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1. Define Big Bang:
Numerous stars and celestial bodies came into existence by a massive explosion called Big Bang.
2. Define Universe:
These celestial bodies together are called The Universe. It is also referred to as the Cosmos. The stars that you see are so far away that they appear to be small, but they are really huge in size. Universe came into existence after the Big Bang explosion that took place about 15 billion years ago. The universe consists of billions of galaxies, stars, planets, comets, asteroids, meteoroids and natural satellites.
3. Define Cosmology:
The study of the Universe is called Cosmology. The term Cosmos is derived from the Greek word ‘Kosmos’.
4. Define Light Year:
A Light year is the unit used to measure the distance between the celestial bodies.
5. What is Galaxy?
It is a huge cluster of stars which are held together by gravitational force. Most of the galaxies are scattered in space, but some remain in groups.
6. When was Milky way Galaxy Formed?
The Milky Way Galaxy was formed about 5 billion years after the Big Bang explosion. Our solar system is a part of the Milky Way galaxy. Andromeda galaxy is the nearest to the Earth apart from the ‘Magellanic Clouds’ galaxy.
6th Social Book Back Questions
7. What is Solar System?
The word ‘solar’ is derived from the Roman word ‘sol’, which means ‘Sun God’. The solar system is believed to have formed about 4.5 billion years ago.
8. A light-year is the distance traversed by light in a year at a velocity of 300,000 km per second. Sound travels at a speed of 330 m per second.
9. Explain the Nature of The Sun:
The Sun is at the centre of the solar system. Each member of the solar system revolves around the Sun. The Sun is so huge that it accounts for 99.8 percent of the entire mass of the solar system. The Sun is made up of extremely hot gases like Hydrogen and Helium.
10. The Sun is a star, Explain.
It is self-luminous so it gives light on its own. The surface temperature of the Sun is about 6,000° C. It is the source of light and heat energy to the entire solar system. Sunlight takes about 8.3 minutes to reach the Earth.
11. 1.3 million Earths fit inside the Sun. Imagine how big the Sun is.
12. What are Planets ?
The word planet means wanderer. There are eight planets in the solar system. They are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. All the planets rotate anti-clockwise (from west to east) on their own axes except Venus and Uranus.
13. What is Orbit?
The elliptical path in which the planets move around the Sun is known as orbit. The eight planets revolve in their respective orbits because of the gravitational pull of the Sun. They do not move out of their paths or away from the solar system.
14. What are Inner and Outer Planets?
- The four planets nearer to the Sun are called Inner or Terrestrial Planets (Mercury, Venus, Earth and Mars). The inner planets are comparatively smaller in size and are composed of rocks. The surface of inner planets has mountains, volcanoes and craters.
- The last four planets are called as Outer Planets or Jovian Planets (Jupiter, Saturn, Uranus, and Neptune). They are also called Gaseous Giants. An asteroid belt is found between Mars and Jupiter.
15. Define the Characteristics of Planet Mercury:
- Mercury is the smallest and closest planet to the Sun.
- It is named after the Roman deity ‘Mercury’, the messenger to the Gods.
- It is an airless and waterless planet. It does not have an atmosphere and so experiences extremes of temperature. It has no natural satellites.
- Mercury can be viewed in the morning and evening with naked eye.
16. Explain Venus:
Venus is the second planet from the Sun. It is called Earth’s twin, as it is almost the same size as the Earth.
17. Explain the orbit motion of venus:
It has the longest rotation period (243 days) among the planets in the Solar system. It rotates in the opposite direction to all other planets except Uranus. It has no natural satellites like Mercury.
18. Why the name Venus arise?
It is named after the Roman goddess of love and beauty. It is often visible in the mornings and the evenings and so it is frequently called as the Morning Star and the Evening Star. After the Moon, it is the brightest natural object in the night sky.
19. The distance between the Sun and the Earth is about 150 million kilometre. A flight flying at a speed of 800 km per hour from the Earth would take 21 years to reach the Sun.
20. On 24th September, 2014 Mangalyan (Mars Orbiter Mission – MOM), launched by the Indian Space Research Organization (ISRO), reached the orbit of Mars to analyze its atmosphere and topography. ISRO has now become the fourth space agency to reach Mars after the Soviet Space programme, NASA and the European Space Agency.
21. Explain our planet Earth:
The Earth is the third planet from the Sun and the fifth largest planet in the solar system. It is called ‘blue planet’ or ‘watery planet’ because three-fourth of the Earth is covered by water. The Earth is the only planet in the solar system which is not named after any Greek or Roman deity.
