short-term and long-term memory. Reviewing is a very important part of the process of studying, since 80% of what we have studied will be lost after 24 hours.
TIP: To capitalize on reviewing after studying a chapter, book or topic, carry out a strategic 10-minute review in the following two days. Repeat this review session after one week, then after a month, and then after six months of having first studied it. After these quick reviews, you will realize that you only need 10 minutes every year to review the concepts and remember them.
The first mental faculty to deteriorate with time is memory. In an average adult, this deterioration begins at the age of 30. To alter behavior, develop abilities, and energize your life after this time depends very much on your ability of storing information in your long-term memory and being able to retrieve it. If this ability declines, you become an automaton, incapable of learning new things, repeating habits and recalling memories that seem increasingly distant in time. The amount of neurotransmitters substances that allow the exchange of information among neurons, determines how certain information is going to be stored in your memory. If this amount of neurotransmitters is insufficient, the stored data distorts.
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https://www.bircham.edu/study-guide/online-learning.html
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Table of Contents
Many things happen to our minds as we age, and short-term memory loss is one of them. It’s a common sign in the elderly that is often linked to dementia.
As caring for the elderly becomes more complicated, it’s essential to know how to identify warning signs in those who may have short-term memory loss due to dementia.
Keep reading to learn more about short-term memory loss and when to worry.
Short-Term Memory Loss and Aging
Short-term memory loss is when we forget what happened just a short while ago and may occur in the elderly. It can be hard to tell if someone has short-term memory loss or not because it’s easy for us to misremember things that have happened minutes before. For many, short-term memory loss is a normal part of aging, however, it can also be a sign of dementia.
Dementia
Dementia is a catch-all term used to describe various mental conditions, such as Alzheimer’s disease. Most dementias are related to Alzheimer’s disease, but there are many types of dementia.
Most seniors with short-term memory loss are good at remembering things that happened decades ago. They can even recall events from their childhoods and speak fluently about the past. But they may have trouble recalling what happened just a few hours or days ago.
This is because short-term memories tend to be fragile, according to experts who study aging brains in older adults; some studies suggest these memories last an average of 12 seconds before being overwritten by new information we come across.
Symptoms of Short-Term Memory Loss
It’s important to note that short-term memory loss is a normal part of aging and does not always signal dementia, but it can be an early warning sign. Dementia often worsens over time before stabilizing one way or another. It’s advised that if you notice any symptoms in yourself or your loved ones, speak to your physician and get checked out as soon as possible for treatment options.
A person with dementia might have difficulties with work, social interactions, and relationships as the condition progresses slowly and worsens over time. Dementia can take many forms, but short-term memory loss is a common symptom. Signs of short-term memory loss associated with dementia may include:
- Difficulty remembering recent events or conversations
- Disorientation
- Confusion about the time and place they are in
- Inability to remember or basic or familiar words when speaking
- Asking the same questions over and over again
- Trouble with reasoning
- Getting lost in a familiar area while walking or driving
The Importance of a Diagnosis
When caring for the elderly, diagnosing dementia professionally is a must if you notice any symptoms. Getting a diagnosis as early as possible is essential. Identifying the cause of memory impairment can enable you to get the necessary treatment. An early diagnosis of dementia, Alzheimer’s disease, or any related condition is crucial because you can:
- Learn about the disease and educate your loved ones
- Manage symptoms by starting treatments
- •Research elderly care facilities or at-home care options
- Organize your finances or legal affairs
Short-Term Memory Loss: When to Worry
As you can see, short-term memory loss in the elderly is a complex issue that requires both care and understanding. It’s important to know what signs of dementia are considered normal for your loved ones, so they don’t worry unnecessarily about their health or the possible loss of cognitive abilities in the future.
If you found this post helpful, be sure to check out more from our blog.
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https://floridaindependent.com/short-term-memory-loss-when-to-worry/
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People with ME/CFS experience a range of neurocognitive symptoms.
Cognitive deficits are often the principal disabling feature of ME/CFS. Such deficits restrict the patient’s ability to function, plan, and complete tasks in real world settings.
ME/CFS: A Primer for Clinical Practitioners, IACFS/ME, 2014
Low blood flow to the brain and neuroinflammation exacerbate the cognitive challenges posed by the limited supply of energy in people with ME/CFS.
People can struggle to describe this experience of impaired cognitive dysfunction. The term 'brain fog' is sometimes used.
Common neurocognitive symptoms
Memory
- short-term memory:
not creating a memory; inability to retrieve a memory; poor working memory, limiting the capacity to hold information temporarily and using it in reasoning, decision making and carrying out tasks
- long-term memory:
inability to retrieve a memory; poor recall of learnt information; inability to transfer new information into long-term memory
Complex cognitive tasks
- concentration:
decreased attention span, distractability
- information processing:
difficulties in encoding information; slow processing speed; poor ability to categorise; poor mental flexibility
- perfoming tasks:
confusion; inability to multitask; discalculia and dyslexia; poor executive function, which affects working memory, mental flexibility, planning and problem solving
Decision-making
- slowed reaction time when making decisions
- difficulty making choices and decisions
Communication and social interaction
- communication difficulties include:
word retrieval; auditory sequencing; mixing up order of words (linguistic reversal); understanding what is said or written (receptive language); slowed speech; following auditory instructions or taking notes; remembering what one wanted to say or has just said
- social interaction difficulties include:
facial recognition; comprehending social cues; working memory and mental flexibility during conversation; emotional lability; verbal disinhibition
Perception
- disorientation, including geographic disorientation; confusion
- poor spatial and depth perception, contributing to clumsiness
Physical tasks
- gross motor skills: slowed reaction time; poor balance; lack of coordination; abnormal gait
- fine motor skills: slurring of speech; difficulties with practical tasks such as writing, eating, grooming
- muscle weakness: every muscle, voluntary and involuntary, large and small, may be affected
Severity levels
Patients’ perception that simple mental tasks require substantial effort is supported by brain scan studies that indicate greater source activity and more regions of the brain are utilized when processing auditory and spatial cognitive information.
'ME: International Consensus Criteria', Journal of Internal Medicine, 2011
The level of neurocognitive impairment fluctuates and may vary from mild to severe.
For example, it can vary from difficulty with reading long and complex material, through to a complete inability to decipher individual words; it can range from difficulty with word retrieval to a complete inabilty to speak.
Exertion and neurocognitive dysfunction
- All neurocognitive impairments worsen with physical or mental exertion, although the worsening of impairment may be delayed (see PEM).
- A healthy person becomes more alert after exercise. Conversely, people with ME/CFS find their neurocognitive difficulties increase: they become much slower at mental activities; cognitive tasks take extra effort and muscles weaken and coordination worsens.
It turns out that the ME/CFS brain isn’t less smart than a non-ME/CFS brain, but it’s quite a bit slower, it has trouble processing lots of information, and it takes more energy to think.
Dan Moricoli, Health Rising, 17 Nov 2019
Management
Careful management of rest and activity, known as pacing, will reduce the risk of exacerbating cognitive symptoms. Exceeding the available energy reserve will lead to post-exertional malaise (PEM). The impact of PEM may be delayed and recovery may be prolonged.
People with ME/CFS have low blood flow to the brain, which is exacerbated when posture is upright. Lying down may improve cognitive function.
It is important to avoid overload phenomena: sensory overload, multitasking, or attempting to work beyond available energy reserves will increase cognitive dysfunction. Working on one task at a time, in a quiet and calm environment, will maximise available cognitive capacity.
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https://mecfssa.org.au/resources/cognitive-dysfunction
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Coding is acoustic in short-term memory, and semantic in long-term memory, as demonstrated by Baddeley (1966), who found that more mistakes are made when recalling acoustically-similar words straight after learning them, whilst more mistakes are made when recalling semantically-similar words 20 minutes after learning them.
Capacity - The amount of information that can be held in a memory store.
The capacity of STM is thought to be 7 +/- 2 items, whilst the capacity of LTM is unlimited. This is based on Miller’s idea that things come in groups of 7 (e.g. 7 days of the week). ‘Chunking’, grouping sets of digits or letters into units or chunks, can help us recall information.
Duration - The length of time information can be held in memory store.
The duration of STM is 18-30 seconds, as demonstrated by Petersen et al (1959), who found that increasing retention intervals decreased the accuracy of recall of consonant syllables when counting down from a 3 digit number (preventing mental rehearsal). The duration of LTM is unlimited, as shown by Bahrick et al (1975).
Evaluation of Coding, Capacity and Duration
- Coding research uses artificial stimuli
Baddeley's study used lists of words which had no personal meaning to the participants. This means it is hard to generalise to other memory tasks.
- Capacity research lacks validity
Jacobs's study was conducted a long time ago which means it may lack control. This means that there may have been confounding variables that weren't controlled.
- Duration uses meaningless stimuli
Peterson and Peterson's study used artificial material. Trying to memorise constant syllables does not reflect real-life memory activities. This means the study lacked external validity.
The multi-store model
Proposed by Atkinson and Shiffrin (1968)
Sensory register - receives and stores information from the environment through our senses. Two types of information: Iconic (sight) and Echoic (hearing). Its capacity is unlimited, the duration is tiny (250 milliseconds) and coding depends. Attention affects whether the stimulus goes further into the model.
Short term memory - holds all the information the individual is thinking about consciously at one time. Its capacity is 7+/- 2, the duration is 18- 30 seconds and information is coded acoustically. Maintenance rehearsal occurs when we repeat new information allowing it to stay in STM. Prolonged maintenance rehearsal allows information to pass into LTM whereas lack of rehearsal causes forgetting.
Long term memory - permanent memory store for information that has been rehearsed for a prolonged time. Its capacity is unlimited, the duration is potentially forever and is coded semantically. When we want to recall information, it has to be transferred back into STM by retrieval.
Evaluation of the multi-store model
+ Research evidence
Supported by research that shows STM and LTM differ. Baddeley found that we mix up words that sound similar when using STM but when using LTM we mix up words that have a similar meaning. This clearly shows that coding in STM is acoustic and in LTM it is semantic. This, therefore, means they are different and supports the MSM as the two stores are separate and independent.
- More than one STM
Shallice and Warrington (1970) study a patient with amnesia. They found his STM for digits was poor when the researchers read the digits out loud to him. But his recall was much better when he was able to read the digits himself. This research shows there must be an STM store to process visual information and another to process auditory information.
- Types of Rehearsal
The MSM states that what matters in rehearsal is the amount of it you do. However, Craik and Watkins (1973) found what really matters is the type of rehearsal. Maintenance rehearsal doesn't transfer information into LTM but instead remains in STM. Whereas, elaborative rehearsal is needed for long term storage. This occurs when we link information to your existing knowledge, so you think about what it means.
Types of long term memory
Tulving (1985) believed MSM of LTM is too simple. He believed there are three LTM stores.
Procedural: Memory of how we do things e.g. riding a bike. These memories require a lot of repetition and practise. We can recall these memories without conscious awareness or effort. We might find them hard to explain to someone.
Episodic: Personal memories of events e.g. last birthday or wedding. You remember when things happen e.g. last week or yesterday. The memory will include people, places, objects, and behaviours. You consciously recall the memories.
Semantic: Knowledge of the world e.g. like a dictionary. It contains knowledge of concepts e.g. animals, love, singers etc. It's less personal and we don't remember when we learnt the meanings. It contains an immense collection of material which is constantly being added to.
Evaluation of types of long term memory
+ Evidence
HM and Clive Wearing had impaired episodic memory as a consequence of Amnesia. They had difficulty recalling events of their pasts. But their semantic memories weren't affected as they could still remember meanings of words and their procedural memories were also intact as they could remember how to perform simple tasks like tying their shoelace, walking and talking etc. This supports Tulving that there are different memory stores in LTM.
+ Brain scan evidence
Tulving got participants to do various memory tasks while connected to a PET scan. He found that episodic and semantic memories are recalled in the prefrontal cortex. The left hemisphere recalled semantic memories and the right hemisphere recalled episodic memories. This supports Tulving as there is a physical reality to the different types of LTM
- Maybe more types
Cohen and Squire (1980) disagree with Tulving. They accept procedural memories but argue that episodic and semantic memories are stored together in one LTM store called the declarative memory store i.e. consciously recalled memories. Procedural memories, therefore, are non-declarative.
The working memory model
The WMM was proposed by Baddeley and Hitch (1974) as a model of STM
Central executive: Monitors incoming data, makes decisions and allocates slave systems to tasks (controls them). It has a limited capacity and modality free coding.
Phonological loop (PL): Processes auditory information and preserves the order in which information arrives. It has a 2-second capacity and acoustic coding. It is subdivided into the phonological store, which stores verbal material temporarily, and the articulatory control system which allows maintenance rehearsal.
Visuospatial sketchpad: Processes and stores visual and spatial information. It consists of the visual cache which stores visual data and the inner scribe which records the arrangement of objects. Its capacity is 3/4 objects and codes visually.
Episodic buffer: Temporary store of information integrating the visual, spatial and verbal information processed by other stores. Its capacity is limited to about 4 chunks and codes modality free.
Evaluation of the working memory model
+ Duo-task performance
Baddeley (1975) showed that participants had more difficulty doing two visual tasks than doing a visual and verbal task at the same time. This is because both visual tasks compete for the same slave system whereas, when doing a verbal and visual task at the same time, there is no competition. This means there must be a separate slave system (VSS) that processes visual input.
- Central executive
Some psychologists argue the central executive doesn't explain everything. Baddeley (2003) said, "It's the most important but least understood component of WM". It needs to be more clearly specified than just being attention. For example, some psychologists believe it may consist of separate components, therefore, the WMM hasn't been fully explained.
+ Case study evidence
Shallice and Warrington (1970) had a patient, KF, who had suffered brain damage. KF had poor STM for verbal information but could process visual information. This suggests that just his phonological loop had been damaged, and the other areas of memory are intact. This supports the WMM however, evidence from brain-damaged patients may not be reliable as they are unique cases who have had traumatic experiences.
Interference explanation of forgetting
Interference occurs when two pieces of information conflict with each other resulting in forgetting one or both pieces of information.
Two types of interference:
1) Proactive - Older memories disrupt newer ones e.g. a teacher having difficulty remembering names in her current class because she has learnt many names in the past.
2) Retroactive - Newer memories disrupt older ones e.g. a teacher having difficulty remembering old students' names as she had learnt many new ones.
Similarities between memories cause interference to be harder (McGeoch & McDonald (1931))
Procedure: They studied retroactive interference by changing the amount of similarity between two sets of materials. Part. had to learn 10 words until they remembered all of them. They then learned a new list. There were six groups who learnt different lists: 1-synonyms, 2-antonyms, 3-unrelated original, 4-consonant syllables, 5-three-digit numbers, 6-no new list.
Findings: When the participants recalled the original list of words, their recall depended on the second list. The most similar material (synonyms) produced the worst recall. This shows interference is strongest when the memories are similar.
Evaluation of interference
+/- Evidence from lab studies
Many lab experiments have been carried out into forgetting e.g. McGeoch and McDonald's research. Most of these studies support interference and by using lab studies extraneous variables can be controlled meaning the studies can be replicated. However, lab studies use artificial materials, e.g. learning syllables, which are meaningless and don't represent everyday situations. This means the studies may lack generalisability and therefore have low external validity.
- Bias
The part. do not have much motivation to remember stimuli used in the experiments whereas in real life they would have much more e.g. studying for exams. This means part. might be less accurate and make the effects of interference to appear stronger.
+ Real life studies
Baddeley & Hitch (1977) asked rugby players to remember the names of the teams they had played that season. Recall of the teams was dependent on how many teams they had played in the meantime. So, a player's recall of a team from three weeks ago was better if they had played no matches since.
Retrieval failure explanation of forgetting
Retrieval failure: When we don't have the necessary cues to access memory. The memory is available but not accessible unless a suitable cue is provided.
Encoding Specificity Principle (ESP): Tulving (1983) reviewed research into retrieval failure and found if a cue is present at encoding (learning) and retrieval we are more likely to remember it. If the cues at encoding and retrieval are different or absent at retrieval then we are less likely to forget it. Some cues are linked meaningfully e.g. STM makes me recall information about STM.
Context-dependent forgetting (external cues): Godden and Baddeley (1975) carried out a study on deep sea divers. Procedure: Divers learnt a list of words and were asked to recall the words afterwards. There were four conditions; learn on land-recall on land, learn on land-recall underwater, learn underwater-recall on land & learn underwater-recall underwater. Findings: Accurate recall was 40% lower in non-matching conditions. The external cues were different when learning and retrieval which led to retrieval failure.
State-dependent forgetting (internal cues): Carter and Cassaday (1998) gave hay fever tablets to participants which made them drowsy. They learnt a list of words and recalled them afterwards. There were four conditions; learn on drug-recall on drug, learn on drug-recall off drug, learn off drug-recall off drug & learn off drug-recall off drug. Findings: When the conditions differed, the performance on the memory tests were much worse. So when the cues are absent, then there is more forgetting.
Evaluation of retrieval failure
+ Research evidence
Godden and Baddeley & Carter and Cassaday are just two examples of retrieval of failure. Eysenck (2010) says retrieval failure is the main reason for forgetting in LTM. This evidence increases the validity of the explanation, especially in real life situations.
- Context effects
Baddeley (1997) argues context effects are not strong, especially in real life. Different contexts have to be very different before an effect is seen. For example, learning something in one room and recalling it in another is unlikely to result in much forgetting because the two contexts aren't different enough. This means that the real-life applications of retrieval failure due to contextual cues don't actually explain forgetting.
+ Research evidence for state-dependent forgetting
A study by Goodwin investigated the effect of alcohol on internal retrieval. They found that when people encoded information when drunk, they were more likely to recall it in the same state. For example, when they hid money and alcohol when drunk, they were unlikely to find them when sober. However, when they were drunk again, they often discovered the hiding place. Other studies found similar state-dependent effects when participants were given drugs such as marijuana.
Misleading information affecting EWT
Leading question - A question that suggests a certain answer due to the way its phrased. Loftus and Palmer (1974) arranged participants to watch films of car accidents and answer questions about it. In the critical question, they were asked: "how fast were the cars going when they _ each other?" The verb changed for each group (5) from "hit" to "contacted" or "smashed". The verb smashed caused the speed of the car to have a mean of 40.5mph but the word contacted had a mean speed of 31.8mph. The leading question, therefore, affected eye witness testimony.
Response-bias explanation suggests leading questions have no effect on eyewitnesses' memories but do have an effect on their answers. Loftus and Palmer conducted a second experiment that supported the substitution explanation (leading questions change memory). This is supported as when the participant had the verb smashed, they were more likely to say they saw broken glass. This means the critical verb altered their memory.
Post-event discussion - when co-witnesses to a crime discuss it with each other causing the testimonies to be less accurate. Gobbert et al. (2003) studied participants in pairs where they watched a video of a crime but filmed from different points of view. They then discussed what they saw with each other before individually answering questions on recall. She found 71% of participants recalled aspects they didn't see but picked up from the discussion. In the control group, where there was no discussion, 0% recalled information they didn't see. Gobbert et al. concluded witnesses go along with each other for social approval or they believed another person is right - Memory conformity.
Evaluation of misleading information affecting EWT
+ Real life application
Loftus (1975) believes leading questions can have a distorting effect on memory so police officers need to be careful about how they word questions when interviewing eyewitnesses. This can improve lives by improving court trials to bring justice to victims.