22. Explain the Characteristics of Earth:
It is the only planet known to support life. The polar diameter of the Earth is 12,714 km and the equatorial diameter is 12,756 km. The Earth revolves around the Sun at a speed of about 30 km per second. Life is possible on Earth because of the presence of land, air and water. The only natural satellite of the Earth is the Moon.
23. Explain Mars:
Mars is the fourth planet from the Sun and the second smallest planet in the solar system, after Mercury. It is named after the Roman God of war. It appears red in colour due to the presence of iron oxide on its surface. So, it is often described as The Red Planet.
24. Explain the characteristics of Mars:
It has a thin atmosphere. It also has polar ice caps like the Earth. Mars has two natural satellites namely Phobos and Deimos. Many orbiters and rovers have been launched to explore this planet.
25. Explain Jupiter:
Jupiter (the Largest Planet) Jupiter is the fi fth planet from the Sun and the largest planet in the solar system. It is named after the king of the Roman gods. It is the third brightest object in the night sky, after moon and Venus. It is the fastest spinning planet in the solar system. It is called a gas giant planet.
26. Explain the characteristics and satellite of Jupiter:
Its atmosphere is made up of mostly Hydrogen and Helium like the Sun. It has the largest number of natural satellites. Io, Europa, Ganymede and Callisto are a few large satellites of Jupiter. Saturn (The Ringed planet)
27. What is Saturn?
Saturn is the sixth planet from the Sun and the second largest planet in the solar system, after Jupiter. It is named after the Roman god of agriculture. Saturn has many rings around it. These rings are huge and are mostly made up of ice, rocks and dust particles. Saturn has 62 natural satellites around it.
28. Explain Titan:
Titan, Saturn’s largest moon, is the only satellite in the solar system that has clouds and dense atmosphere composed of nitrogen and methane. The specifi c gravity of Saturn is less than that of water.
29. Explain Uranus:
Uranus (The Somersaulting planet) Uranus is the seventh planet from the Sun. It was the fi rst to be discovered with a telescope by the astronomer William Herschel in 1781. It appears green due to the presence of methane. It is named after the Greek god of the sky.
30. Explain the Characteristics of Uranus:
It rotates on its axis from east to west like Venus. Its axis is tilted so much that, it appears to orbit the Sun on its sides like a rolling ball. Uranus has 27 natural satellites, of which Titania is the largest.
31. Explain Neptune:
Neptune (The coldest Planet) Neptune is the eighth and the farthest planet from the Sun. There are strong winds in this planet. It is named after the Roman god of sea. Neptune has 14 natural satellites, the largest being Triton.
32. Why Neptune is the coldest Planet?
Because of its distance from the Sun, Neptune is one of the coldest planets in the solar system. The striking blue and white features of Neptune help to distinguish it from Uranus.
33. Perihelion is the Earth’s closest position to the Sun. Aphelion is the farthest position of the Earth from the Sun.
34. The Gulf of Mannar Biosphere Reserve in the Indian Ocean covers an area of 10,500 sq.km .
35. Explain the Spheres of the Earth:
The Earth is the most suitable planet to support life. It has three major components that we call as the realms of the Earth- lithosphere, hydrosphere and atmosphere. The three components along with suitable climate make life possible on Earth. All living things exist in a narrow zone called the biosphere. Now let us have a close look at each of the spheres.
36. Lithosphere The word lithosphere is derived from the Greek word Lithos, which means rocky. The Lithosphere is the land on which we live. It is the solid outer layer of the Earth consisting of rocks and soils.
37. Hydrosphere The word Hydro means water in Greek. The hydrosphere consists of water bodies such as oceans, seas, rivers, lakes, ice caps on mountains and water vapour in the atmosphere.
38. Atmosphere The word Atmo means air in Greek. Atmosphere is the envelope of air that surrounds the Earth. Different types of gases make up the atmosphere. The major gases are Nitrogen (78%) and Oxygen (21%). The other gases like Carbon dioxide, Hydrogen, Helium, Argon, and Ozone are present in meager amounts.
39. Biosphere The narrow belt of interaction among the lithosphere, the hydrosphere and the atmosphere, where life exists is known as Biosphere. Bio means life in Greek. It consists of distinct zones. Each zone has its own climate, plant and animal life. These zones are known as ecosystems.
40. The Midnight Sun is a natural phenomenon that occurs in the summer months in places north of the Arctic Circle or south of the Antarctic Circle, when the Sun remains overhead 24 hours a day.
41. The velocity of the Earth’s rotation varies from 1670 km per hour at the equator to 845 km per hour at 60° N and S latitudes and zero at the poles.