- Artificial tasks
Loftus and Palmer used film clips which is very different from witnessing a real-life accident as clips lack stress and emotions which can influence memory. This is a limitation as artificial tasks can only tell us a little about how leading questions affect EWT in real accidents and crimes.
- Individual differences
Older people are less accurate than younger people when giving eyewitness reports. Anastasi & Rhodes (2006) found people aged 18-25 and 35-45 were more accurate than people aged 55-78. All age groups were more accurate when identifying people of their own age group (own age bias). Research studies in EWT use younger people which may mean some age groups appear less accurate.
(Demand characteristics - Zaragosa and McCloskey (1989) argue answers participants give in lab studies of EWT are results of demand characteristics as the participants want to please the researcher.)
Anxiety affecting eye witness testimony
Negative effect on recall
Anxiety creates psychological arousal which prevents us from paying attention to important cues, so recall is worse. Weapons cause anxiety so are useful when studying this. Johnson and Scott (1976) told participants they were taking part in a lab study. While they were waiting, they heard an argument in the next room. In the 'low-anxiety' condition, a man walked through the waiting area carrying a pen with greasy hands. In the 'high-anxiety' condition, they heard the same argument but heard breaking glass. A man walked out of the room holding a paper knife covered in blood. They then had to pick out the man from 50 photos. 49% of the low anxiety group was able to identify him whereas, in the high anxiety condition, 33% could identify him. Tunnel theory - witnesses' attention narrows to focus on the weapon because it's the source of anxiety.
Positive effect on recall
The fight or flight response is triggered which increases alertness and improves memory as we are more aware of cues. Yuille & Cutshall (1986) conducted a study of a real-life shooting in a gun shop in Canada. The shop owner shot a thief. There were 21 witnesses and 13 agreed to take part in the study. The interviews were held 4-5 months after the incident and were compared to police interviews at the time of the shooting. Accuracy was determined by the number of details reported. The witnesses were also asked to rate how stressed they were at the time of the incident and asked if they had any emotional problems since the event. They found witnesses were very accurate in their accounts and there was little change in the accuracy after 5 months. Those participants who reported the highest levels of stress were most accurate (88% compared to 75%). Yerkes-Dodson Law - Performance will increase with stress but only to a certain point.
Evaluation of anxiety affecting EWT
- Weapon focus due to surprise
The study by Johnson and Scott may test surprise rather than anxiety. The reason the participants focus on the weapon was that they were surprised to see it rather than because they were scared. Pickel (1998) conducted an experiment where someone was holding either scissors, a handgun, a wallet or a raw chicken in a salon video. Eyewitnesses' accuracy was much lower when the object was unusual e.g. the raw chicken. This suggests the weapon focus effect is due to unusualness rather than anxiety which therefore tells us nothing significant about EWT.
- Field studies may lack control
Researchers usually interview real-life eyewitnesses sometime after the event. Discussions with other people, accounts they have read or seen in media or the effects of being interviewed by the police all may have happened since the incident which could affect the recall of the eyewitness and therefore gives the researcher less control over the extraneous variables.
- Ethical issues and Yerkes-Dodson Law
Creating anxiety for participants may be risky as it can cause them psychological harm. This is why real-life studies are so beneficial. Also, anxiety is difficult to define and measure accurately as it has many elements e.g. cognitive, behavioural, emotional and physical. But the Yerkes-Dodson explanation assumes only one of these is linked to poor performance - physical arousal.
Cognitive interview for improving EWT
Fisher and Geiselman (1992) used four main techniques to improve EWT.
1) Report everything - Witnesses are encouraged to include every little detail of the event even though these details may seem irrelevant.
2) Reinstate the context - Trying to mentally recreate an image of the situation, including details of the environment such as weather conditions and the individual's emotional state including their feelings at the time of the incident. These details can then act as a trigger, to help the person recall more information
3) Recall in reverse order - The witnesses are asked to recall the scene in a different chronological order e.g. from the end to the beginning.
4) Recall from changed perspective - Trying to mentally recreate the situation from different points of view e.g. describing what another witness present would have seen.
Features of the enhanced cognitive interview are encouraging the witness to relax and speak slowly, offering comments to help clarify witness statements, asking open-ended questions and adapting questions to suit the understanding of the individual witnesses.
Evaluation of the cognitive interview
- More time consuming than standard police interview
More time is needed to establish a relationship with the witness and allow them to relax. CI also requires special training for police officers and many forces have not been able to provide time for this training. This means it is unlikely that the 'proper' version of the CI is actually used.
+ Research support
Kohnken et al reviewed research into eyewitness testimony and found that the cognitive interview increased the amount of correct information recalled by 48%, compared to the standard interview. Also, Stein & Memon found that the cognitive interview is effective because people remember more when given cues. They made Brazilian female cleaners watch a video of abduction and then used the cognitive interview & standard interview to gain eyewitness reports, finding those who were in the cognitive interview condition not only recalled more but were accurate in the information recalled.
- Lacking mundane realism
Previous research has found that anxiety affects recall of eyewitness testimony, so by using videos that the participants are not emotionally involved, the results lack ecological validity and are not easily generalised. The research may also have researcher bias, as the experimenter wants to find the cognitive interview more effective, so maybe giving greater clues when interviewing participants in this condition, affecting the reliability of these results.
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https://getrevising.co.uk/revision-cards/memory-revision-cards-5
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How do we built a stronger democracy through art?
Arts & Democracy
Arts & Democracy puts arts and culture on agendas where it hasn’t been before, connects artists, cultural organizers and activists who wouldn’t otherwise know each other, and creates the connective tissue and generative environment needed for cross sector collaboration to succeed.
Arts & Democracy is an organization that links arts and culture, participatory democracy and social justice through cultural organizing: integrating arts and culture into organizing strategies. By way of sharing resources through different media, (art)workshops, networking events, roundtables, presentations and conferences we aim to built a more inclusive society and stronger democracy.
“Some of the most powerful change happens in the intersections of generations, cultures, sectors, and geographies”.
This article was written based on a suggestion received from a reader. If you have an idea, link or reference for an item, please submit it here.
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https://whatartcando.org/?project=arts-democracy
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Next Gen Success = Harvard Success: Inclusive Practices for Supporting First-Gen, Lower-Income Students In and Beyond the ClassroomJoin members of the Harvard Next Gen Initiative to learn more about their Harvard Culture Lab Innovation Fund pilot program that consolidates, aligns, and enhances Harvard’s institutional supports for Next Gen student populations (predominantly first-gen, low-income students) in and beyond the classroom. This session presents an overview of the Next Gen student population, pedagogical tools that promote Next Gen Student Success, and how each one of us plays a role in strengthening Harvard’s commitment to inclusive excellence.
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Operation Impact Kick-Off EventThis event, took place on Thursday, October 3, 2019 from 5:00 p.m. to 8:00 p.m. in Smith Campus Center. The University-wide kick-off launched a new year of Operation Impact. The event covered the basics of the Pilot Funds and other portions of Operation Impact. The event is useful for networking to find other students with similar interests and innovative ideas.
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VRsatilityVRsatility seeks to provide educators with an immersive virtual space to practice their interpersonal and pedagogical skills prior to initial engagement with students in order to minimize potentially harmful interactions.
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rankEDThe goal of our platform is expanding the reach of recruiting from top-tier and prestigious universities to underrepresented populations.
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American Civil Liberties UnionThe HLS ACLU is a student-run organization. The chapter aims to advance and promote awareness of civil liberties and constitutional rights on the Harvard campus by hosting speakers and organizing events throughout the school year. We focus on core issues of freedom of speech and religion, racial justice, privacy, women’s rights, and LGBTQ rights, and many more issue areas. ACLU members assist state ACLU branches, the national ACLU, and other organizations in research and advocacy relating to civil rights and civil liberties issues.
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Board of Student AdvisersThe BSA is a student organization charged with providing several essential services to the Harvard Law School community: we serve as teaching assistants in the First Year Legal Research and Writing Program, as peer advisers to members of the first-year class and transfer students, and as administrators of the Ames Moot Court competition. Our Mission is to build a community, both among first-year students and among the diverse student body of the Harvard Law School.
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Advocates for EducationThe HLS Advocates for Education (A4E) is a student-run organization at Harvard Law School. We are an organization of students who are passionate about improving our nation’s education system and dedicated to raising awareness about current issues in education law and policy. A4E brings together students interested in these issues with practicing lawyers, policymakers, educators, and advocates. We seek to encourage greater understanding and participation by hosting various speakers and events throughout the year.
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Phillips Brooks House AssociationAs a student-run organization, PBHA draws upon the creative initiative of students and community members to foster collaboration that empowers individuals and communities.
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Petey Greene HGSEEmpowering incarcerated students to achieve their own academic goals by bringing trained tutors into correctional facilities.
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Leading for English LearnersEnglish Learners (ELs) comprise one of the largest achievement gaps in the U.S. While English Learners have received a lot of attention recently in legislation, educators and community members know little about these policy changes and educational supports that will help this group thrive. Due to language barriers and cultural differences, EL families are often left without a voice in advocating for change. Leaders in education, therefore, need to be equipped to advocate for this group. In pursuit of preparing future leaders in education, the mission of Leading for English Learners is to lead conversations across HGSE around EL students. We advocate for equitable opportunities for ELs by opening dialogues from multiple angles, from administration to policy to teaching.
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HGSE Rural Educators AllianceWe intend to create a space for students interested in rural education to discuss some of the challenges facing rural schools today and how we can utilize the tools provided to us through HGSE to be effective change makers in those spaces. Additionally, we will raise awareness throughout HGSE of the conversations around rural schools in order to ensure that all HGSE students have the knowledge of rural schools necessary in order to bring that into their future work.
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WEB Du Bois Graduate SocietySince its formation in 1983, the W. E. B. Du Bois Graduate Society has worked to create inclusive educational environment for historically underrepresented minorities in GSAS. Named after the eminent African American scholar and civil rights leader W. E. B. Du Bois (pronounced "doo-BOYCE"), the first African American to receive a doctoral degree from Harvard University (in 1895), the Society serves as a forum for students to meet and raise concerns about race and ethnicity and provides a social, intellectual, and political institution for minority student activities. It has acted as an umbrella organization to serve the needs of African American, Puerto Rican, Mexican American, and Native American graduate students. Over the years, the goals of the society have been expanded to include fostering interactions with Harvard's minority faculty and administrators, bringing together students from the various departments in GSAS and other graduate schools in the Harvard community, and encouraging more minority undergraduates to consider a career in academia. The mission of the W.E.B. Du Bois Graduate Society will continue to evolve to serve the ever-changing needs of Harvard's minority graduate students and the greater university community.
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Harvard Undergraduate Women in Business (HUWIB)Harvard Undergraduate Women in Business (HUWIB) seeks to empower a dynamic group of enterprising young women, uniting them through business education and experience. Through panels, conferences, outreach initiatives, skill-building workshops, leadership projects, mentorship programs, and social events, HUWIB seeks to expose undergraduate women to a variety of business careers.
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Gender Inclusivity in MathGender Inclusivity in math is dedicated to reducing the gender gap in Harvard's math department through speaker and discussion series and community-building socials.
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First Generation Student Union, FGSU"FGSU has three main objectives: (1) To facilitate the transition to college for first generation students through initiatives such as providing mentorship networks and sharing academic and social resources among members; (2) To build a community among first generation Harvard students; and (3) To provide the first generation student community a platform to express its voice and to advocate for themselves. Currently working on a new orientation program for first generation students that is piloting in August "
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Act on A DreamAct on a Dream is a student-led, student-run organization at Harvard College focused on eradicating the barriers that Undocu+ students (undocumented, DACA, mixed-status family, and other immigrants) face in realizing their full potential. They provide high school and college students with academic resources, advocate for Harvard specific education reform, and organize conferences for general immigration reform and immigration information.
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Harvard College Writing CenterThe Writing Center is staffed by undergraduate peer tutors who help students in all concentrations with course writing assignments and fellowship/grant/graduate school applications through 1-on-1 tutoring services.
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Harvard College Undergraduate Research AssocaitionHCURA's goal is to increase the scope and visibility of Harvard undergraduate research, by connecting them with other researchers through a peer advising program; the Visitas Undergraduate Research Symposium, which showcases Harvard undergraduate research to prefrosh; and new projects such as The Labs Database, a resource for undergraduates looking for research opportunities that catalogues over 100 Harvard labs, and Brevia, a publication for short research articles that presents a nontechnical treatment of cutting-edge research.
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https://hilt.harvard.edu/student_keywords/achievement-gap/
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The International Institute for Asian Studies (IIAS) is a global humanities and social sciences research institute and knowledge exchange platform that supports programmes which engage Asian and other international partners. Aiming to contribute to a more integrated understanding of present-day Asian realities as well as to rethink 'Asian Studies' in a changing global context, IIAS works to encourage dialogue and link expertise, involving scholars and other experts from all around the world in its activities. IIAS thus acts as a global mediator, bringing together academic and non-academic institutes in Asia and other parts of the world, including cultural, societal and policy organisations. IIAS adopts a thematic approach to the study of Asia, fostering research that, by its nature, transcends disciplinary and regional boundaries. The three research foci of IIAS are Asian cities; the uses of culture and cultural heritage; and Asia’s projection into the world and intra-Asian connections. In addition, IIAS remains open to other possibly interesting areas of investigation.
In addition to supporting international research networks and programmes, IIAS organises different types of academic events throughout the year, many of them in Asia. These include conferences, workshops and seminars, as well as thematic roundtables and Summer/Winter Schools for PhD students. IIAS runs an international fellowship programme and a publication and publishes ‘The Newsletter’, its free periodical on Asian Studies which enjoys a worldwide readership of 50,000. IIAS hosts the secretariat of various networks, including the International Convention of Asia Scholars (ICAS) and the European Alliance for Asian Studies. All of these activities are based on international cooperation. It is this fundamentally collaborative and inclusive nature that has allowed IIAS to become the most global research-led meeting ground in the field of Asian Studies.
The University of Social Sciences and Humanities – Ho Chi Minh City (USSH HCM), established in 1957, has more than 890 faculty members and non-teaching staff. The percentage of the academic staff holding professorial titles or postgraduate degrees is 98.4%. There are more than 22,000 students enrolled in 28 undergraduate programs, 38 postgraduate programs and over 10 joint programs in collaboration with international partners.
See http://en.hcmussh.edu.vn/ for more information.
Engaging with Vietnam was founded in 2009 by Dr. Phan Le Ha (Full Professor in the College of Education, University of Hawaii at Manoa), who was then a faculty member in the Faculty of Education, Monash University, Australia. Since 2011, Dr. Liam C. Kelley, Associate Professor in the Department of History, University of Hawaii at Manoa, has become another key person jointly developing EWV with Phan Le Ha. EWV was founded in the context of increasing globalization and internationalization and knowledge mobility and their multi-dimensional interactions with and impacts on a changing Vietnam. EWV’s main purpose has been to create a regular, rigorous and committed arena for scholarly inter/multi-disciplinary dialogues among scholars, researchers, policy makers, and public intellectuals across generations working on and interested in Vietnam and/or Vietnam-related scholarship. Over the years EWV has also attracted a new group of participants - curators, artists and artist scholars whose works have benefited from and inspired academic scholarship in many ways.
Annual inter/multi-disciplinary scholarly conferences are a major part of EWV. Each conference focuses on one theme. Critical and evolving questions regarding knowledge production on, about, for, from, by, in and of Vietnam are central to EWV’s annual conferences. To date there have been nine EWV conferences co-organized by a number of institutions and organizations in Vietnam, Australia, and the United States. 2018 will marked the 10th anniversary of EWV. There will be a series of activities throughout 2018 to celebrate this milestone accomplishment of EWV; and jointly organizing the Delta Winter School 2018 in Vietnam is one such activity. Visit www.engagingwithvietnam.net for more information.
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https://iias.asia/masterclass/delta-cities-organizers
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What is SEP?
School Empowerment Programme (SEP) is designed for mainstream schools’ and inclusive schools’ management, administrators, teachers, care takers, parents, students etc. SEP is conducted through short term training, workshops and conferences on inclusive education. The ultimate vision for inclusive education systems is to ensure that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, friends and peergroup.
SEP made a number of specific recommendations in terms of both wider policy and specific areas focused on increasing teachers’ capacity and capability for inclusive practice
Why is SEP?
SEP is made to prepare all learners with disability for a globalised society and to facilitate the development of inclusive education systems fit for the demands of the 21st century.
Objectives
- To support the creation of a global knowledge base.
- To provide opportunities for knowledge sharing and learning
- To strengthen the practice-policy-research connections
- To inform teacher education institutions to rethink the way teachers are trained
- To inform policy dialogue in light of the post-2015 Sustainable Development Goals.
- To recognize the schools, who are interested and in need to empower their selves about disability and inclusion
- To develop the relationship between the school for future programs and scheduling.
- To organize the training program.
- To make them interested in listen and acceptable to people with disability and right to education and inclusion.
- To make the training program successful, so that they willing to attend and learn in more training programme.
- To provide good resources and resource person.
Topics of SEP
Some of the topics of SEP are:-
- Inclusive Education
- Disability Orientations
- Individualized Education Plan (IEP)
- Positive Behavior Support
- Relationships and Sexuality Education
- Art Therapy Workshop
- Multiple Intelligence Strategies
- Rubric Plan
- Self Esteem Development
- Growing and developing healthy relationship
Who can join SEP?
SEP can be joined by:-
- Mainstream/ Inclusive schools’ management
- Administrators of mainstream or inclusive schools
- Mainstream teachers
- Special educators
- Care takers
- Parents
How SEP works?
SEP works by conducting:-
- Short term training programme
- Workshops
- Conferences
- One to One
Whom to Contact for SEP
Mrs. Sangeeta
Manovikas Charitable Society
60A, Radhey Puri Extn-I, Delhi-110051,
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https://manovikasfamily.org/mihe/index.php/component/k2/item/81-sep
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We invite you to share a workshop with the social justice education community in Philadelphia. We welcome workshops that are focused on political education (e.g. intersectional analyses of how institutional oppression affects our students, our schools, ourselves as educators) and deeper understanding of the current context, curricular ideas, instructional strategies and teaching practice, presentations of community work and student-led presentations. We particularly encourage student-facilitated workshops. We will offer three tracks of workshops.
- Restorative Justice and Healing Trauma
- Teaching and Learning
- Organizing for Just Communities and Schools
Submit a workshop proposal here. Please submit by April 8.
https://docs.google.com/forms/d/1itS9XxiJ-R_nDJoKvIf0KFACm-EtZjKSKS9EFQkD-0I/viewform
More National Conferences & Calls for Proposal
Stay Current in Philly's Higher Education and Nonprofit Sector
We compile a weekly email with local events, resources, national conferences, calls for proposals, grant, volunteer and job opportunities in the higher education and nonprofit sectors.
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http://phennd.org/update/call-for-workshops-7th-annual-education-for-liberation-conference/
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In the morning, 11 August 2020, at the MoEYS, HE Dr. Hang Chhuon Naron, Minister of Education, Youth and Sport (MoEYS) and Dr. Pech Sokhem, CDRI executive director, signed an MOU on cooperation and partnership for education and youth sector policy research and development. The objectives of the collaboration are to support the efforts of MoEYS in pursuing inclusive and quality education for all by ensuring the accomplishment of the goals set out in the Education Strategic Plan 2019-2023, Cambodia’s Education 2030 Roadmap, National Policy for Youth Development and adaptation to the post COVID-19 “New Normal”.
Areas of cooperation include joint research to support informed policymaking, develop the research capacity of national and sub-national institutions, Collect and share relevant data and other primary and secondary data, Conduct impact assessments to examine the immediate and long-term effects of the Covid-19 outbreak, Co-host policy dialogues, training workshops and academic conferences and other high-profile and special events, Promote regular consultations, staff exchanges, and visits, Support data sharing for research conceptualization and analysis in compliance with relevant national Laws and other forms of dialogues, policy research, and capacity development activities.
The parties will use collaborative research, mutual learning, individual and institutional capacity building models to draw on and share expertise, knowledge, and skills within their organizations and strengthen evidence-based policy research capacity.
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https://cdri.org.kh/news/cdri-signs-mou-with-moeys
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The Education for Competitiveness Operational Programme (ECOP) is a multi-annual thematic programme controlled by the Ministry of Education, Youth and Sports of the Czech Republic (MEYS), within which it is possible to draw finances from the European Social Fund (ESF), one of the structural funds of the European Union (EU), in the programming period 2007-2013.
The key aim of ECOP is to develop a well-educated society to increase the competitiveness of the Czech Republic. ECOP is focused on the area of human resources development by means of education in all its various forms, with an emphasis on a complex system of lifelong learning, creation of a suitable environment for research, development and innovation, and stimulation of cooperation of participating entities.
Despite the need for the sustainable development maintenance, there is only limited support of multidisciplinary research. The sustainability concept requires ecosystem protection, therefore, there is a demand for multidisciplinary educated specialists.
The RECETOX NETWORKING project is focused on supporting of international networking and the professional growth of researchers and doctoral candidates from the Research Centre for Toxic Compounds in the Environment (RECETOX), a well-established institute within the Faculty of Science, Masaryk University, to improve their competencies in supplementary disciplines. The project especially supports the growth of multidisciplinary educated specialists, and in the future, will contribute to a better implementation of sustainable development principles in the praxis. The knowledge and experience gained through the project foundation will improve the adaptability of experts to actual societal needs in research, as well as in industry and administration.
Various activities and events funded by the project (e.g. seminars, workshops, summer schools, fellowships, active networking at international conferences) support the professional growth of individuals and broaden their knowledge and international networks. Moreover, the knowledge and experience will be presented and provided to the researchers as well as students from the Research Centre. Various soft skill courses will be provided to improve the overall management and communication competencies of researchers, enabling them to effectively transfer their expertise and implement new multidisciplinary research projects.
RECETOX NETWORKING project is focused on the quality improvement of the personal research base; the target group is RECETOX researchers and doctoral candidates. The project will support international cooperation and networking, improvement of expertise, new methods development and their implementation in the Czech Republic, interdisciplinary research, and applications based on new research results.
The key objective of the project is to support and expand human potential in new, underdeveloped research fields in the Czech Republic which address the concept of sustainable development. Although there is a demand for growth maintenance hand in hand with improvements in environment quality, the educational and multidisciplinary research opportunities in this field are limited. RECETOX NETWORKING project will support the education of specialists in fields that are not yet covered in the Czech Republic. Researchers capacities will be used both for the practical needs of society (e.g. for control of the environmental obligations and standards compliance), and for administration in the field of the environment control and management.
The aims will be fulfilled through attendance at various events and courses (special seminars and workshops, exchange visits and fellowships, excursions, education at international institutions, summer schools, soft skills courses).
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https://recetox-networking.cz/eng/index-eng.php?page=recetox-networking
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References:To view this information, please connect.
Amount:To view this information, please connect.
Responsible: European commission
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Contact:To view this information, please connect.
Advice:To view this information, please connect.
Amorce:
This call for proposals will support transnational cooperation projects in the fields of education, training and youth. Projects submitted under this call under both lots should aim at disseminating and/or scaling up good practices on inclusive learning initiated in particular at local level and/or developing and implementing innovative methods and practices to foster inclusive education and/or youth environments in specific contexts.
Priorities and funded actions:
Objectives
– Enhancing the acquisition of social and civic competences, fostering knowledge, understanding and ownership of fundamental values, promoting mutual respect and intercultural dialogue and combating discrimination on all grounds;
– Promoting inclusive education and training and fostering the education of disadvantaged learners, including through supporting teachers, and educators and leaders of educational institutions in dealing with diversity and reinforcing socioeconomic mixity in the learning environment;
– Enhancing critical thinking and media literacy among learners, parents and educational staff;
– Supporting the inclusion of newly arrived migrants in good quality education, including by assessing knowledge and validating prior learning;
– Promoting civic participation of young people by developing the role of volunteering for social inclusion;
– Preventing radicalisation leading to violent extremism of young people by reaching out to those at risk of marginalisation or social exclusion.
Among financed actions
– Cooperation and networking models which involve combinations of relevant (public/private) stakeholders across different sectors;
– Adapting and applying learning practices to new target populations;
– Conferences, seminars, workshops and meetings with policy and decision makers;
– Assessing, sharing and validating good practice and learning experiences;
– Etc.
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https://www.welcomeurope.com/calls-projects/erasmus-key-action-3-support-for-policy-reform-social-inclusion-through-education-training-and-youth-2017/
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The Core Team provides light touch strategic direction and supporting infrastructure for the EFS movement with hands-on delivery co-ordinated through this network of volunteer hubs.
TAGs Hub
Overall purpose: To facilitate the work of the various Thought and Action Groups (TAGs) connected with Engage for Success (EFS). To encourage the promotion and sharing of their activities, outputs, and research to maximise the impact of EFS.
Topic and Sector Thought & Action Groups (TAGs)
Created to explore a specific topic related to employee engagement or covering a particular sector. Many TAGs deliver some sort of output (report, online tool, conference, video, networking events, comms output etc.). Others act as a forum for like-minded individuals to share ideas and give support and in these cases there may or may not be a practical output such as a ‘How to Guide’.
Area Network Thought & Action Groups (TAGs)
Bringing people in the same geographical location together to promote and explore engagement themes through organising and hosting learning and networking events, conferences and other outputs.
Responsibilities of the Hub
- Support the creation of new TAGs (Area Network and Topic & Sector)
- Connect and share knowledge on an ongoing basis to ensure TAG leads feel valued and to help them better understand the EFS cultural framework and relevant guidelines.
- In collaboration with the Volunteer Hub, deliver activities that support the maintenance of the energy and motivation of the TAGs and their members.
- Encourage the bringing together of the various TAG groupings in regular calls / meetings to facilitate sharing of knowledge and further development of approaches to maximise the impact of the movement.
- Facilitate inclusive and fully representative attendance at regular calls / meetings.
- Work alongside the TAG Steering Group members to encourage the Topic & Sector TAGs to widely publicise and market ongoing activities, interim status reports and final outputs.
- Encourage TAGs to add all events to the EFS calendar.
- Encourage TAGs to work with the Comms Hub and the CIPD media team to communicate and market effectively to those who EFS seek to influence.
- Encourage TAGs to collaborate with the Comms Hub and make pro-active use of social media.
- Encourage TAG members to draft newsletter updates, blog posts and press releases supported by members of the Comms Hub as necessary.
- Work closely with TAG Steering Group members to encourage and maintain their active ‘adoption’ of Topic and Sector TAGs.
- Partner with TAGs to better understand the work they do and the challenges they face.
- Maintain an up-to-date database of all TAG key contacts (past and present).
- Promote the TAGs and influence stakeholders to take part, working with the Partnerships Hub to link individuals, commercial organisations, universities etc,
- Maintain awareness of external issues/topics/reports/contributions from 3rd parties and government related to employee engagement.
- Encourage TAGs to identify key stakeholders and build relationships with regional CIPD contacts
- Encourage all TAGs to work in an integrated and collaborative way across geographies, topics and sectors to take advantage of synergies and traction.
- Resolve any day-to-day issues, facilitate group meetings, identify resource gaps and propose solutions as required.
Partnerships Hub
Overall purpose: To build upon existing relationships between EFS and external partners and organisations; and identify, instigate, nurture and develop new and existing relationships.
EFS currently works or has connections with, to a greater or lesser extent, with a range of organisations including the Cabinet Office, Royal Society of Arts, Be the Business, Ashridge Hult Executive Education, Bristol Business School, Nottingham Trent University, HM Revenue & Customs, Home Office, Federation of Small Businesses, CBI and a huge range of private sector organisations large and small.
In the current dynamic work environment, people frequently move forward and so organisational links with EFS can easily be lost. The Partnerships Hub keeps EFS sighted on activities and developments in external organisations where we can work together, along with keeping EFS’s profile high, so that it retains its position as the ‘go-to’ people for anything employee engagement-related.
Relationships may present a variety of opportunities eg sponsorship, secondment, resources, sharing content, providing speaker platforms, collaborate on output/policy/reports.
Responsibilities of the Hub
- Research potential partners, identify key players and generate interest.
- Create and maintain a database of existing and potential relationships and key individuals /segments involved eg public sector, academic, professional bodies /member organisations etc.
- Identify and source partnership opportunities through inbound lead follow-up via info@EFS, TAGs, other Hubs, etc and add to database as appropriate.
- Manage and instigate relationships with partners to build the EFS movement and ensure good relations are maintained and opportunities are capitalised on.
- Develop a clear set of next steps to build on opportunities when uncovered ie what needs to happen in a given scenario eg liaise with other Hubs, introduce to TAGs, raise with Core Team, TAG Steering Group or Board.
- Liaise with partners to solve issues, communicate needs and create synergy.
- Collaborate with the TAGs Hub and other EFS colleagues to align our internal goals with new and existing partner relationships.
- Represent EFS by networking at events and meetings (government and commercial organisations, ISO, universities, etc.), using a network of engagement contacts to maximise these opportunities.
- Work closely with and influence relevant policy decisions of representative bodies such as the Federation of Small Business, trades unions, CBI, etc.
- Analyse and report on partnership initiatives and developments.
- Keep great ongoing relationships with current partners and offer new ways to grow the partnership.
Comms & Social Media Hub
Overall purpose: To manage all EFS social media channels and campaigns to sustain an engaging audience experience and to increase audience engagement and participation. Research and analyse social media trends, including web visitor data, to improve social media presence and campaign efficacy. Work with various EfS and CIPD colleagues to promote the overall brand through social media channels. Support campaigns, research and TAG outputs through impactful communications activities
Responsibilities of the Hub
- Oversee and manage all EFS social media accounts.
- Website – update website content and maintain functionality and links
- Develop engaging, creative, innovative content for website, media and social media through regularly scheduled posts to enlighten internal and external audiences and promote EFS-focused primary messages as outlined in the Strategy Refresh.
- Ensure co-ordinated social media communications positioning and messaging with the EFS Core Team, Hubs, TAG Steering Group.
- Work with EFS (Core Team and Hubs) and CIPD colleagues to develop targeted communications activity coinciding with new TAG outputs or campaigns and in line with organisational objectives and purpose.
- Audit and analyse EFS social media presence and campaigns to gather visitor data and determine efficacy and areas for campaign improvement.
- Monitor partnership activity within social media spaces and maximise and leverage networks to raise awareness, inspire, influence and create impact among audiences; liaise with partnerships hub
- Success is measured by
- Clear alignment of core strategy, messaging and communications activity
- Raised awareness of EFS, its purpose and strategic themes to internal and external audiences
- Co-ordinated campaign deployment and increased engagement
- Supporting increase in partnerships and collaboration to further the impact of our campaigns
Volunteer Hub
Overall purpose: To be the first point of contact for potential volunteers and assess their levels of interest, capacity and capability. Share information in respect of the EFS approach to volunteering. Introduce volunteer to potential roles/opportunities to contribute and to relevant volunteer colleagues. Provide induction support to enable volunteers to contribute effectively.
Responsibilities of the Hub
- Be first-point-of-contact for potential volunteers. Demonstrate an enthusiasm and passion for Employee Engagement and the movement to new volunteers.
- Support with recruitment of volunteers, working alongside Core Team, TAGs and Comms Hubs. Co-ordinate recruitment drives, networking events, social media campaigns, partner outreach, etc.
- Assess new members’ interests, expertise and capacity.
- Point new volunteers to areas where EFS needs support.
- Introduce new and existing volunteers to each other as requirements from Hubs and TAGs arise.
- Moderate the internal online forum for EFS volunteers to share knowledge, answer questions, connect with each other.
- Onboard new volunteers with EFS induction by sharing: vision, mission, objectives; EFS past, present, future; key internal and external stakeholders; tools, achievements, successes.
- Create an induction framework to inspire, empower and support new (and existing) volunteers.
- Hold regular or ad hoc introduction sessions.
- Aim to retain a sustainable level of active volunteers to ensure continuity and consistency of numbers and knowledge, in partnership with the Core Team.
- Create and maintain a GDPR-compliant volunteer database with volunteers’ details such as contact details, areas of expertise, interest levels, sector experience, etc. (for internal use only).
- Keep in touch with alumni using channels such as: newsletters, networking events, comms, direct contact.
- Become an internal resource centre.
- Maintain a record and a history of EFS’s strategic narrative for volunteers, starting with induction materials.
- Store and maintain the latest (and historical) assets for EFS use on EFS website (and/or Google docs).
- Deliver engagement best practices within the volunteer community that showcase the EFS proposition.
- Create a sense of community of EFS contributors using activities such as: networking events, thank you lunches, keynotes, engaging comms.
- Establish an environment of ‘we are EFS: created BY volunteers FOR volunteers’ in collaboration with TAGs, Comms Hubs, TAG Steering Group.
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https://engageforsuccess.org/core-team-hub-structure/
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Bhai Parmanand DSEU Shakarpur Campus II
This National Student Data Corps Bhai Parmanand DSEU Shakarpur Campus II Chapter was founded in June 2022 to create a community of support and a network of data science enthusiasts interested in learning about data science and applying it in their educational and career endeavours. We will create an inclusive and welcoming environment for data science learners and educators to achieve our Chapter objectives. Read on to learn more about upcoming activities, events, and opportunities brought to you by this Chapter!
The Bhai Parmanand DSEU Shakarpur Campus II students are welcome to join this Chapter. To join an NSDC Chapter at another Institution (university or college), or to join a Regional Chapter (Midwest, Northeast, South, or West), visit the Chapter Central website.
Chapter Activities & Projects
The emphasis of this chapter is on networking and community building among data science enthusiasts across the university. The team is focused on attending NSDC events, organizing workshops, community-building events, webinars and data science boot camps for its participants and members.
Watch this space to know more about upcoming events.
Chapter Leadership
Stay Connected with Us
Email us at [email protected] with any inquiries or questions.
Some ways to stay connected with the NSDC community:
- Join our Slack channel
- Follow us on Twitter, Instagram, or LinkedIn
- Subscribe to the Northeast Hub YouTube channel
- Sign up for our NSDC mailing list
- Check out the REAL Volunteer Program for more collaboration opportunities.
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https://nebigdatahub.org/nsdc/nsdc-chapters/nsdc-chapter-bhai-parmanand-dseu-shakarpur-campus-ii/
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The vibrancy of French-language public education is the focus of our association!
The Association des conseils scolaires des écoles publiques de l’Ontario – ACÉPO – is an organization that represents all French-language public school boards and includes Consortium Centre Jules-Léger(CCJL) in the province of Ontario. ACÉPO mandate is to assist its members in the sustainable development of Ontario’s French-language secular education system and vitality.
ACÉPO is registered as a not-for-profit organization.
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Mission
A strong voice for the advancement of French-language public education in Ontario.
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Vision
Students across Ontario have equitable and inclusive access to a high-quality French-language public education.
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Values
Leadership
Inclusiveness
Collaboration
Equity
Our Goals
- To provide a duly recognized association which offers two-way communication, networking and coordination among all French-language public school board trustees and includes CCJL.
- To protect the right to French-language public education in Ontario and to advocate for adequate funding of schools, operations and capital expenditures.
- To encourage continuous measurable improvement in students’ education, programs, and services.
- To facilitate partnerships with those who share common objectives.
- To promote efficiencies, whenever practicable, by the sharing of human, material, and financial resources.
Labour Relations
ACÉPO is the central bargaining agent for Ontario’s French-language public schools and CCJL.
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https://www.acepo.org/en/about/
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Welcome to Eurasia Conferences. A movement to convert Eurasian research into scientific knowledge by providing a platform to gather, collaborate and exchange knowledge at an international level. We here at Eurasia Conferences pride ourselves in organizing the most comprehensive events that create a global impact. You can participate and make use of our networking resources to brand yourself.
We are Eurasia Conferences, an organization of global repute that conducts amazing international conferences all around the globe. Scholars and researchers need a platform to promote themselves and network with other scholars. We provide that.
We conduct international conferences in Europe and Asia. Our conferences are not just scientific and networking events that help you promote yourself but are moments that you will cherish for a long time to come.
We are on a mission to mold European and Asian research into proper scientific knowledge through collaboration, communication, and exchange. Maximizing the available networking opportunities for scholars has been and is our primary focus area.
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https://eurasiaconferences.com/
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A vibrant creative scene in Nelson Mandela Bay/Port Elizabeth that is diverse, collaborative and well supported, attracting artists to the city and nurturing existing local talent.
To serve as a portal for interested persons to connect with the local creative scene.
To provide a platform for connecting local creatives with one another, and opportunities to share their work.
To facilitate the sharing of information, skills and resources among creatives in the city.
To encourage collaboration among artists across different disciplines to create projects that are diverse, and effective toward collective success.
Host regular social gatherings and networking sessions with the aim of building the creative community network.
Host information sharing sessions and workshops that improve local creatives' knowledge and skill sets allowing them to be better equipped to engage with creative markets both within and outside of the city.
Assist and facilitate collaborations that showcase local talent to the world, develop meaningful relationships, and nurture creative talent emerging from the city.
Improve digital online presence of Nelson Mandela Bay's creatives through audio and visual media such as, but not limited to, podcasts and short videos.
1 organ donor can save 8 lives. Make your wishes known.
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http://recycleme.life/partners/creativex%20pe.html
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Established at the University of Louisville in academic year 1997, CCHS is charged with enhancing humanistic scholarship, research, creative activity, teaching, and public awareness at the University of Louisville, in the Louisville metropolitan area and, in collaboration with other universities, colleges, and humanities organizations, throughout the Commonwealth of Kentucky. To this end, the Center offers a variety of programs, some focused internally on faculty research, but many designed to appeal to the public and to help make the University a cultural center for the city and the Commonwealth. Within its means, the Center also offers support in funding, publicity, networking, and other forms for humanities-oriented projects undertaken by departments, programs, faculty working groups, and community groups with related missions. It especially encourages interdisciplinary work and collaboration among individuals, among existing units within the university, and between U of L and other institutions--not only other colleges and universities, but also public schools, museums, arts groups, and other humanities organizations.
Director: John Gibson, 502-852-3046
Project Coordinator: Brandon Harwood 502-852-8977
Program Coordinator: Janna Tajibaeva 502-852-2247
Commonwealth Center Programming
- CCHS Faculty Fellows Program
- CCHS Events
- CCHS Distinguished Visiting Speakers
- CCHS Annual Theme
- Humanities Research Lab
- Study of the U.S. Institute on Contemporary American Literature
- Support for Faculty Publication Costs
- Other Support
In addition to events supporting the CCHS Annual Theme and the Faculty Fellows Program, CCHS can provide modest support for projects and programming that originate from other departments and programs to host lectures, workshops, seminars, symposia, conferences, screenings and other events. Contingent on funding, we can offer support to faculty for collaboration that enriches humanistic intellectual activity and research culture on the A&S campus. This support may require matching funds or consultation with its board of advisors.