42. Define Rotation:
It is the spinning movement of the Earth on its axis. The Earth rotates from west to east (anticlockwise) and takes 23 hours 56 minutes and 4.09 seconds to complete one rotation.
43. Define Revolution:
It is the movement of the Earth around the Sun on its elliptical path. The Earth takes 365 ¼ days for it to complete one revolution.
44. What is Terminator Line?
The line which divides the surface of the Earth into a lighted half and a dark half is called the Terminator Line.
45. Define Leap Year:
The remaining quarter day is added once in every four years in the month of February. That is why February has 29 days once in four years. It is called a Leap Year.
46. What is Equinoxes?
- The Northern Hemisphere is inclined towards the Sun for six months from 21st March to 23rd September while the Southern Hemisphere is tilted away from the Sun.
- From Sep 23rd to March 21st the southern hemisphere is inclined towards the Sun and the northern hemisphere faces away from the Sun.
- The equator faces the Sun directly on 21 March and 23 September. These two days are called Equinoxes, during which the day and night are equal throughout the Earth.
47. Explain Summer and Winter Solstice:
- On 21st June, the Tropic of Cancer faces the Sun. This is known as Summer Solstice. It is the longest day in the Northern Hemisphere and longest night (shortest day) in the Southern Hemisphere.
- On 22nd December, the Tropic of Capricorn faces the Sun. It is called as Winter Solstice. It is the longest day in the Southern Hemisphere and longest night (shortest day) in the Northern Hemisphere.
48. ISRO launched India’s first ever Moon mission, Chandrayaan – 1 in 2008.
49. What are dwarf Planets and Name them?
Dwarf planets are small celestial bodies found beyond the planet Neptune. They are extremely cold and dark. The five dwarf planets of the solar system are Pluto, Ceres, Eris, Makemake and Haumea.
50. Define Moon:
- Satellites are celestial objects, which revolve around the planets.
- The moon is the Earth’s only satellite. It revolves around the Earth once in every 27 days and 8 hours.
- It takes about the same time for it to complete one rotation around its axis. It has no atmosphere.
- The surface of the moon is characterized by craters created by the impact of meteors. The distance between the moon and the Earth is about 3, 84,400 km.
- The size of the moon is one-quarter of the Earth. The Moon is the only celestial body where humans have landed.
51. What are Asteroids?
Asteroids are small solid objects that move around the Sun. They are found as a belt between Mars and Jupiter. They are too small to be called as planets. They are also known as Planetoids or Minor Planets.
52. Define Comets:
A comet is a celestial object made up of a head and a tail. The head of a comet consists of solid particles held together by ice and the tail is made of gases. Halley’s Comet is the most famous comet which comes close to the Earth every 76 years. It last appeared in 1986 and will next appear in 2061.
53. Define Meteors and Meteorites:
A meteor is a stone like or metallic body. When entering into the Earth’s atmosphere, most of them burn. As they often appear as streaks of light in the sky, they are also known as Shooting Stars. Meteors which strike the Earth’s surface are called meteorites.
54. Planets at a Glance: | https://www.winmeen.com/the-universe-and-the-solar-system-notes-6th-social-science/ |
Giant exoplanet imaged directly using infrared light
Using an infrared camera, astronomers at the University of Montreal have discovered and directly imaged GU Psc b, a planet with a mass 10 times greater than Jupiter's and orbiting its star at 2,000 times the distance between Earth and our sun. This very rare find will encourage scientists to start looking for exoplanets in places where, thus far, they hadn't even thought to look.
Current theories predict that the vast majority of planets orbit their star at a distance up to 100 astronomical units (AU) – that is to say, one hundred times the distance between Earth and our sun. So, in their search for exoplanets, astronomers have mostly focused well within this boundary. They detect new planets indirectly by looking at how they affect their star's gravitational field or, very rarely, by imaging them directly with infrared light, using adaptive optics to tell them apart from their own star.
A research team led by PhD student Marie-Ève Naud set out to look for distant planets with a new approach. Using an infrared camera, Naud and colleagues attempted to detect new planets directly, without adaptive optics, and looking well beyond the usual 100 AU boundary. To do so, they relied on patterns of infrared wavelengths that distinguish planets from galaxies and other celestial bodies. After surveying dozens of stars in this way, they finally laid their eyes on GU Psc b, a planet 155 light years away from our solar system, in the Pisces constellation.
What they saw puzzled them. As they soon found out, the planet GU Psc b is a huge gas giant orbiting around a small star with a mass only one third that of our sun, at a distance of 2,000 AUs and with a revolution period of 80,000 Earth years.