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http://louisville.edu/cchs/about
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The Statistical Consultancy Unit (SCU) was established to provide practical statistical solutions to challenging problems arising in academia, industry, business, health and other organisations.
The aims of the group are:
- To increase the awareness and use of statistical methods.
- To promote correct usage of statistics for decision making.
- To provide probabilistic solutions to academic/industrial/business/health problems.
- To provide training in the use of statistical and related software.
Statistics and Mathematics play an important role in all fields of academic endeavour. Study in all disciplines involves firstly the use of some data collection mechanism and then the use of appropriate methods to analyse and interpret the data. If the data collection mechanism is not properly designed then no method can help you to analyse data and interpret the results correctly. Some common examples of easily overlooked flaws, which render the study outcomes inappropriate, are as follows:
- Sampling bias: Sample is not representative of the target group.
- Inadequate sample size or replications: Sample size is too small to make satisfactory inference about observed differences.
- Confounding: Experimental design makes it impossible to draw separate inferences about study factors.
- Missing essential information: Discarding original data and recording only a few summary statistics, not recording an important variable required for study.
- Misinterpretation of the statistical tools: e.g., interpreting correlation for causation, applying methods for discrete data on continuous data.
The list of such flaws is endless. Hence it is important that one has clear research hypotheses and well-defined data collection and analysis processes before beginning an experiment. A well-designed study can save both time and resources by avoiding common flaws and help one in extracting maximum information.
Proper design of any statistical study requires expertise in the field. A statistician can:
- Help to minimise the amount of experimental effort (and cost) required.
- Help design the study in order to avoid mistakes that may render obtained results inappropriate.
- Help interpret the results of a statistical analysis.
- Provide assistance to clients in order that they may use modern statistical and mathematical software, intelligently.
- Recommend sophisticated methods through which high precision results can be obtained using minimal resources.
- Develop and/or recommend statistical procedures tailored to meet the study’s requirement under special subject scenarios.
- Save time and resources, generally.
Clients are strongly encouraged to contact us at an early stage of their study.
A visit to the unit can save considerable time, resources and avoid some unforeseen problems and classical mistakes.
How to prepare
Before meeting a statistician it is advisable to prepare a description of the research project and intended methods of analysis if any, check on the availability of statistical software in your department, clarify the objectives of the study and have some idea about the intended uses of the results.
Clients who do not have sufficient background in statistics, are encouraged to attend training courses run by the Unit throughout the year. For Curtin staff and research students, fees are minimal.
Data
It is advisable that data are stored in some easily accessible electronic format e.g., ASCII code file, CSV or text files, spreadsheets. Sometimes it is better to consult a statistician even before preparing the data files for analysis.
Statistical Advice
We offer consulting services on:
- Design and analysis of experiments and surveys.
- Statistical and probabilistic methods in petroleum engineering and geology.
- Statistical modelling and general data analysis.
- Multivariate statistical analysis.
- Time series analysis and forecasting.
- Study of stochastic processes.
- Financial methods and risk analysis.
- Actuarial methods.
- Methodological research.
- Understanding statistical methods and presenting results in technical papers.
- Help in use of statistical software like SPLUS, SAS, MINITAB, SPSS, R.
The above list is indicative and not exhaustive.
Short Courses
The following is a list of past short courses:
- Basic Statistics for Research Workers
- Statistical Computing
- Applied Multivariate Techniques
- Design and Analysis of Experiments
- Statistics for Petroleum Engineers and Geoscientists.
Customised Software Solutions
It is often the case that client’s requirements are not met by commercially available software. The SCU has expertise in designing customised software to meet the specific requirements of the client. This could take the form of either an Excel add-in or a stand-alone software. The add-in is often a popular choice as the software can be run within a familiar environment and hence training requirements are minimal.
We provide consultation to Curtin researchers on statistical methods, presentation of Statistical methods for technical papers/research grants, formal supervision for masters and PhD students and conduct workshops and training sessions on special statistical methods.
Free initial consultation
The SCU will provide free initial consultation to Curtin researchers on statistical methods used in research. Consultation will be in terms of advice on statistical methods, provision of appropriate references, and sometimes by doing actual analysis. The focus of the consulting will be to promote statistical thinking and correct use of statistical methods. Statistical support requiring significant resources like longer consultations, computing and data management will be done on a fee paying basis or through collaborative arrangement between the Unit and the Department concerned.
Training courses in statistics
The SCU also runs a range of short courses on basic and special statistical methods throughout the year. The courses are interactive with lots examples and hands-on sessions. Special courses of interest can be organised for research groups.
Supervision of research projects
The SCU will provide formal supervision on statistical aspects of masters and PhD projects in different disciplines. Currently SCU is involved in many such projects. This service can be requested via a collaborative arrangement between the SCU and the Department concerned.
Research grants and technical papers
If you are preparing an application for competitive research grant (like ARC, NHMRC) SCU can offer you advise of the statistical aspect of the application. This could be vital for the success of your application.
We can also help you present statistical results in technical papers.
The SCU will provide formal supervision on statistical aspects of masters and PhD projects in different disciplines. Currently SCU is involved in many such projects. This service can be requested via a collaborative arrangement between the SCU and the Department concerned.
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https://www.curtin.edu.au/about/learning-teaching/science-engineering/school-of-electrical-engineering-computing-and-mathematical-sciences/consultancy/
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LISA-QED is an interdisciplinary laboratory funded by National Science Foundation through the EXTREEMS-QED project. It is equipped with an OptiPortal (for visual analytics) and associated technologies for local and distance real-time research collaboration and conferencing. It supports campus wide statistical consulting, analysis, advising, education and research. These services are provided through individual collaborating meetings, walk-in consulting, short workshops and interdisciplinary research projects.
LISA-QED lab provides resources for developing new statistical theories derived out of large data remotely obtained from fields such as meteorology and atmospheric sciences, genomics, bioinformatics, economics, business, social and behavioral sciences. It is also used as a Computational Data-Enabled Science and Engineering (CDS&E) facility responsible for providing the university community access to Cyber Infrastructure enabling technologies. It is open to the research and professional communities at Jackson State University for remote access to large data and it maintains membership subscriptions to the appropriate national depositors of big data sets. It is also needed to achieve the goal of providing hands-on CDS&E demonstrations.
LISA-QED is also scheduled for providing regularly scheduled workshop training for R, SAS, SPSS and other statistical programming packages and mathematical programming tools and visualization such as Mathematica, MATHLAB and ParaView.
LISA-QED statistical collaborators are trained to help researchers design experiments, analyze and Explore data, visual analytics, run statistical software, interpret results, and communicate statistical concepts to people who lacks in-depth statistical knowledge. Our collaborators include professors and students from our statistics program and Ph.D. Students in the CDS&E.
These services are free to Jackson State University faculty, staff and students only on non-class academic research projects.
The following is a list of common areas of collaboration we may provide:
- Experimental Design
- Computational Statistics
- Regression Analysis
- General Data Evaluation (to suggest researchers to adopt suitable statistical methods for Economic, Financial, Environmental, Sports data as well as data sets from other research fields)
- Mathematical Statistics and Probability
- Multivariate Analysis
- Nonparametric Analysis
- Time Series
- Biostatistics
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Statistics Training Workshops
How to get Walk-In Consulting and Collaboration services?
Walk-In Consulting: Walk-In Consulting will be provided Monday through Friday during specified time. In general, our consultant will assist you with your research for some quick questions in 30 minutes. Please refer to the Consulting page for the walk-in hours.
Collaboration Service: If you or the consultant think you need more time on thorough statistical analysis, you may schedule a collaboration with us. Please refer to the Collaboration page for more information.
Contact:
LISA-QED Administrator
JSH 125
Email: [email protected]
Phone: 601-979-2161
Go to:
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http://www.jsums.edu/math/lisa-home/
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This module provides a postgraduate-level orientation to both basic and advanced contemporary statistical and methodological issues in psychology. The methodological issues you consider include qualitative research methodologies; experimental, quasi-experimental, and correlational research designs in the laboratory and field; and the fundamental issues in psychological measurement including reliability and validity. The statistical techniques you learn include univariate and multivariate descriptive and inferential statistics; basic and advanced topics in ANOVA and ANCOVA; linear and logistic multiple regression; some scaling methods; classical test theory, factor analysis; fundamentals of structural equation modelling (path analysis, confirmatory factor analysis, multiple-group analysis), and some item response theory.
Weekly three-hour lecture-workshops, weekly computing surgeries.
Students complete two sets of examinations, each accounting for 50% of the final mark.
The module reading list can be found online at http://resourcelists.kent.ac.uk/index.html
See the library reading list for this module (Canterbury)
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
8.1. Demonstrate a systemic understanding of the complex concepts and logic of statistical reasoning, using appropriate descriptive and inferential methods;
8.2. Comprehensively understand the fundamentals of scaling and methods used for measuring psychological variables;
8.3. Demonstrate a systemic understanding of the concepts of statistical model and model testing;
8.4. Use software SPSS to manage data, conduct descriptive analyses and test hypotheses; use software AMOS to specify and test structural equation models;
8.5. Interpret results of statistical analyses and outputs of statistical software; make inferences from the results in applied settings;
8.6. Systematically evaluate the appropriateness of statistical analysis methods to research design and data;
8.7. Effectively communicate results of statistical analyses orally and in writing.
8.8. Demonstrate a systemic understanding of how to apply qualitative, correlational and experimental research methods
The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Demonstrate an understanding of complex theoretical positions and controversies related to methodology;
9.2 Demonstrate an appreciation of the diverse applications of statistics and its relevance to students' fields of study and social sciences more broadly.
University of Kent makes every effort to ensure that module information is accurate for the relevant academic session and to provide educational services as described. However, courses, services and other matters may be subject to change. Please read our full disclaimer.
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https://www.kent.ac.uk/courses/modules/module/SP801
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Introduction:
Design of Experiments (DOE), also known as Statistical Experimental Planning, is a key Six Sigma tool. It is a methodology that can be effective for general problem-solving, as well as for improving or optimizing product design and manufacturing processes. Specific applications of DOE include identifying proper design dimensions and tolerances, achieving robust designs, generating predictive math models that describe physical system behavior, and determining ideal manufacturing settings.
This competency-based course utilizes hands-on activities to help participants learn the criteria for running a DOE, the requirements and pre-work necessary prior to DOE execution, and how to select the appropriate designed experiment type to run. Participants will experience setting up, running, and analyzing the results of simple-to-intermediate complexity, Full Factorial, Partial Factorial, and Response Surface experiments utilizing manual methods as well as a hands-on computer tool that facilitates experimental design and data analysis. Participants will also receive an overview of Robust DOE, including the Taguchi DOE Method. The course will also include the use of the Minitab / JMP software tool for analyzing data.
Duration: 4 Days
Target Audience:
Quality Managers, Quality Engineers, Manufacturing Engineers, Production Engineers, Project Engineers and Design Engineers.
Softwares for DOE Training:
The following software will be used for the training ( choose 1 only):
Minitab DOE Training
JMP DOE Training
Note:
1. JMP is a suite of computer programs for statistical analysis developed by the JMP business unit of SAS Institute.
2. Minitab is a statistics package developed at the Pennsylvania State University by researchers Barbara F. Ryan, Thomas A. Ryan, Jr., and Brian L. Joiner.
(Source: wikipedia.org)
Programme Objectives:
This course will enable participants to be able to:
- Decide whether to run a DOE to solve a problem or optimize a system
- Set-Up a Full Factorial DOE Test Matrix, in both Randomized and Blocked forms
- Analyze and Interpret Full Factorial DOE Results using ANOVA, (when relevant) Regression, and Graphical methods
- Set-Up a Fractional (Partial) Factorial DOE, using the Confounding Principle
- Analyze and Interpret the results of a Fractional Factorial DOE
- Recognize the main principles and benefits of Robust Design DOE
- Decide when a Response Surface DOE should be run
- Select the appropriate Response Surface Design (either Plackett-Burman, Box-Behnken, Central Composite, or D-Optimal)
- Interpret Response Surface Outputs
- Utilize the Minitab / JMP Software tool to analyze data
Programme Outline:
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What is DOE?
- Brief History
- Types of Designed Experiments
- Application Examples
- Where DOE Fits in with Other Tools/Methods
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DOE Requirements: Before You Can Run an Experiment
- Writing Problem and Objective Statements
- Ensuring DOE is the Correct Tool
- Selecting Response Variable(s) and Experimental Factors
- Actual vs. Surrogate Responses
- Attention to Experiment Logistics
- Test Set-up and Data Collection Planning
- Selecting and Evaluating a Gage
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Full Factorial Experiments
- Introduction to Cube Plots for 3- or 4-factor 2-level Experiments
- Experiment Set-Up
- Factor Levels, Repetitions, and “Right-Sizing” the Experiment
- Experiment Terms to Estimate (Main Effects and Interactions)
- High-Level Significance Evaluation
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DOE Statistical Analysis
- ANOVA Principles for Simple Full Factorial Experiments
- Analysis Plots
- Regression Analysis of Simple Full Factorial Experiments
- Using Minitab / JMP for Full Factorial DOE Experiments
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Fractional (Partial) Factorial Experiments
- The Confounding Principle
- Selecting and Using Generators (Identities) to Set Up Confounding Strings
- Determining Which Factor Combinations to Run
- Analyzing Fractional Factorial Experiment Data
- Using Minitab / JMP for Fractional Factorial Experiments
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Robust Design Experiments
- What is Robustness?
- Control and Noise Factors
- Classical and Taguchi Robust DOE Set-Up
- Robustness Metrics
- Analytical and Graphical Output Interpretation
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Response Surface Modeling
- What Response Surface Models do BEST
- Available Response Surface DOEs (Plackett-Burman, Box-Behnken, etc.)
- Analyzing Response Surface Experiment Data
- Methods for Finding Optimum Factor Values
- Using Minitab / JMP for response Surface Experiments
Contact Us
Contact us now and our friendly customer service consultants will be in touch with you to design the best Consulting & Training solution that is tailored to your requirements.
Related page
You may be interested to explore our Six Sigma Training or the full range of Training Courses.
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https://www.kcg.com.sg/design-of-experiments-doe-training/
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Sensory and consumer studies play an important role in food science and industry. They are both crucial for understanding the relation between food properties on one side and human liking and buying behaviour on the other. These studies produce large amounts of data and without proper data analysis techniques it is impossible to understand the data fully and to draw the best possible conclusions.
This book aims at presenting a comprehensive overview of the most important and frequently used statistical methods for handling data from both trained sensory panels and consumer studies of food. A major target group for this book is food scientists and food engineers working in research and industry. Another important target group is food science students at master and PhD level at universities and colleges. Applied statisticians with special interests in food science will also find important material in the book. The goal is to present the reader with enough material to make him/her able to use the most important methods and to interpret the results safely.
The book is organised in two main parts, Part I has a quite different focus to Part II. Part I has a problem oriented focus and presents a number of typical and important situations in which statistical methods are needed. Part II has a method oriented perspective and all the methods discussed in Part I are described more thoroughly here. There is a strong link between Part 1 and Part II through extensive cross referencing. The structure of the book is also presented in Figure 1.1.
The book will have focus on relationships between methods and techniques and on considering all of them as special cases of more general statistical methodologies. In this way we will avoid, as far as possible, using “local dialect†for each of the themes discussed. Conjoint analysis is an example of an area which has developed into a separate discipline with a particular terminology and culture. In our approach conjoint analysis will be considered and presented as an example of an intelligent use of experimental design and analysis of variance which are both classical disciplines in statistics. It will be assumed that the reader has a basic knowledge of statistics and also the most important data collection methods within sensory and consumer science. For some of the more advanced parts of Part II, an elementary knowledge of matrix algebra will make reading easier.
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https://www.readallbooks.org/book/statistics-for-sensory-and-consumer-science/
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Provides thorough and comprehensive coverage of new and important quantitative methods in data science, for graduate students and practitioners.
|Author||: Robert A. Herendeen|
|Publisher||: John Wiley & Sons|
|Release Date||: 1998-04-20|
|ISBN 10||: 9780471183099|
|Pages||: 360 pages|
Master the fundamental math skills necessary to quantify andevaluate a broad range of environmental questions. Environmental issues are often quantitative--how much land, howmany people, what amount of pollution. Computer programs areuseful, but there is no substitute for being able to use a simplecalculation to slice through to the crux of the problem. Having agrasp of how the factors interact and whether the results makesense allows one to explain and argue a point of view forcefully todiverse audiences. With an engaging, down-to-earth style and practical problem-solvingapproach, Ecological Numeracy makes it easy to understand andmaster basic mathematical concepts and techniques that areapplicable to life-cycle assessment, energy consumption, land use,pollution generation, and a broad range of other environmentalissues. Robert Herendeen brings the numbers to life with dozens offascinating, often entertaining examples and problems. Requiring only a moderate quantitative background, EcologicalNumeracy is a superb introduction for advanced undergraduatestudents in environmental science, planning, geography, andphysical and natural sciences. It is also a valuable professionalresource for environmental managers, regulators, andadministrators.
|Author||: Praveen Kumar,Mike Folk,Momcilo Markus,Jay C. Alameda|
|Publisher||: CRC Press|
|Release Date||: 2005-11-02|
|ISBN 10||: 1420038001|
|Pages||: 552 pages|
Modern hydrology is more interdisciplinary than ever. Staggering amounts and varieties of information pour in from GIS and remote sensing systems every day, and this information must be collected, interpreted, and shared efficiently. Hydroinformatics: Data Integrative Approaches in Computation, Analysis, and Modeling introduces the tools, approache
|Author||: Zhihua Zhang|
|Publisher||: Walter de Gruyter GmbH & Co KG|
|Release Date||: 2017-01-01|
|ISBN 10||: 3110424908|
|Pages||: 334 pages|
Most environmental data involve a large degree of complexity and uncertainty. Environmental Data Analysis is created to provide modern quantitative tools and techniques designed specifically to meet the needs of environmental sciences and related fields. This book has an impressive coverage of the scope. Main techniques described in this book are models for linear and nonlinear environmental systems, statistical & numerical methods, data envelopment analysis, risk assessments and life cycle assessments. These state-of-the-art techniques have attracted significant attention over the past decades in environmental monitoring, modeling and decision making. Environmental Data Analysis explains carefully various data analysis procedures and techniques in a clear, concise, and straightforward language and is written in a self-contained way that is accessible to researchers and advanced students in science and engineering. This is an excellent reference for scientists and engineers who wish to analyze, interpret and model data from various sources, and is also an ideal graduate-level textbook for courses in environmental sciences and related fields. Contents: Preface Time series analysis Chaos and dynamical systems Approximation Interpolation Statistical methods Numerical methods Optimization Data envelopment analysis Risk assessments Life cycle assessments Index
|Author||: John H. Schuenemeyer,Lawrence J. Drew|
|Publisher||: John Wiley & Sons|
|Release Date||: 2011-04-12|
|ISBN 10||: 1118102215|
|Pages||: 384 pages|
A comprehensive treatment of statistical applications for solvingreal-world environmental problems A host of complex problems face today's earth science community,such as evaluating the supply of remaining non-renewable energyresources, assessing the impact of people on the environment,understanding climate change, and managing the use of water. Propercollection and analysis of data using statistical techniquescontributes significantly toward the solution of these problems.Statistics for Earth and Environmental Scientists presentsimportant statistical concepts through data analytic tools andshows readers how to apply them to real-world problems. The authors present several different statistical approaches tothe environmental sciences, including Bayesian and nonparametricmethodologies. The book begins with an introduction to types ofdata, evaluation of data, modeling and estimation, randomvariation, and sampling—all of which are explored throughcase studies that use real data from earth science applications.Subsequent chapters focus on principles of modeling and the keymethods and techniques for analyzing scientific data,including: Interval estimation and Methods for analyzinghypothesis testingof means time series data Spatial statistics Multivariate analysis Discrete distributions Experimental design Most statistical models are introduced by concept andapplication, given as equations, and then accompanied by heuristicjustification rather than a formal proof. Data analysis, modelbuilding, and statistical inference are stressed throughout, andreaders are encouraged to collect their own data to incorporateinto the exercises at the end of each chapter. Most data sets,graphs, and analyses are computed using R, but can be worked withusing any statistical computing software. A related websitefeatures additional data sets, answers to selected exercises, and Rcode for the book's examples. Statistics for Earth and Environmental Scientists is anexcellent book for courses on quantitative methods in geology,geography, natural resources, and environmental sciences at theupper-undergraduate and graduate levels. It is also a valuablereference for earth scientists, geologists, hydrologists, andenvironmental statisticians who collect and analyze data in theireveryday work.
|Author||: William Menke,Joshua Ephraim Menke|
|Publisher||: Elsevier|
|Release Date||: 2012|
|ISBN 10||: 0123918863|
|Pages||: 263 pages|
Environmental Data Analysis with MatLab is for students and researchers working to analyze real data sets in the environmental sciences. One only has to consider the global warming debate to realize how critically important it is to be able to derive clear conclusions from often-noisy data drawn from a broad range of sources. This book teaches the basics of the underlying theory of data analysis, and then reinforces that knowledge with carefully chosen, realistic scenarios. MatLab, a commercial data processing environment, is used in these scenarios; significant content is devoted to teaching how it can be effectively used in an environmental data analysis setting. The book, though written in a self-contained way, is supplemented with data sets and MatLab scripts that can be used as a data analysis tutorial. Author's website: http://www.ldeo.columbia.edu/users/menke/edawm/index.htm Well written and outlines a clear learning path for researchers and students Uses real world environmental examples and case studies MatLab software for application in a readily-available software environment Homework problems help user follow up upon case studies with homework that expands them
|Author||: Adrian Burd|
|Publisher||: Cambridge University Press|
|Release Date||: 2019-04-30|
|ISBN 10||: 1107117488|
|Pages||: 550 pages|
An accessible introduction to the mathematical methods essential for understanding processes in the Earth and environmental sciences.
|Author||: Y. Z. Ma|
|Publisher||: Springer|
|Release Date||: 2019-07-15|
|ISBN 10||: 3030178609|
|Pages||: 640 pages|
Earth science is becoming increasingly quantitative in the digital age. Quantification of geoscience and engineering problems underpins many of the applications of big data and artificial intelligence. This book presents quantitative geosciences in three parts. Part 1 presents data analytics using probability, statistical and machine-learning methods. Part 2 covers reservoir characterization using several geoscience disciplines: including geology, geophysics, petrophysics and geostatistics. Part 3 treats reservoir modeling, resource evaluation and uncertainty analysis using integrated geoscience, engineering and geostatistical methods. As the petroleum industry is heading towards operating oil fields digitally, a multidisciplinary skillset is a must for geoscientists who need to use data analytics to resolve inconsistencies in various sources of data, model reservoir properties, evaluate uncertainties, and quantify risk for decision making. This book intends to serve as a bridge for advancing the multidisciplinary integration for digital fields. The goal is to move beyond using quantitative methods individually to an integrated descriptive-quantitative analysis. In big data, everything tells us something, but nothing tells us everything. This book emphasizes the integrated, multidisciplinary solutions for practical problems in resource evaluation and field development.
|Author||: Abbas F. M. Al-Karkhi,Wasin A. A. Alqaraghuli|
|Publisher||: Elsevier|
|Release Date||: 2019-09-13|
|ISBN 10||: 0128186232|
|Pages||: 240 pages|
Applied Statistics for Environmental Science with R presents the theory and application of statistical techniques in environmental science and aids researchers in choosing the appropriate statistical technique for analyzing their data. Focusing on the use of univariate and multivariate statistical methods, this book acts as a step-by-step resource to facilitate understanding in the use of R statistical software for interpreting data in the field of environmental science. Researchers utilizing statistical analysis in environmental science and engineering will find this book to be essential in solving their day-to-day research problems. Includes step-by-step tutorials to aid in understanding the process and implementation of unique data Presents statistical theory in a simple way without complex mathematical proofs Shows how to analyze data using R software and provides R scripts for all examples and figures
|Author||: Marina G Erechtchoukova,Peter A Khaiter,Paulina Golinska|
|Publisher||: Springer Science & Business Media|
|Release Date||: 2013-03-14|
|ISBN 10||: 3642320813|
|Pages||: 254 pages|
One of the most important issues in developing sustainable management strategies and incorporating ecodesigns in production, manufacturing and operations management is the assessment of the sustainability of business operations and organizations’ overall environmental performance. The book presents the results of recent studies on sustainability assessment. It provides a solid reference for researchers in academia and industrial practitioners on the state-of-the-art in sustainability appraisal including the development and application of sustainability indices, quantitative methods, models and frameworks for the evaluation of current and future welfare outcomes, recommendations on data collection and processing for the evaluation of organizations’ environmental performance, and eco-efficiency approaches leading to business process re-engineering.
|Author||: Walter W. Piegorsch,A. John Bailer|
|Publisher||: John Wiley & Sons|
|Release Date||: 2005-03-04|
|ISBN 10||: 9780470848364|
|Pages||: 512 pages|
Environmental statistics is a rapidly growing field, supported by advances in digital computing power, automated data collection systems, and interactive, linkable Internet software. Concerns over public and ecological health and the continuing need to support environmental policy-making and regulation have driven a concurrent explosion in environmental data analysis. This textbook is designed to address the need for trained professionals in this area. The book is based on a course which the authors have taught for many years, and prepares students for careers in environmental analysis centered on statistics and allied quantitative methods of data evaluation. The text extends beyond the introductory level, allowing students and environmental science practitioners to develop the expertise to design and perform sophisticated environmental data analyses. In particular, it: Provides a coherent introduction to intermediate and advanced methods for modeling and analyzing environmental data. Takes a data-oriented approach to describing the various methods. Illustrates the methods with real-world examples Features extensive exercises, enabling use as a course text. Includes examples of SAS computer code for implementation of the statistical methods. Connects to a Web site featuring solutions to exercises, extra computer code, and additional material. Serves as an overview of methods for analyzing environmental data, enabling use as a reference text for environmental science professionals. Graduate students of statistics studying environmental data analysis will find this invaluable as will practicing data analysts and environmental scientists including specialists in atmospheric science, biology and biomedicine, chemistry, ecology, environmental health, geography, and geology.
|Author||: David M. Glover,William J. Jenkins,Scott C. Doney|
|Publisher||: Cambridge University Press|
|Release Date||: 2011-06-02|
|ISBN 10||: 1139500716|
|Pages||: 329 pages|
This advanced textbook on modeling, data analysis and numerical techniques for marine science has been developed from a course taught by the authors for many years at the Woods Hole Oceanographic Institute. The first part covers statistics: singular value decomposition, error propagation, least squares regression, principal component analysis, time series analysis and objective interpolation. The second part deals with modeling techniques: finite differences, stability analysis and optimization. The third part describes case studies of actual ocean models of ever increasing dimensionality and complexity, starting with zero-dimensional models and finishing with three-dimensional general circulation models. Throughout the book hands-on computational examples are introduced using the MATLAB programming language and the principles of scientific visualization are emphasised. Ideal as a textbook for advanced students of oceanography on courses in data analysis and numerical modeling, the book is also an invaluable resource for a broad range of scientists undertaking modeling in chemical, biological, geological and physical oceanography.
|Author||: Michela Cameletti,Francesco Finazzi|
|Publisher||: Springer|
|Release Date||: 2018-12-30|
|ISBN 10||: 303001584X|
|Pages||: 136 pages|
This books presents some of the most recent and advanced statistical methods used to analyse environmental and climate data, and addresses the spatial and spatio-temporal dimensions of the phenomena studied, the multivariate complexity of the data, and the necessity of considering uncertainty sources and propagation. The topics covered include: detecting disease clusters, analysing harvest data, change point detection in ground-level ozone concentration, modelling atmospheric aerosol profiles, predicting wind speed, precipitation prediction and analysing spatial cylindrical data. The volume presents revised versions of selected contributions submitted at the joint TIES-GRASPA 2017 Conference on Climate and Environment, which was held at the University of Bergamo, Italy. As it is chiefly intended for researchers working at the forefront of statistical research in environmental applications, readers should be familiar with the basic methods for analysing spatial and spatio-temporal data.
|Author||: Ismael Vaccaro,Eric Alden Smith,Shankar Aswani|
|Publisher||: Cambridge University Press|
|Release Date||: 2010-11-11|
|ISBN 10||: 1139491725|
|Pages||: 329 pages|
The relationship between human communities and the environment is extremely complex. In order to resolve the issues involved with this relationship, interdisciplinary research combining natural sciences, social sciences, and humanities is necessary. In this 2010 book, specialists summarise methods and research strategies for various aspects of social research devoted to environmental issues. Each chapter is illustrated with ethnographic and environmental examples, ranging from Australia to Amazonia, from Madagascar to the United States, and from prehistoric and historic cases to contemporary rural and urban ones. It deals with climate change, deforestation, environmental knowledge, natural reserves, politics and ownership of natural resources, and the effect of differing spatial and temporal scales. Contributing to the intellectual project of interdisciplinary environmental social science, this book shows the possibilities social science can provide to environmental studies and to larger global problems and thus will be of equal interest to social and natural scientists and policy makers.
|Author||: N.A|
|Publisher||: N.A|
|Release Date||: 1993|
|ISBN 10||:|
|Pages||: 329 pages|
|Author||: Frank R. Spellman,Nancy E. Whiting|
|Publisher||: CRC Press|
|Release Date||: 2013-11-12|
|ISBN 10||: 1466586389|
|Pages||: 860 pages|
A thorough revision of the previous "Environmental Engineer's Mathematics Handbook," this book offers readers an unusual approach to presenting environmental math concepts, emphasizing the relationship between the principles in natural processes and environmental processes. It integrates the fundamental math operations performed by environmental pr
|Author||: N.A|
|Publisher||: N.A|
|Release Date||:|
|ISBN 10||: 1107040264|
|Pages||: 329 pages|
|Author||: M. Marchetti,V. Rivas|
|Publisher||: CRC Press|
|Release Date||: 2001-01-01|
|ISBN 10||: 9789058093448|
|Pages||: 240 pages|
This volume focuses on the close relationship between geomorphology and environmental impact assessment, and provides a wide-ranging overview of this topic. It includes several case studies covering a variety of environmental impacts derived from human activities (quarrying, communication infrastructure etc.) on different geomorphologic components (landforms, soil, landscapes etc.) and environments (glacial, fluvial, coastal etc.) The case studies presented offer a methodological guide from the most traditional geomorphological approaches through to the use of spatial data analysis and GIS tools and techniques. Environmental Impact Assessment is a relatively new scientific branch in which a wide variety of specialists are increasingly becoming involved. This volume will be of interest to geomorphologists, biologists, geographers, architects and engineers.
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https://www.skinvaders.com/data/quantitative-analysis-and-modeling-of-earth-and-environmental-data/
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This book, specifically developed for graduate students of psychology, covers a wide range of topics in statistics and research designs taught in psychology and other disciplines like management, sociology, education, home science, and nutrition in most universities. It explains how to use Excel to analyze research data by elaborating statistical concepts. Each chapter contains sections like “Check you Computing skill” and “Check your Statistical Concepts” to enable students to assess their knowledge in a graded manner. The book addresses one of the major challenges in psychology research, viz., how to measure subjective phenomenon like attitude, desire, and preferences of an individual.
TESTING STATISTICAL ASSUMPTIONS IN RESEARCH
Wiley USA, 2019
This book facilitates researchers in checking the assumptions of statistical tests used in their research and explains what to do if assumptions are not met. The book discusses the concepts of hypothesis testing and statistical errors in detail, as well as the concepts of power, sample size, and effect size. It introduces SPSS functionality and shows how to segregate data, draw random samples, file split, and create variables automatically. The book provides various parametric tests and the related assumptions and shows the procedures for testing these assumptions using SPSS software. The book is a valuable resource for graduate students of any discipline who write thesis or dissertation for empirical studies in their course works, as well as for data analysts.
DETERMINATION OF SAMPLE SIZE AND POWER ANALYSIS WITH G*POWER SOFTWARE (Step-wise Illustrated Manual for Research Scholars)
Kindle, Amazon, 2017
The book provides a step-wise approach to determine the sample size and power in survey studies and hypothesis testing experiments. Concepts involved in the process have been discussed in a crisp and easy manner so that one can understand them even without having much knowledge of statistical techniques. The G*Power software, which is a freeware has been used to determine sample size and power in research studies. In order to make it more simple lots of screenshots have been used so that the researchers can determine their own sample size in different types of experiments for specific power.
SPORTS RESEARCH WITH ANALYTICAL SOLUTION USING SPSS
Wiley USA, 2016
A step-by-step approach to problem-solving techniques using SPSS in the fields of sports science and physical education. Featuring a clear and accessible approach to the methods, processes, and statistical techniques used in sports science and physical education, “Sports Research with Analytical Solution using SPSS(R) “emphasizes how to conduct and interpret a range of statistical analysis using SPSS. The book also addresses issues faced by research scholars in these fields by providing analytical solutions to various research problems without reliance on mathematical rigor. This is a textbook for upper-undergraduate, graduate, and PhD-level courses in research methods, kinesiology, sports science, medicine, nutrition, health education, and physical education and social sciences.
REPEATED MEASURES DESIGN FOR EMPIRICAL RESEARCHERS
Wiley USA, 2015
Repeated Measures Design for Empirical Researchers presents comprehensive coverage of the formation of research questions and the analysis of repeated measures using IBM SPSS and also includes the solutions necessary for understanding situations where the designs can be used. In addition to explaining the computation involved in each design, the book presents a unique discussion on how to conceptualize research problems as well as identify appropriate repeated measures designs for research purposes. This is a useful textbook for graduate- and PhD-level students majoring in biostatistics, the social sciences, psychology, medicine, management, sports, physical education, and health.
STATISTICS FOR EXERCISE SCIENCE AND HEALTH WITH MICROSOFT OFFICE EXCEL
Wiley USA, 2014
Statistics for Exercise Science and Health with Microsoft Office Excel serves as an excellent guide to the use of Excel in exercise science and health-related research. The author begins with simplified concepts and subsequently builds into a more complex approach. This is an ideal textbook for graduate and PhD-level courses in exercise, sport, and health sciences including sports psychology, sports kinesiology, sports management, sports biomechanics, health education, and nutrition. The book is also recommended as a reference for professionals and scientists in physical education, sports, and allied disciplines.
DATA ANALYSIS IN MANAGEMENT WITH SPSS SOFTWARE
Springer, Germany 2013
This book provides readers with a greater understanding of a variety of statistical techniques along with the procedure to use the most popular statistical software package SPSS. It strengthens the intuitive understanding of the material, thereby increasing the ability to successfully analyze data in the future. The book provides more control in the analysis of data so that readers can apply the techniques to a broader spectrum of research problems. This book focuses on providing readers with the knowledge and skills needed to carry out research in management, humanities, social and behavioural sciences by using SPSS.
STATISTICS FOR PSYCHOLOGY
Tata McGraw, 2012
This textbook on Statistics has been developed for the students of Psychology at the college and university level, strictly adhering to the syllabi guidelines recommended by UGC. The examples and exercises have been extracted mostly from psychological research. Apart from students of Psychology, this comprehensive text will also cater to the students from other areas of Social Sciences and other applied areas like Management, Sociology, Education, Home-Science, Nutrition etc. Useful for the teachers for preparing class assignments, quiz and question papers besides using it as a teaching aid.
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http://jpverma.org/latest-books-2/
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Statistics is a mathematical science pertaining to the collection, analysis, interpretation, and presentation of data. It is applicable to a wide variety of academic disciplines, from the physical and social sciences to the humanities; it is also used for making informed decisions in all areas of business and government.
Statistical methods can be used to summarize or describe a collection of data; this is called descriptive statistics. In addition, patterns in the data may be modeled in a way that accounts for randomness and uncertainty in the observations, to draw inferences about the process or population being studied; this is called inferential statistics. Both descriptive and inferential statistics can be considered part of applied statistics. There is also a discipline of mathematical statistics, which is concerned with the theoretical basis of the subject.
The word statistics is also the plural of statistic (singular), which refers to the result of applying a statistical algorithm to a set of data, as in employment statistics, accident statistics, etc.
History
Etymology
The word statistics ultimately derives from the modern Latin term statisticum collegium ("council of state") and the Italian word statista (" statesman" or " politician"). The German Statistik, first introduced by Gottfried Achenwall (1749), originally designated the analysis of data about the state, signifying the "science of state" (then called political arithmetic in English). It acquired the meaning of the collection and classification of data generally in the early 19th century. It was introduced into English by Sir John Sinclair.
Thus, the original principal purpose of Statistik was data to be used by governmental and (often centralized) administrative bodies. The collection of data about states and localities continues, largely through national and international statistical services. In particular, censuses provide regular information about the population.
During the 20th century, the creation of precise instruments for public health concerns ( epidemiology, biostatistics, etc.) and economic and social purposes ( unemployment rate, econometry, etc.) necessitated substantial advances in statistical practices. This became a necessity for Western welfare states developed after World War I which had to develop a specific knowledge of their "population". Philosophers such as Michel Foucault have argued that this constituted a form of " biopower", a term which has since been used by many other authors.
Origins in probability
The mathematical methods of statistics emerged from probability theory, which can be dated to the correspondence of Pierre de Fermat and Blaise Pascal (1654). Christiaan Huygens (1657) gave the earliest known scientific treatment of the subject. Jakob Bernoulli's Ars Conjectandi (posthumous, 1713) and Abraham de Moivre's Doctrine of Chances (1718) treated the subject as a branch of mathematics.
The theory of errors may be traced back to Roger Cotes's Opera Miscellanea (posthumous, 1722), but a memoir prepared by Thomas Simpson in 1755 (printed 1756) first applied the theory to the discussion of errors of observation. The reprint (1757) of this memoir lays down the axioms that positive and negative errors are equally probable, and that there are certain assignable limits within which all errors may be supposed to fall; continuous errors are discussed and a probability curve is given.