"It’s not a type of exoplanet we had previously found and it's certainly not one that the theorists were expecting, especially not around low-mass stars like GU Psc," said Naud.
With a mass 9 to 13 time greater than that of Jupiter and a surface temperature of around 800° C (1500° F), the planet is close to the critical mass beyond which a gas giant begins to experience nuclear fusion reactions in its core to become a brown dwarf.
According to the researchers, GU Psc b is a true diamond in the rough. Because it is so far from its own star, it can be studied in detail without the danger of nearby celestial bodies interfering with the measurements. This will allow astronomers to better characterize giant exoplanets and learn where and how they can find more of the same type.
Using the data they've gathered, the scientists have already started observing hundreds of stars looking for planets that are smaller than GU Psc, but orbiting at similar distances. Then, in the near future, they will switch to looking for giant exoplanets similar to GU Psc, but which are orbiting much closer to its star.
A study detailing the discovery was recently published in The Astrophysical Journal. | https://newatlas.com/giant-exoplanet-detected/32248/ |
Our Solar System is a family of Sun – having the Sun at the center, eight planets revolving around the Sun, with the Satellites and other “celestial bodies” termed as Asteroids and Meteoroids.
“Sol” in roman mythology refers to the “Sun God”. Hence, “solar” means “related to the sun”.
What are Celestial Bodies, Stars and Planets?
- Celestial Bodies
- The sun, the moon and all other objects shining in the sky are called celestial bodies
- Some of these are very big and hot, and emit their own heat and light. These are made of gases and are called as “Stars”, for eg. Sun.
- Stars
- Celestial bodies having their own heat and light
- There are countless twinkling stars in the sky which are similar to the Sun, but they are far away hence we do not feel their heat
- The Sun
- Is made of extremely hot gases
- It is 150 million km away from earth
- It takes 8 minutes for the light to reach from the Sun to the Earth
- Planets
- Celestial bodies having no heat and light of their own
- They shine when light from a star falls on them
- The word “planet” comes from the Greek word “Planetai” which means “wanderers”
- Like our “earth”, there are seven other planets that get heat and light from the Sun
- The Earth
- Its 5th largest planet by size
- Its slightly flattened at the poles, hence its shape is often termed as “Geoid”
- Earth’s Twin – Venus is called as Earth’s Twin because of having similar shape and size as Earth
- Often called a “Blue Planet” because it appears blue from the outer space owing to two third’s space being covered by water
- Why we only have 8 planets now? (earlier there were 9 planets)
- “Pluto” was considered as the 9th planet until August 2006
- In a meeting of the International Astronomical Union, it was termed as “dwarf planet” (like other celestial objects Ceres, 2003 UB313)
- Asteroids
- Numerous tiny bodies which revolve around the sun
- They are usually found between Mars and Jupiter – called as the Asteroid Belt
- They are believed to be parts of some planet which exploded in the past
- Meteoroids
- The small pieces of rocks which move around the sun
- Sometimes they come near earth and tend to drop upon it, in the process sometimes they get completely burnt due to friction thus causing a flash of light. In some cases, if not completely burnt, they fall to the earth’s surface causing a hollow.
- Galaxy
- A huge system of billions of stars, clouds of gases and dust
- The Milky Way – Akash Ganga
- Our solar system is a part of the milky way galaxy
- There are many such galaxies in the Universe
What is a constellation?
- Groups of stars form various patters sometimes, these patterns are termed as constellations
- For eg. Ursa Major or Big Bear
- One of the most easily recognizable constellations is “Saptarishi” – a group of 7 stars. It is also a part of Ursa Major.
- Saptarishi helps us find the location of the Pole Star or North Star (star which indicates the north direction)
- It lies in the straight line from the last star in the Saptarishi
Satellites
- Do not have their own light
- They revolve around a planet
- Our Natural Satellite – The Moon
- We see a full moon once in a month – its called Poornima – Full Moon Night
- Once in a month, we see a clear sky without the moon – its called Amavasya – New Moon Night
- During the day time, we don’t see the moon because of the bright sunlight
- It is 3,84,000 km away from earth
- It takes 27 days for the moon to complete one revolution of the earth. The interesting part is, it takes exactly the same time to spin around its own axis. Hence, only one side of the moon is visible to us on the earth.
- First Man to step on the surface of the Moon – Neil Armstrong – 21 July, 1969
- Human-made Satellite
- It is artificial body created by scientists
- It is launched with the help of a rocket and is placed in the orbit of a planet
- Usually used for communication, information gathering about the universe, etc.
- Some Indian Satellites – EDUSAT, INSAT, IRS etc. | https://educatesquare.com/understanding-basics-of-our-solar-system/ |
What is Universe very short answer?