Pierre-Simon Laplace (1774) made the first attempt to deduce a rule for the combination of observations from the principles of the theory of probabilities. He represented the law of probability of errors by a curve. He deduced a formula for the mean of three observations. He also gave (1781) a formula for the law of facility of error (a term due to Lagrange, 1774), but one which led to unmanageable equations. Daniel Bernoulli (1778) introduced the principle of the maximum product of the probabilities of a system of concurrent errors.
The method of least squares, which was used to minimize errors in data measurement, is due to Adrien-Marie Legendre (1805), who introduced it in his Nouvelles méthodes pour la détermination des orbites des comètes (New Methods for Determining the Orbits of Comets). In ignorance of Legendre's contribution, an Irish-American writer, Robert Adrain, editor of "The Analyst" (1808), first deduced the law of facility of error. He gave two proofs, the second being essentially the same as John Herschel's (1850). Carl Gauss gave the first proof which seems to have been known in Europe (the third after Adrain's) in 1809. Further proofs were given by Laplace (1810, 1812), Gauss (1823), James Ivory (1825, 1826), Hagen (1837), Friedrich Bessel (1838), W. F. Donkin (1844, 1856), and Morgan Crofton (1870).
Other contributors were Ellis (1844), De Morgan (1864), Glaisher (1872), and Giovanni Schiaparelli (1875). Peters's (1856) formula for r, the probable error of a single observation, is well known.
In the nineteenth century authors on the general theory included Laplace, Sylvestre Lacroix (1816), Littrow (1833), Richard Dedekind (1860), Helmert (1872), Hermann Laurent (1873), Liagre, Didion, and Karl Pearson. Augustus De Morgan and George Boole improved the exposition of the theory.
Adolphe Quetelet (1796-1874), another important founder of statistics, introduced the notion of the "average man" (l'homme moyen) as a means of understanding complex social phenomena such as crime rates, marriage rates, or suicide rates.
Statistics today
Today the use of statistics has broadened far beyond its origins as a service to a state or government. Individuals and organizations use statistics to understand data and make informed decisions throughout the natural and social sciences, medicine, business, and other areas.
Statistics is generally regarded not as a subfield of mathematics but as a distinct, albeit allied, field. Many universities maintain separate mathematics and statistics departments. Statistics is also taught in departments as diverse as psychology, education, and public health.
Important contributors to statistics
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Conceptual overview
In applying statistics to a scientific, industrial, or societal problem, one begins with a process or population to be studied. This might be a population of people in a country, of crystal grains in a rock, or of goods manufactured by a particular factory during a given period. It may instead be a process observed at various times; data collected about this kind of "population" constitute what is called a time series.
For practical reasons, rather than compiling data about an entire population, one usually instead studies a chosen subset of the population, called a sample. Data are collected about the sample in an observational or experimental setting. The data are then subjected to statistical analysis, which serves two related purposes: description and inference.
- Descriptive statistics can be used to summarize the data, either numerically or graphically, to describe the sample. Basic examples of numerical descriptors include the mean and standard deviation. Graphical summarizations include various kinds of charts and graphs.
- Inferential statistics is used to model patterns in the data, accounting for randomness and drawing inferences about the larger population. These inferences may take the form of answers to yes/no questions ( hypothesis testing), estimates of numerical characteristics ( estimation), forecasting of future observations, descriptions of association ( correlation), or modeling of relationships ( regression). Other modeling techniques include ANOVA, time series, and data mining.
The concept of correlation is particularly noteworthy. Statistical analysis of a data set may reveal that two variables (that is, two properties of the population under consideration) tend to vary together, as if they are connected. For example, a study of annual income and age of death among people might find that poor people tend to have shorter lives than affluent people. The two variables are said to be correlated. However, one cannot immediately infer the existence of a causal relationship between the two variables; see correlation does not imply causation.
If the sample is representative of the population, then inferences and conclusions made from the sample can be extended to the population as a whole. A major problem lies in determining the extent to which the chosen sample is representative. Statistics offers methods to estimate and correct for randomness in the sample and in the data collection procedure, as well as methods for designing robust experiments in the first place; see experimental design.
The fundamental mathematical concept employed in understanding such randomness is probability. Mathematical statistics (also called statistical theory) is the branch of applied mathematics that uses probability theory and analysis to examine the theoretical basis of statistics.
The use of any statistical method is valid only when the system or population under consideration satisfies the basic mathematical assumptions of the method. Misuse of statistics can produce subtle but serious errors in description and interpretation — subtle in that even experienced professionals sometimes make such errors, and serious in that they may affect social policy, medical practice and the reliability of structures such as bridges and nuclear power plants.
Even when statistics is correctly applied, the results can be difficult to interpret for a non-expert. For example, the statistical significance of a trend in the data — which measures the extent to which the trend could be caused by random variation in the sample — may not agree with one's intuitive sense of its significance. The set of basic statistical skills (and skepticism) needed by people to deal with information in their everyday lives is referred to as statistical literacy.
Statistical methods
Experimental and observational studies
A common goal for a statistical research project is to investigate causality, and in particular to draw a conclusion on the effect of changes in the values of predictors or independent variables on a response or dependent variable. There are two major types of causal statistical studies, experimental studies and observational studies. In both types of studies, the effect of differences of an independent variable (or variables) on the behaviour of the dependent variable are observed. The difference between the two types is in how the study is actually conducted. Each can be very effective.
An experimental study involves taking measurements of the system under study, manipulating the system, and then taking additional measurements using the same procedure to determine if the manipulation may have modified the values of the measurements. In contrast, an observational study does not involve experimental manipulation. Instead data are gathered and correlations between predictors and the response are investigated.
An example of an experimental study is the famous Hawthorne studies which attempted to test changes to the working environment at the Hawthorne plant of the Western Electric Company. The researchers were interested in whether increased illumination would increase the productivity of the assembly line workers. The researchers first measured productivity in the plant then modified the illumination in an area of the plant to see if changes in illumination would affect productivity. Due to errors in experimental procedures, specifically the lack of a control group and blindedness, the researchers were unable to do what they planned, in what is known as the Hawthorne effect.
An example of an observational study is a study which explores the correlation between smoking and lung cancer. This type of study typically uses a survey to collect observations about the area of interest and then perform statistical analysis. In this case, the researchers would collect observations of both smokers and non-smokers and then look at the number of cases of lung cancer in each group.
The basic steps for an experiment are to:
- plan the research including determining information sources, research subject selection, and ethical considerations for the proposed research and method,
- design the experiment concentrating on the system model and the interaction of independent and dependent variables,
- summarize a collection of observations to feature their commonality by suppressing details ( descriptive statistics),
- reach consensus about what the observations tell us about the world we observe ( statistical inference),
- document and present the results of the study.
Levels of measurement
There are four types of measurements or measurement scales used in statistics. The four types or levels of measurement (nominal, ordinal, interval, and ratio) have different degrees of usefulness in statistical research. Ratio measurements, where both a zero value and distances between different measurements are defined, provide the greatest flexibility in statistical methods that can be used for analysing the data. Interval measurements have meaningful distances between measurements but no meaningful zero value (such as IQ measurements or temperature measurements in degrees Celsius). Ordinal measurements have imprecise differences between consecutive values but a meaningful order to those values. Nominal measurements have no meaningful rank order among values.
Statistical techniques
Some well known statistical tests and procedures for research observations are:
- Student's t-test
- chi-square test
- analysis of variance (ANOVA)
- Mann-Whitney U
- regression analysis
- correlation
- Fisher's Least Significant Difference test
- Pearson product-moment correlation coefficient
- Spearman's rank correlation coefficient
Specialized disciplines
Some sciences use applied statistics so extensively that they have specialized terminology. These disciplines include:
- Actuarial science
- Biostatistics
- Business statistics
- Data mining (applying statistics and pattern recognition to discover knowledge from data)
- Economic statistics (Econometrics)
- Engineering statistics
- Statistical physics
- Demography
- Psychological statistics
- Social statistics (for all the social sciences)
- Statistical literacy
- Statistical surveys
- Process analysis and chemometrics (for analysis of data from analytical chemistry and chemical engineering)
- Reliability engineering
- Image processing
- Statistics in various sports, particularly baseball and cricket
Statistics form a key basis tool in business and manufacturing as well. It is used to understand measurement systems variability, control processes (as in statistical process control or SPC), for summarizing data, and to make data-driven decisions. In these roles it is a key tool, and perhaps the only reliable tool.
Software
The rapid and sustained increases in computing power starting from the second half of the 20th century have had a substantial impact on the practice of statistical science. Early statistical models were almost always from the class of linear models, but powerful computers, coupled with suitable numerical algorithms, caused a resurgence of interest in nonlinear models (especially neural networks and decision trees) and the creation of new types, such as generalised linear models and multilevel models.
The computer revolution has implications for the future of statistics, with a new emphasis on "experimental" and "empirical" statistics and a large number of statistical packages.
Criticism
There is a general perception that statistical knowledge is all-too-frequently intentionally misused, by finding ways to interpret the data that are favorable to the presenter. (A famous quote, variously attributed, but thought to be from Benjamin Disraeli is: "There are three types of lies - lies, damn lies, and statistics." The well-known book How to Lie with Statistics by Darrell Huff discusses many cases of deceptive uses of statistics, focusing on misleading graphs. By choosing (or rejecting, or modifying) a certain sample, results can be manipulated; throwing out outliers is one means of doing so. This may be the result of outright fraud or of subtle and unintentional bias on the part of the researcher.
As further studies contradict previously announced results, people may become wary of trusting such studies. One might read a study that says (for example) "do X to reduce high blood pressure", followed by a study that says "doing X does not affect high blood pressure", followed by a study that says "doing X actually worsens high blood pressure". Often the studies were conducted on different groups with different protocols, or a small-sample study that promised intriguing results has not held up to further scrutiny in a large-sample study. However, many readers may not have noticed these distinctions, or the media may have oversimplified this vital contextual information, and the public's distrust of statistics is thereby increased.
However, deeper criticisms come from the fact that the hypothesis testing approach, widely used and in many cases required by law or regulation, forces one hypothesis to be 'favored' (the null hypothesis), and can also seem to exaggerate the importance of minor differences in large studies. A difference that is highly statistically significant can still be of no practical significance.
In the fields of psychology and medicine, especially with regard to the approval of new drug treatments by the Food and Drug Administration, criticism of the hypothesis testing approach has increased in recent years. One response has been a greater emphasis on the p-value over simply reporting whether or not a hypothesis was rejected at the given level of significance α. Here again, however, this summarises the evidence for an effect but not the size of the effect. One increasingly common approach is to report confidence intervals instead, since these indicate both the size of the effect and the uncertainty surrounding it. This aids in interpreting the results, as the confidence interval for a given α simultaneously indicates both statistical significance and effect size.
Note that both the p-value and confidence interval approaches are based on the same fundamental calculations as those entering into the corresponding hypothesis test. The results are stated in a more detailed format, rather than the yes-or-no finality of the hypothesis test, but use the same underlying statistical methodology.
A truly different approach is to use Bayesian methods; see Bayesian inference. This approach has been criticized as well, however. The strong desire to see good drugs approved and harmful or useless ones restricted remain conflicting tensions ( Type I and Type II errors in the language of hypothesis testing).
In his book Statistics As Principled Argument, Robert P. Abelson makes the case that statistics serves as a standardized means of settling arguments between scientists who could otherwise each argue the merits of their own cases ad infinitum. Statistics is, in this view, a form of rhetoric. This can be viewed as a positive or a negative, but as with any means of settling a dispute, statistical methods can succeed only so long as both sides accept the approach and agree on the particular method to be used.
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https://www.cs.mcgill.ca/~rwest/wikispeedia/wpcd/wp/s/Statistics.htm
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Sur les techniques de modélisation des expériences numériques.
Date2017-07-13
Author
Azzizi, Norelhouda
Zaatri, Abdelouahab
MetadataShow full item record
Abstract
In order to study any phenomenon and develop technological systems, researchers use certain experiments. However, the reduction in the number of experiments to be carried out with a view to inferring conclusions remains fundamental because it allows a saving of time and productivity; Hence the value of design of experiments. Sir Roland Fisher (1890-1962) proposed experimental configurations based on rigorous statistical models. This is the starting point of the theoretical method of the design experiments. The classic techniques of experimental plans such as incomplete plans, balanced plans, ANOVA; cannot account for the complexity of certain systems and processes. It was necessary to develop modeling techniques. On the other hand, the availability of computers made possible models and numerical simulation techniques to analyze very complex systems containing a large number of parameters. The theory of numeric experimental plans responds perfectly to these needs with modern methods or techniques such as the least squares method, neural networks, data*mining, kriging, sensitivity analysis, operational research, etc. In this thesis, our work concerns the adaptation and use of certain modeling techniques to the following problems: 1 - We have designed and implemented a recognition system of spoken words to control robotic systems. The recognition system is based on Neural Nets (MLP-NN) multi-layer Perceptron. The minimum number of tests required to reduce learning time has also been studied experimentally, ensuring a success rate comparable to other studies. 2 - In the field of dynamic modeling and simulation of the slider-crank mechanism; We have mathematically formulated the problem within the framework of the theory of multi-body systems constrained using the Euler-Lagrange approach. The problem is expressed in the form of a set of differential algebraic equations (DAE). We used the index reduction method for AEDs. We have derived a dynamic model based on two variables for easier analysis and implementation. We have successfully solved the DAE problem with the Matlab function (ode15s) which is dedicated to the resolution of rigid ordinary differential equations (ODEs). The simulation results obtained allowed to analyze the behavior of the crank-crank mechanism with different parameters and to provide physical interpretations of its functioning. 3 - In the framework of the studies on anaerobic bioreactors and the estimation of the quantity of methane released, a mathematical model corresponding to the biotechnological processes of the biphasic anaerobic digestion was implemented on the basis of model AM2. It was used to simulate the operations of the batch bioreactor. The model obtained is a system of coupled and nonlinear differential equations. It has been found, for the initial conditions and parameters of our ODE system, that its integration by the function (ode45) of Matlab is not always possible because the system becomes rigid. It was then necessary to use ode15s which is suitable for rigid ODEs. To estimate the amount of methane produced by the bioreactor, we used simulation using the AM2 model. We also examined the cumulative estimated methane production using a modified Gompertz equation for discontinuous digesters. 4 - In the field of renewable energies, we sought to select the theoretical model of the solar radiation most appropriate for our region among the models: CAPDEROU, R.SUN and LIU and JORDAN. Each of the models uses special equations to estimate global solar radiation as a function of geometric parameters and atmospheric parameters. Experimental measurements were obtained using a pyranometer in the Constantine region. We found that the CAPDEROU model gives a better estimate of the solar radiation at the Constantine site compared to the other models. As a general conclusion, we have found that numerical experiments modeling techniques actually provide science and technology with economical, powerful and flexible methods that can be effectively adapted to solve problems. Some of these methods have been adapted to our problems and have led to the successful modeling and simulation of analytical processes and systems to be developed.
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http://archives.umc.edu.dz/handle/123456789/136288
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It is often said that we live in a fast-moving world, where the pace of change is increasing. Dominant titans of industry are challenged by nimble start-up firms that utilize technological and social resources in ways that in previous years would have seemed impossible. All of this plays out in an increasingly globalized world where political, economic and environmental factors in one part of the world can have a serious (negative or positive) knock-on effect elsewhere. Successful organizations, both new and established, continue to innovate and react to changes in their business environments. They constantly scan their market and the wider domain trying to predict what might happen in future. They assess their internal strengths and weaknesses, as well as the external opportunities and threats, and plan how they will sail through the choppy and often uncharted water! This requires a high level of innovation, coupled with the ability and desire to keep processes and propositions ‘fresh’ and relevant for the customer. As Brad Power observed in the Harvard Business Review back in 2012:
“With accelerating changes in technology, competition, regulation, and globalization, so too has the half-life of any business process.” (Power in HBR, 2012)
As you would expect, this consistent commitment to staying relevant requires a significant level of flexibility and adaptability. In this eBook we examine how to build adaptability into an organization’s business processes so that they can be kept fresh, and so that they stay truly aligned with the customer’s needs, wants and demands. In doing so, we might find that regular analysis of our processes become a conduit for the very innovation that is needed to keep the organization at the forefront of its industry
In this paper, Adrian Reed outlines ideas for keeping our processes 'fresh', adaptable and ready to adapt in a changing world. Login to continue reading and download the ebook.
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https://www.orbussoftware.com/resources/downloads/tips-for-keeping-your-process-fresh
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The changing market dynamics, increased pace of innovation, changing customer behavior, new competition, etc. are revolutionizing the insurance industry in 2020. As...
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https://www.freakingtech.com/tag/automobile-claims-adjuster/
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Audio:
Competition
Competition is a critical aspect of any business. Competition decreases market share. However, it promotes innovation which often results in business growth. Business managers must be able to adapt to changes within and outside the business environment to stay ahead of the competition. One way to do this is by using change management tools to adapt to these environmental changes. To develop a strong competitive strategy, it is important that the business conducts a competitive analysis to gain an understanding of the markets, the business capabilities, and customer base. After understanding these components of the business environment, managers can then develop strategies to handle the competition.
In creating the strategy for managing competition, the business owner would first have to identify who the top 3-10 competitors are. Business owners also need to identify their indirect competitors and identify the share of the market held by each competitor. From there, the business should begin to increase its own market share through targeted marketing efforts, based upon competitors’ strengths and weaknesses. For example, a business may need to compete with rival companies by offering lower prices or better customer service (Ames, n.d.).
Marketplace
The marketplace affects how an organization is structured. For example, a manufacturer may decide to sell products via wholesalers or directly to end-users, and for this model to work, the organizational structure would have to be designed in a way as to keep these elements separate by having a dedicated marketing and sales team for each customer base (Ames, n.d.).
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https://andereprepsu.com/topic-tag/essential-elements-of-and-organization/
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Innovation Management:
How to use ideas and innovation to grow your business
In a world where industry disruption is increasingly the norm, virtually no company can ignore the imperative to innovate. Failing to do so is an invitation to lose business. Innovation isn’t solely represented by new devices, ideas or methods, but also by the process of uncovering new ways to do things.» more ...
MFB Report - Autumn 2017
Managing People in a Digital Age:
The New Role of Employees in Driving Business Success
The speed of current technological breakthroughs has no historical precedent. After automation, electrification, and digitalization of industry, the introduction of the Internet of Things in the factory marks the advent of a fourth industrial revolution.» more ...
MFB Report - Spring 2017
Succeeding in Disruptive Times:
Understanding the Importance of Business Transformation
In an increasingly fast-changing, complex environment, it is challenging for companies to be successful. The dynamics of the market and the speed at which existing practices are becoming obsolete and innovative alternatives have caused an unprecedented need...» more ...
MFB Report - Autumn 2016
Keeping Close to Customers:
The New Data-Driven Salesperson
Digital technologies are profoundly changing the way marketers and sales people connect and engage with customers. To stay ahead of the unfolding trends and disruptions, salespeople need a new set of skills. Vendors must differentiate not only through what they sell but also through how they sell. Achieving this goal depends on closing the gap between the traditional and digital service and sales channels and enabling cultural change.» more ...
MFB Report - Autumn 2015
Increased Competition and Loss of Control
The Challenges of a Digital Business World
Digital is everywhere: Industry 4.0, Internet of Things, cloud computing, social networking, and big data are, among others, the most discussed topics in the business world. Replacing paper and manual processes with software allows businesses to automatically collect data that can be mined to better understand process performance, cost drivers, and causes of risk...» more ...
MFB Report - Spring 2015
Ready to Hand Over the Keys to Your Business
The Importance and Benefits of Succession Planning
Preparing to concede ownership of a business can be tough for owner-managers, but getting it right is crucial if the business is to remain successful.» more ...
MFB Report – September 2014
Knowledge is Power
Knowledge Management as a Fundamental Principle of Competitive Advantage
Sustainable competitive advantage is dependent on building and exploiting core competencies. So resources which are distinctive and difficult to transfer are required ...» more ...
MFB Report – Spring 2014
Understanding Customers
Why Customers Buy and How to Make Sure They Buy From You
If you asked entrepreneurs why customers should buy their products or services, many would answer: because of its high quality, functionality, price or the accompanying customer service ...» more ...
MFB Report − Autumn 2013
The secret of business success
Change and restructuring as ongoing process
Business success requires the ability to adapt to changing situations. Nothing ever goes as planned. Building flexibility into their organizational structures, processes and interactions allows business owners to …» more ...
MFB Report – Spring 2013
It is the Captain’s Job to Have a Successful Team
Leadership as Critical Success Factor
Often, managers forget that in order to be an effective manager, they have to be good leaders. One symptom is that the management is too keen on the structures, processes, and rules so they most likely tend to neglect the most important resource of all ...» more ...
MFB Report – September 2012
The Enlightened Customer
How to Improve Customer Loyalty in Times of Change
Everywhere, business leaders lament the unpredictability of the modern customer. Customers today have many choices. Where generations before showed loyalty to their suppliers, generations today show little evidence of that same loyalty …» more ...
MFB Report – March 2012
How to create a successful corporate brand
Employer branding for small and medium-size companies
According to a study by the German Economic Institute, the German economy alone loses € 20 billion of turnover every year due to a lack of specialist personnel. It is the small and medium-sized …» more ...
MFB Report – September 2011
Managing in Turbulent Times
The Gains of Sustainable Entrepreneurship
European economies are struggling to gather strength as governments from Italy to Spain step up budget cuts to fi ght the debt crisis. Even the german economy ...» more ...
MFB Report – September 2010
Managing the Lifeblood of your Company
Business Success through Professional Knowledge Management
Falling margins and parity in product features make it hard to create distinctiveness in price or performance. Therefore, it‘s no wonder so many companies are focusing on real customer needs and customer experience as places to stand out ...» more ...
MFB Report – March 2010
Winning the Customer’s Heart
Sales Success Through a Customer- Centric Business Approach
The world has changed, and so has selling. Intense global competition forces enterprises to focus on customer relationship and redesign their processes around customer …» more ...
MFB Report – September 2009
Road to Recovery
How to Survive the Current Economic Climate and Prepare for a Turnaround
Germany’s economy is still looking far from great, but it’s also looking not nearly as dismal as it did back in December and January …» more ...
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http://mfbresultants.com/index.php?article_id=14&clang=1
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"Customer Experience (CX) Analytics: A Digital Transformation Imperative"
Digital transformation is a major focus for many B2B organizations today and so are the expectations for exceptional digital customer experience. B2B companies recognize that they must act quickly to understand and address their customers’ needs across digital journeys. Yet, many B2B companies lack the required data and insight and struggle to overcome B2B digital innovation challenges. Complexity of business transactions, typically high volume and comprised of many different components in a single transaction, is one of the biggest challenges B2Bs face.
By applying the power of CX Analytics, B2B organizations can overcome their digital transformation challenges and gain invaluable data driven insights that offer the swiftness to respond to evolving customer expectations to stay ahead of the competition.
To help you get started in accelerating digital innovation using CX analytics, please fill out the form to download Pereion's whitepaper, "Customer Experience (CX) Analytics: A Digital Transformation Imperative".
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https://www.pereion.com/leverage-cx-analytics-to-accelerate-digital-transformation
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Increasingly biopharmaceutical manufacturers must continuously be looking forward and challenging their assumptions throughout the clinical development process as rapid innovation and evolving access dynamics are changing the commercialization model in ways no one could have expected and will continue to do so for the foreseeable future.
John Jaeger, a Partner in DRG Consulting’s Life Sciences Practice, is a leader of the US pricing and market access practice. In particular, John has a strong history in partnering with clients to develop innovative solutions through a range of bespoke methods to meet the unique needs and challenges facing the life sciences industry.
For over 15 years, John has worked across the US healthcare landscape on a variety of topics including evolving care delivery models, commercialization, pricing and contract strategy, and customer segmentation. As part of DRG Consulting, John has supported a wide range of clients from top 10 biopharma manufacturers to pre-clinical start-ups across a wide variety of therapeutic areas, such as oncology, immunology, pulmonology, ophthalmology, and rare diseases.
Outside of DRG Consulting, John is on the President’s Council for the Cancer Support Community and member of the Board of Directors for the CSC Research and Training Institute. In addition, John is an adjunct professor for the University of Sciences MBA program and is a guest lecturer for the Rutgers MBA program.
John completed a MPA in Public Health at the University of Delaware, where he was a fellow for the Center for Applied Demography and Survey Research. John also holds a BS in Public Administration from Shippensburg University.
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https://decisionresourcesgroup.com/people/john-jaeger/
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There’s a new focus on the changing needs of residents in an evolving world. Future-ready units with practical and customizable features will increase in demand as renters seek a new way of living, one in which they have space to live, work, and thrive on their terms – and within their own homes.
Download Adaptive Living for a post-Covid world.
Leading the Evolving Market
As people adapt to the shocks of the pandemic, multi-family communities are responding to the long-term shifts in residents’ daily lives.
Finding new ways to work and play, stay connected, and achieve balance are now essential and we are taking a look at how multifamily communities can adapt to meet the demand of current and future residents.
Download our lookbook PDF on multifamily living in a post-Covid world.
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https://ankrommoisan.com/explore-beyond/2021/01/
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Little changes can leave a lasting legacy
Modernising public services starts at the core.
Modernising public services starts at the core.
Chris Fisher, Chief Strategy Officer at Seattle Police Department in the United States, shares his thoughts on the changing nature of policing. From data-driven insight to ecosystem collaboration, Chris highlights the areas of policing that are experiencing major transformation. This interview is part of a series of perspectives from industry leaders across public service.
Deliver living public services with a collaborative ecosystem of partners, enabling access to new skills, technology and the flexible capabilities needed to provide for the future.
Digital transformation reshapes how we live and work.
As defence organisations become more connected, risks that threaten one force are amplified.
Citizens want to interact with government through digital when it's convenient for them.
Architect for change and build agility to adapt to a changing world with new technologies, self-learning systems and flexible workforces.
We have become accustomed to seamless, digitally-enabled interactions. So how can public service organisations meet citizens’ fast-changing needs?
Carl Sharpe, Global Public Safety, Innovation lead, shares insights on the need to build organisational agility to adapt to a changing world.
Embrace seamless interfaces between humans, technology and systems—but always with an eye on benefits and experience for citizens and workers.
The public safety landscape is transforming at speed and scale.
Fast-paced technology advancements bring opportunities and challenges for defence personnel.
For Singapore, the Smart Nation is about enabling people and machines to work together.
Future ready and future proof. This social services agency evolved its core to meet citizen expectations.
Helping the Singapore Ministry of Defence personalise engagement with the National Service community
Meeting customer needs for an on-demand service with conversational AI technology
Future systems must be boundaryless, adaptable, radically human to thrive in a world of constant change.
Digital transformation offers exceptional capabilities, but also creates enormous expectations.
A look at what's ahead for the future of business, technology and design.
We bring the breadth of expertise and insight to support organizations in applying innovation to improve outcomes for citizens, workers and communities.
By leveraging our deep industry expertise and applying it to the specific challenges that public organisations face, we can deliver proven solutions, end-to-end. We’re infusing government with the fresh thinking it needs to give citizens what they want.
Truly human governments break down silos, build up capabilities and empower workforces to move from transactions to relationships with citizens.
Driving technology use to tackle opportunities and challenges, prepare for change and create value.
We bring the insight, experience and delivery capabilities needed to help leaders bring Living Governments to life.
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https://www.accenture.com/sg-en/services/public-service/modernise-the-core
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Although seas are important waterways, fishing grounds, and so much more, they also host some of the most diverse ecosystems, including coral reef ecosystems. Coral reefs are underwater ecosystems common in seas and related bodies of water. These reefs are built by coral polyps and can take different forms, including barrier reefs, fringing reefs, atoll, and platform reefs.
As the name suggests, coral reefs are formed when the coral skeletons cluster in groups to form colonies. These coral colonies are held together by calcium carbonate deposits present in the seawater. Most reefs form best in clear, shallow, warm, and agitated waters. Although the first coral reefs appeared over 400 million years ago, most of the existing ones are less than 10,000 years old. The world's coral reefs are of economic importance and are valued at about $10 trillion.
Distribution And Location
Source: Spalding MD, Ravilious C, Green EP (2001) World Atlas of Coral Reefs. University of California Press, Berkeley, USA.
According to the UNEP World Conservation Monitoring Center, coral reefs cover about 109,800 284,300 km2 or less than 0.1% of the World Ocean's total surface area. The area covered by the reefs is almost the size of Cuba or half the size of France. The largest coral reef area (about 92% of the total area) is within the Indo-Pacific region, a region comprising the Pacific, Indian Ocean, Southeast Asia, and the Red Sea. Of the reefs in the Indo-Pacific, 32.3% are in Southeast Asia, while 40.8% are in the Pacific. The Caribbean and the Atlantic area accounts for about 7.6% of the world’s coral reefs.
The Indian Ocean accounts for up to 60% of the global coastal reefs, the Pacific Ocean 25%, and the West Atlantic 15%. The Hawaiian Island, Madagascar, and the Philippines also have coral reefs. In Southeast Asia, over 70% of the fish are caught on coral reefs. The reefs also support about 25% of marine species in the region.
Although Southeast Asia is the largest reef region, most of the reefs are owned by wealthy nations. About 25% of the world’s coral reefs are shared between France, the US, and Australia. The world’s coral reefs are distributed across 79 countries and regions.
But, which are the largest reef nations? Below are mentioned some of the countries with the largest reef area and threats to the coral reefs in these countries.
Indonesia
Indonesia consists of over 17,000 islands located between the Pacific and the Indian Ocean. The country has a marine area of approximately 2.9 million km2, with tropical seas surrounding its 80,000 km coastline. These seas host several marine ecosystems, including diverse coral reefs. The tropical marine waters form part of the Coral Triangle that contains over 500 reef-building species. Indonesia is the largest reef nation, with an estimated reef area of 51,020 km2 or 17.95% of the world’s total reef area.
The Indonesian coral reef areas are some of the world’s biologically rich regions. The archipelago is home to over 75% of the coral species, including Scleractinian corals. The country’s coral reefs are evenly distributed from east to west, with the eastern portion having some of the well-developed reefs. In eastern Indonesia, the current flows continuously into the Indian Ocean from the Pacific, making it suitable for reefs to thrive.
Some prominent Indonesian reefs include Takabonerate (the world’s third-largest reef) and Raja Ampat. One of the popular reef complexes is located in the Thousand Islands reef chain, northwest of Jakarta. It consists of 700 reef chains. However, the longest barrier reef system is the Sunda Barrier Reef, which is approximately 630 km long.
About 82% of Indonesia’s reef area is at risk due to several factors, including illegal blast fishing and the large amount of coral export. The country exports up to 500 tons of corals annually.
Australia
Australia is the second-largest reef nation, with 48,960 km2 of coral reef area, about 2,060 km2s smaller than Indonesia’s reef area. It accounts for 17.22% of the global reef area. Western Australia has numerous reefs of different types along its 3,000 km coastline. Fringing reefs, including Ningaloo (world’s longest reef) and patch reefs, are predominant coral reefs in Western Australia.
Australia is also home to the world’s largest coral reef, the Great Barrier Reef. This reef is located off the Queensland coast and stretches over 2,300 km, covering approximately 344,400 km2. It consists of 900 islands and over 2,900.
Australia also possesses some coral reefs in the Coral Sea, including Lord Howe Island and Elizabeth and Middleton Reefs. Most of the reefs in the Coral Sea are within the Marine Protected Areas.
Primary threats to Australia’s reef system include pollution from mining, pesticides, and sediment runoffs. Mining companies in Queensland often release waste water into the Coral Sea, affecting corals and their reef-building activities. Shipping accidents, such as oil spillage and shipwrecks, especially in the Great Barrier region, have caused significant damage to the coral reefs. Other threats include shark culling and overfishing.
The Philippines
The Philippines is surrounded by about 25,060 km2 of coral reefs, making it the third-largest reef nation. Its reef area is half the Indonesian reef area and accounts for about 8.81% of the global coral reef area. These reefs are beneficial to the country in several ways, including protecting the communities from hurricane and typhoons, as well as providing a rich fishing ground and promoting tourism.
Apo Reef, located in the Mindoro Strait, is the Philippine’s largest reef system. It covers 34 km2 has been included in UNESCO’s alternative list of World Heritage Sites. Another prominent reef system in the Philippines is the Tubbahata Reef in the Sulu Sea. It is the world’s most pristine and species richest reef, and has been designated World Heritage Site. Besides the two reefs, numerous fringing reefs are found around Babuyan and Batanes Islands and off the Visayas’ coast.
One of the major threats to coral reefs in the Philippines is bleaching. Bleaching is a process of expelling photosynthetic algae from coral polyps. Thus, corals do not get nutrients and also lose their pigments. Coral reefs in Visayas, Palawan, and Luzon have suffered the most from bleaching. Besides bleaching, dangerous fishing methods like blast fishing have put coral reefs in the Philippines in great danger.
France
In France, coral reefs mainly border its territories, such as French Guiana, Guadeloupe, Clipperton, French Polynesia, and New Caledonia. It has a reef area of about 14,280 km2, accounting for 5.02% of the global reef area. Almost all the 118 French Polynesian islands have fringing reefs around them. Some of these reefs and atolls have been used for research programs, including demonstrating how an atoll reef forms. Some of the well-studied atolls and reefs are the Tahiti, Tikehau, and Mataiva.
France also possesses part of the Amazonian Reef. This reef is shared by French Guiana, France’s overseas region, and Brazil. It is located off French Guiana’s coast and extends to northern Brazil. With a size of approximately 9,300 km2, the Amazon Reef is one of the world’s largest coral reefs.
Major environmental threats to French coral reefs are overfishing, pollution, and increased ocean acidification. Pollution from oil exploration is considered a major threat to the Amazon Reef
Other Countries with Large Coral Reef Area
Apart from Indonesia, Australia, the Philippines, and France, other countries with significantly large reef areas are Papua New Guinea (13,840 sq. km), Fiji (10,020 sq. km), Maldives (8,920 sq. km), Saudi Arabia (6,660 sq. km), Marshall Islands (6,110 sq. km), and India (5,790 sq. km). The United States has the 16th largest reef area (3,770 sq. km), accounting for 1.33% of the global reef area.
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https://www.worldatlas.com/articles/where-are-coral-reefs-found.html
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Marine scientists say they are astonished at the spectacular recovery of certain coral reefs in Australia’s Great Barrier Reef Marine Park from a devastating coral bleaching event in 2006.
That year high sea temperatures caused massive and severe coral bleaching in the Keppel Islands, in the southern part of the GBR. The damaged reefs were quickly smothered by a single species of seaweed – an event that can spell the total loss of the corals.
However, a lucky combination of rare circumstances meant the reefs were able to achieve a spectacular recovery, with abundant corals re-established in a single year, says Dr Guillermo Diaz-Pulido, from the ARC Centre of Excellence for Coral Reef Studies (CoECRS) and the Centre for Marine Studies at The University of Queensland.
Dr Diaz-Pulido explains that the rapid recovery is due to an exceptional combination of previously-underestimated ecological mechanisms.
“Three factors were critical. The first was exceptionally high re-growth of fragments of surviving coral tissue. The second was an unusual seasonal dieback in the seaweeds, and the third was the presence of a highly competitive coral species, which was able to outgrow the seaweed.
“But this also all happened in the context of a well-protected marine area and moderately good water quality”, said Dr Diaz-Pulido.
“It is rare to see reports of reefs that bounce back from mass coral bleaching or other human impacts in less than a decade or two,” he adds
“The exceptional aspect was that corals recovered by rapidly regrowing from surviving tissue. Recovery of corals is usually thought to depend on sexual reproduction and the settlement and growth of new corals arriving from other reefs. This study demonstrates that for fast-growing coral species asexual reproduction is a vital component of reef resilience” says Dr Sophie Dove, also from CoECRS and The University of Queensland.
“Coral reefs globally are increasingly being damaged by mass bleaching and climate change, and their capacity to recovery from that damage is critical to their future,” explains Prof. Ove Hoegh-Guldberg of CoECRS and The University of Queensland. “Our study suggests that managing local stresses that affect reefs such as overfishing and declining water quality can have a big influence on the trajectory of reefs under rapid global change.”
“Clearly, we need to urgently deal with the problem of rising carbon dioxide in the atmosphere, but managing reefs to reduce the impact of local factors can buy important time while we do this,” he says.
Understanding the different mechanisms of resilience is critical for reef management under climate change. “Diversity in processes may well be critical to the overall resilience and persistence of coral reef ecosystems globally,” Dr Laurence McCook, from the Great Barrier Reef Marine Park Authority, says.
The research was partially funded by a Pew Fellowship in Marine Conservation awarded to Dr McCook, the Great Barrier Reef Marine Park Authority as well as the ARC Centre of Excellence program.
“This combination of circumstances provided a lucky escape for the coral reefs in Keppel Islands, but is also a clear warning for the Great Barrier Reef. As climate change and other human impacts intensify, we need to do everything we possibly can to protect the resilience of coral reefs,” he adds.
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https://scienceblog.com/20523/reef-boom-beats-doom/
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In a bid to prevent more of the coral die-off that has been occurring since the 1980s, the Australian government is ramping up its dredging efforts, with the goal of completing a total of 40 kilometres of the Great Australia Reef by 2020.
However, many are sceptical that this will happen, given the difficulties in finding the right materials and in obtaining the necessary permits.
The Great Barrier Shield, which protects the Great Australian Reef from the rising seas, has suffered from a lack of funding and has been unable to cope with the damage caused by the massive influx of dredging materials.
The Australian government, however, is determined to get its dredge projects started.
In the first of a series of articles on the Great Britain and New Zealand dredging plans, RTE will be taking a closer look at some of the challenges faced by the dredging projects and some of their possible solutions.
In this first installment, we will examine the challenges facing the Great Great Barrier Reef in 2020 and look at the various options for managing the impacts.
In 2020The Great Australian Coral Reef is not the only one that is at risk from rising seas.
There are also other reefs in the world that are vulnerable to climate change and rising seas: The Great Barrier Islands, off the south west of Australia.
A recent study published in the journal Nature Climate Change found that by the middle of this century, the Great Basin would be home to almost one third of the world’s coral reefs.
However, the study also pointed out that the Great Southern Reefs in the west of the Southern Hemisphere, which are home to about half of all coral reefs worldwide, would also be at risk of decline by 2080.
Coral reefs can live for tens of thousands of years, with many species surviving to the present day.
In Australia, the reefs of the Northern Territory are the most vulnerable, with about one third (31%) of the reefs in Australia being under threat of loss by 2040.
As a result, in the first half of this decade, there has been a massive influx in dredging material, and the Great Northern Reef, the second most threatened coral reef in Australia, is already seeing significant declines.
Dredging of the northern Great Barrier is also taking place in the Great Pacific Garbage Patch, which covers more than 600,000 square kilometres of ocean, in New Zealand, where a major dredging project is underway.
The Great South Atlantic Garbage patch is an area that covers about 200,000 sq km, with more than 60% of the island’s reefs already in danger of extinction.
The reef is the world home to over half the coral reefs in New Guinea, which is also facing significant bleaching and degradation.
In contrast, the western Great Barrier Basin, which includes the Great South Australian Garbage patches, is the only place in Australia where coral reefs are still recovering from the previous bleaching event.
It is thought that as the bleaching subsides, the region will be able to return to its pre-bleaching conditions.
Dredged material will be carried from the southern Great Barrier to the Great Cape Coral, the eastern Great Barrier, and eventually to the northern Coral Sea, where it will be sent into the Great Ocean to be mined and processed.
Dredge materials will be transported on barges through the Great Bay, and on to the dredge pier where they will be unloaded into ships for transport to ports across the Great and Northern Seas.
As the Great Queensland Garbage and Waste Patch in Queensland continues to suffer from bleaching, the local government in Queensland is also investing in the dredged material recovery.
In September, the Queensland Government announced that it had committed $8.8 million over five years to dredge material to the area, with an additional $1.4 million for an extension of the program to 2020.
In total, the dredges in Queensland are expected to be worth $7.2 billion in total.
These investments will be used to restore the area’s marine life, and to ensure that the reef can recover by the end of the century.
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https://sohojdeal.com/2021/08/10/when-do-we-start-dredging-the-great-barrier-reef/
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For thirty years the biggest factor affecting the Great Barrier Reef has been the increased sediment and fertiliser carried into reef waters by all the rivers flowing eastwards in far north Queensland. This sediment and fertiliser comes from pasture on land cleared for cattle.
Recent coral bleaching, exacerbated by climate change, is compounding the threats to the reef.
The AJP focus on plant based eating works like a swiss army knife in that it works on multiple environmental issues at the same time; in this case climate change and the health of the Great Barrier Reef.
As in other areas, AJP policies target major causes rather than easy targets of minor importance.
1. To phase out the cattle industry, starting with bans on further land clearing and the fertilisation of pasture; prioritising those regions closest to the most vulnerable parts of the reef.
2. To ban any new coal and natural gas operations; this is part of our general climate change policy.
3. Similarly, the phasing out of all fossil fuel production and export would see a reduction in bulk carriers passing through the reef.
4. To set clear enforceable regulations on any other industry likely to adversely affect the reef; for example sugar, which is also a sediment and fertiliser culprit.
Reefs have been around for a very long time. About 3,500 million years ago, calcareous organo-sedimentary reef-like structures called microbialites appeared. They are composed of calcium magnesium carbonates with the calcium, magnesium and carbon dioxide extracted from seawater. For the next 2,500 years, photosynthesising blue-green algae (stromatolites) produced shallow marine reefs. They still do (e.g. Lee Stocking Island, Bahamas Banks; Shark Bay, Western Australia). The history of the Earth shows us that stromatolite reefs thrive in warm times, especially when there is a high atmospheric carbon dioxide content.
Coral reef communities started to appear about 600 million years ago and from about 600 to 540 million years ago, sponge-like animals (Archaeocyathids), stromatolites, calcareous cyanobacteria and algae were the main organisms in reef communities. From about 540 to 350 million years ago, reefs were dominated by complex communities of algae-sponge-coral associations. Some of the corals present in these assemblages are now extinct (e.g. rugosa).
From about 350 to 220 million years ago, the reef assemblage became even more complex and was dominated by algae-bryzoan-coral communities with minor foraminifera, sponges stromatoporoids and rudist bivales. For the last 220 years, reefs comprised dominant scleractinian corals as the main reef builder and modern reefs represent the most complex and developed scleractinian in the history of the planet.
Mass coral in modern coral reefs have been reported many times in all major reefs since the 1870s. In all cases the coral reels recovered.
Coral bleaching and attacks by predators such as the crown of thorns starfish are not new and have happened money in the past. Just because a reef is bleaching or degrading it does not necessarily mean that climate change is to blame. Coral reefs have been around for 540 million years and are remarkably resilient. In the past, the big killer of coral reefs has been sea level fall, especially during periods of global cooling, In the past, coral reefs have expanded and thrived during periods of global warming.
Water movements, tropical storms, sedimentation, salinity changes, temperature changes, El Nino events, emersion at low tide, changes in light intensity, volcanic ash falls, uplift, subsidence, earthquakes, phytoplankton blooms, predation, penetration of coral skeletons by organisms, competitive interactions for space and human interactions all kill reefs.
Over the history of time, reefs have mainly died out because of sea level fall or coral-fringed islands and the continental shelf have risen above sea level. Seawater temperature change (especially cooling) and changes in salinity, dissolved oxygen and stability of dissolved chemicals may also kill reefs. Some reefs are killed by inundation by sediment as a result of flooding in the hinterland.
In more modern times, the greatest threats to reefs have been tourists, fishing with cyanide and dynamite, mining of coral for roads, cement and construction, dredging, introduction of competing non-native species, runoff of sewage, nitrates and phosphates, and increased natural and anthropomorphic sedimentation rates.
Populations of super corals that are found in New Caledonian mangrove systems are able to survive in hot, acidic, low oxygen waters. More than 20 species covering 35% of a lagoon were discovered. A new Wildlife Conservation Society study in the marine national parks of Kenya reveals evidence that some corals have adapted to the warmed oceans in the 1998 El Nino event warming ocean waters and that there is now less coral bleaching.
An analysis of more than 600 coral reef islands in the Pacific and Indian Oceans shows that some have remained (40%) or increased in size (40%). Only 20% have decreased in area yet it is widely promoted in environmental circles that coral islands, atolls and reefs are disappearing with sea level rise. Some islands grew as much as 5.6 hectares in a decade. Tuvulu’s main atoll, Funafuti, comprising 33 islands around the rim of a lagoon gained 32 hectares during the last 115 years.
Contrary to popular disaster stories in the media and promoted by local politicians and green left environmentalist, the Pacific Ocean island atoll States are not disappearing due to sea level rise. They are getting larger. This is not new news. we have known for nearly 200 years that coral atolls increase in size with a relative sea level rise. Over the period from 12,000 to 6,000 years ago during the 130-metre post-glacial sea level rise, coral reefs have kept up with sea level rise. The coral sand atoll islands were actually produced by the destruction of reef material during the two-metre sea level fall since the Holocene Optimum. Corals don’t have a problem with sea level rise, can adapt to warmer seas and just grow faster. They die when sea level falls.
In South Tarawa, Kiribati’s 15 square kilometre island capital, crowded with some 50,000 people, coral blocks are used for seawalls, causeways between islands and creating new land. This has led to greater storm erosion, changes in sedimentation patterns and more common inundation during surges. The real danger to coral reefs and atolls is sea level fall and human activity such as removal of coral sand for cement, building of roads and airstrips together with ground water extraction, blasting of reefs for shipping lanes and use of blocks or coral sand concrete for sea walls.
In Australia, the Great Barrier Reef, the poster child of the left environmental activists, disappeared during glacial events more than 60 times over the last three million years. It reappeared after every one of these events. The Great Barrier Reef first formed about 50 million years ago and has survived hundreds of coolings and warmings and massive rain events that deposit sediment on the Reef. It has survived hundreds of attacks by predators and events of bleaching.
The sea level fall and lower temperature during glacial events kills higher latitude coral reefs and they continue to thrive at lower latitudes. The geological record shows that coral reefs love it warm, especially when there is more carbon dioxide in the atmosphere. During glaciation events, tropical vegetation is reduced from rainforest to grasslands with copses of trees, somewhat similar to the modern dry tropics inland from the Great Barrier Reef.
The Great Barrier Reef of Australia is 2,300 km in length comprising 3,000 coral reefs, 600 continental islands and 300 coral cays. It has over 600 species of soft and hard corals and a breathtaking range of other species. The reef has migrated eastwards and northwards and even disappeared when sea level dropped during glaciation. Sea level was 130 metres lower at the end of the last glaciation and the Great Barrier Reef did not exist at that time. There was no Amazonian rainforest during the last glaciation.
It is claimed that bleaching of coral in the Great Barrier Reef is due to increased water temperatures driven by human emissions of carbon dioxide driving global warming. We all know that. But is it true? What if the sea level falls, as it does in El Nino events or with rising land levels such as coastal Queensland, expose coral to intense sunlight which bleaches coral. The Cairns tide gauge data shows that since 2010 the average low tide dropped by 10-15 cm. This means the land level is rising, sea level is falling or both. The widespread death of micro-atolls on the Great Barrier and high tide marks shows that over the last 5,500 years, the land level has risen at least two metres.
Great Barrier Reef could die within a month.
He later stated that there had been minimal amount of bleaching of the reef. He also stated that the reef had made a “surprising recovery”. The alleged recovery would only have been surprising for Hoegh-Guldberg if he believed his own exaggerations. Maybe the reef was not too damaged and maybe recovery is quite normal, as the scientific literature shows, scaring the community witless by spurious claims about the imminent death of the Great Barrier Reef puts bread on the table for many people.
The Australian Institute of Marine Science showed that in a study of 47 reefs over 1,300 kilometres of the Great Barrier Reef, that the coral cover was stable and there had been no net decline since 1995. The ABC was telling us in 2002 that 10% of the Reef has been lost to bleaching since 1998. In order to persuade voters to support a “Carbon Tax”, Australia’s Prime Minister told voters that global warming is already killing the Great Barrier Reef. She did not tell us that it has survived warmer times in the past, that coral reefs in far lower latitudes seem to being thriving and that coral reefs come and go. Is the ABC operating as an environmental advocacy organisation in the absence of science? Why did Australia’s Prime Minister, with access to a great diversity of scientific advice, not tell the truth?
The story of large long-lived corals is different from what we see on television. A 337-year record shows that there were wetter conditions and higher river flow into the Great Barrier Reef in the late 17th to mid 18th and in the late 19th century. Drier conditions were in the late 18th to early 19th and mid centuries. We are told that by emitting carbon dioxide, we humans are going to make the climate, wetter, drier, colder and warmer. Whatever the weather is, apparently it is our fault. The Great Barrier Reef shows that it was extremely resilient to wet and dry times since well before human industry was emitting carbon dioxide.
In an analysis of the scientific data on the Great Barrier Reef it was shown that corals like it hot, that every now and then abnormally high sea surface temperature create carnage, corals have a biological juggle and have adapted to temperature variability and that there is very little QA/QC when it to coral reef research and the resultant extraordinary catastrophic claims.410 It is healthy for scientists to question the methodology and conclusions of their colleagues. However when sacred myths such as the health of the Great Barrier Reef are questioned, then host universities attempt to sack the questioner.
For the last 3,500 million years, there have been reefs in shallow marine settings. Some rare isolated corals live in deep cooler waters today. The fact that reefs existed in previous times when it was warmer and the atmosphere had a higher carbon dioxide content, shows that modern coral reefs are in no danger if the atmosphere warms and the carbon dioxide content increases. In fact, it is the exact opposite. The history of time shows us that reefs, be they algal or coral, thrive when it is warmer and when there is a high atmospheric carbon dioxide content. For 3,500 million years, reefs died during cold times when sea level fell.
Can the green left environmental activists provide the evidence as to why reefs die when it is warmer or there is a slight increase of an atmospheric trace gas.
410 P. Ridd, 2017: The extraordinary resilience of the Great Barrier Reef corals and problems with policy science. In: Climate Change: The Facts 2017 (ed. J. Marohasy), IPA, 9-23.
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https://www.ajpvic.org.au/great_barrier_reef
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Recent research has challenged long-standing hopes that much of the world’s great Barrier Reef has escaped global warming too, with researchers finding only 2 percent of its coral reefs have escaped global bleaching.
This comes as a surprise to scientists who had earlier claimed that global warming was responsible for at least 70 percent of the coral die-off. The latest research flies in the face of these previous research claims because it directly contradicts these previous research results. Now that the latest research has been released, let us take a closer look at the latest findings.
Why is this important? Over the last few decades the world’s waters have become much warmer and acidic as a result of global warming. This heat stress caused corals to expel a large amount of algae, which in turn heavily bleached the reef. However, not all of the coral perished in this bleaching event and the vast majority of reef remains intact. The reason for this success is attributed to the fact that the coral managed to escape much of the global bleaching event.
So how did the reefs managed to survive?
In the recent study, researchers looked into how the global bleaching affected the reef and how different countries’ climate summit could help restore the corals to their normal survival. It was found that although the global bleaching event had damaged the global coral cover quite significantly, only a small portion of the total had escaped the damage. Coral reefs cover an area of about 15 kilometers along the southern coast of India, Sri Lanka and other Indian Ocean countries.
One of the major breakthroughs made in this research released by the Australian University was the analysis conducted on the previous two years worth of data. This analysis looked into how the average temperature rise in the Indo Pacific increased along with the amount of sunlight that seeped into the reef during the hot months. When the researchers took the data they compared it against the coral growing period between 1970 and 1998. They discovered that the two decades prior to the global warming took place at a much slower rate than the current two years. Furthermore, they found that the amount of coral growth experienced during this time period was much higher than the current decade.
During the recent study, it was found that coral growth had slowed down because of global warming. However, the speed of growth was unaffected by the increase in temperatures. Also, the study discovered that coral were able to adjust their photosynthesis rate accordingly to cope with the extra warmth. The slower rate of growth meant that less light would enter the corral and less nutrients would be absorbed by the coral. This means that global warming could not escape the link between global climate change and coral bleaching.
Professor Peter Scott from Macromedia University, Australia, said “The results show that bleaching is a stress response by overheated corals during long intervals of high temperatures.” He went onto say that coral is sensitive to changes in light and temperature and can build up a stress tolerance to long periods of high temperatures. He also stated that global warming is likely to cause future stress to these organisms, thus increasing the chance of coral bleaching. Global warming is the main reason why the worlds hottest year on record has not happened since July of this year.
During the new study, the scientists came across what they called a “regressive temperature drop” in the Indo Pacific. This occurred during a period of unusually high pressure. The drop in temperature caused an increase in thermal Demand, which in turn causes massive coral reefs to bleach out. They suggested that global warming combined with increased climate extremes, resulted in the rapid decline of the Great Barrier Reef’s coral reefs. This new study is important because it will allow coral reefs to serve as a control or reference point for future climate change studies.
This research was a proof that coral reefs can survive climate change and severe bleaching. One can only speculate if the number of dead coral reefs will continue to rise due to the lack of preventive measures and the global warming signal. However, the researchers say that if global warming is continued to the next century then there is a good chance that coral reefs around the world will have suffered severe bleaching. This will occur even if there are no visible changes in precipitation. These reefs are very sensitive to change, therefore, we must act quickly if we want to save coral reefs and their valuable food base. Hopefully, the the right leadership will pay more attention to these findings and take necessary steps to save the Great Barrier Reef.
Why Is the Great Barrier Reef So Important to the World?
The Great Barrier Reef is a world famous tourist attraction. It is not only one of the most beautiful places on earth but also one of the most important natural wonders. It is the result of many centuries of interaction between the unique Australian flora and fauna and the unique marine life that lives in the warmer waters of the world. If you want to go to Australia and see the real-life beauty of this incredible reef, there are a few key things you should know about the islands and the surrounding area.
The Great Barrier Reef is composed of more than 24 islands and thousands of islands in the process of moving closer to each other. It is also the largest coral reef in the world. You need to see it to believe it. This reef is made up of one hundred and fifty coral islands and more than twelve thousand islands in the process of being pulled closer together. These islands vary in color, form, size and shape. This is one of the main reasons it is so important to visit the reef if at all possible.
The reef is made up of three hundred and forty three islands that are completely surrounded by the world’s most magnificent oceans. This allows you to see the reef from the beach as you wade out to the ocean, but you can also see the reef from the water as you boat, kayak or float plane across it. You will be absolutely mesmerized by the sight of it all.
The reef is a part of the World Heritage site and World Parks system in Australia. There are only a few natural wonders like this in the entire world. It is also one of the top destinations for diving holidays. There are so many fascinating things for you to see and do while you are diving in Australia. This is why it is such a popular destination.
The reef itself is not the only thing that attracts visitors to the place. It is also one of the most beautiful places to see in the world. The reef is very important to the world and one of the most beautiful places to visit.
One of the most popular parts of the reef is the islands. There are so many islands that make it possible for you to dive into and see the world from beneath the surface. Some of the best diving sites are found in the Northern Territory, Western Australia, and the Queensland region. One of the islands that should be dived at the very least once in your lifetime is the Great Barrier Reef.
It is a reef that is so large that it covers an area of more than two thousand square miles. When you visit the reef you will have the chance to see almost one thousand coral species. There are over four thousand different species of fish as well. It is one of the only places where you can see the full grown adults of the reef. It is also home to several unique animals like turtles and sea horses.
It is important to understand the importance of the Great Barrier Reef in the world. We need to learn how to protect it so that future generations can enjoy it as well. We also need to be aware of the problems that may occur around it so that we can prevent them from getting worse. If you are interested in diving, snorkeling, or just seeing the world at large then the reef is good for the must do list.
Provided by Antonio Westley
Disclaimer: This article is meant to be seen as an overview of this subject and not a reflection of viewpoints or opinions as nothing is definitive. So, make sure to do your research and feel free to use this information at your own discretion.
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https://aw-daily.com/2021/11/05/only-2-percent-of-great-barrier-reef-has-escaped-severe-bleaching/
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This dataset provides a direct internet link to easily access marine life information and data recorded for Tuvalu on the Sea Life Base portal. Sea Life Base is a global online database of information about marine life. It aims to provide key information on the taxonomy, distribution and ecology of all marine species in the world apart from finfish.
Tuvalu's shallow marine environments are dominantly fringing and patch reefs. Five of the islands are true coral atolls, with a continuous eroded reef platform surrounding a central lagoon, three islands are comprised of a single islet made up of sand and coral materials (McLean & Hosking, 1991). This article documents the status of corals reefs of Tuvalu, including threats to coral reef biodiversity.
Status of the Coral Reefs in the Pacific and Outlook. Reports by the Global Coral Reef Network in collaboration with UNEP, IUCN and other agencies
This paper discuss impacts of climate change on corals according to standardized metrics. It also deals with non-climate drivers because of the synergistic effects they have with climate drivers affecting Pacific corals.
The Coral Triangle is a marine area located in the western Pacific Ocean. It includes the waters of Indonesia, Malaysia, the Philippines, Papua New Guinea, Timor Leste and Solomon Islands.
This book provides a comprehensive summary of the current status of six different MPA networks and their complexities. It analyzes MPA networks through their various stages of development including planning and design, implementation and evaluation as they are emerging within and around the Coral Triangle.
Coral reefs in every region of the world are threatened by climate change, no matter how remote or well protected. Identifying and protecting climate refugia is a popular recommendation for coral reef management. Climate refugia are locations that maintain suitable environmental conditions for a resident species even when surrounding areas become inhospitable.
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https://tuvalu-data.sprep.org/search?f%5B0%5D=tags%3A203&f%5B1%5D=topic%3A5&s=&sort_by=search_api_relevance&sort_order=DESC
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