The universe is the whole of all matter, energy, planets, galaxies and space.
An example of universe is where everyone and everything exists..
What is Universe short?
The universe (Latin: universus) is all of space and time and their contents, including planets, stars, galaxies, and all other forms of matter and energy. … At the largest scale, galaxies are distributed uniformly and the same in all directions, meaning that the universe has neither an edge nor a center.
Why universe is called universe?
The word Universe comes from the Old French word Univers, which comes from the Latin word universum. The Latin word was used by Cicero and later Latin authors in many of the same senses as the modern English word is used.
What is the bigger than the universe?
Galaxies come in many sizes. The Milky Way is big, but some galaxies, like our Andromeda Galaxy neighbor, are much larger. The universe is all of the galaxies – billions of them! … Our Sun is one star among the billions in the Milky Way Galaxy.
What is our galaxy called?
Milky Way GalaxyThey come in a variety of shapes and sizes. The Milky Way is a large barred spiral galaxy. All the stars we see in the night sky are in our own Milky Way Galaxy. Our galaxy is called the Milky Way because it appears as a milky band of light in the sky when you see it in a really dark area.
What is the universe class 6?
The universe is a collection of all planets, stars, galaxies, celestial bodies, gases, dust clouds, light, etc. It is considered as an endless space. We all belong to this universe. | https://deepoceanpowerphilippines.com/qa/what-is-the-universe-short-answer.html |
Astronomy (through the Greek «astron» meaning «star» and nomos this means «law») is the scientific examine of celestial bodies that include stars, planets, comets, and galaxies.
The objects studied comprise stars, galaxies, planets, moons, asteroids, comets and nebulae. Phenomena outdoors the Earth’s ambiance are researched. That includes supernovae explosions, capstone project nursing gamma ray bursts, and cosmic microwave background radiation. Astronomy concerns the development, physics, chemistry, meteorology and motion of celestial bodies, together with the composition and growth from the Universe.
Astronomy is among the oldest sciences. Historical persons chosen the positions with the stars to navigate, and to identify when was the ideal the perfect time to plant crops. Astronomy is extremely much like astrophysics. A relevant matter, cosmology, is anxious with studying the Universe as a whole, together with the way the universe improved through time. Astronomy isn’t the identical as astrology, the belief that movement in the stars along with the planets may well have an affect on human lives.
Since the twentieth century there have already been two important forms of astronomy, observational http://german.yale.edu/ and theoretical astronomy. Observational astronomy uses telescopes and cameras to observe or check out stars, galaxies and various astronomical objects. Theoretical astronomy uses maths and personal computer designs to elucidate the observations and forecast what may well transpire. Working together, theories forecast what have to come about and observations show if the predictions work. The leading do the trick of astronomy will be to reveal puzzling features with the universe. For numerous yrs some of the most important matter was the motions of planets; now a lot of other matters are researched.
Early astronomers employed only their eyes to have a look at the celebs. They crafted maps for the constellations and stars for spiritual reasons and calendars to operate out time of yr. Early civilisations including the Maya persons along with the Historical Egyptians built easy observatories and drew maps of the stars positions. They also commenced to consider the site of Earth with the universe. For years persons thought Earth was the middle for the universe, and that the planets, the celebs plus the sunlight went around it. This is certainly often known as geocentrism.
Ancient Greeks tried using to clarify the motions belonging to the sunshine and stars by using measurements.4 A mathematician named Eratosthenes was the main who measured the scale of your Earth and proved that the Earth is a sphere. A theory by an alternative mathematician named Aristarchus was, that the solar is in the middle additionally, the Earth is transferring round it. That is often called heliocentrism. Just a few folks assumed it absolutely was right. The remainder continued to believe in the geocentric product. Almost all of the names of constellations and stars originate from Greeks of that time.
During the renaissance a priest named Nicolaus Copernicus believed, from browsing for the way the planets moved, the Earth wasn’t the middle of all the things. Depending on prior will work, he says which the Earth was a planet and all the planets moved roughly the sunshine. This introduced again the previous notion of https://www.nursingcapstone.net/best-10-nursing-research-topic-ideas/ heliocentrism. A physicist known as Galileo Galilei developed his private telescopes, and applied them to glance more closely on the stars and planets with the to begin with time. He agreed with Copernicus. The Catholic Church made a decision that Galileo was incorrect. He needed to use the rest of his lifetime beneath dwelling arrest. Heliocentric options were being before long improved by Johannes Kepler and Isaac Newton who invented the speculation of gravity. | https://www.caserma.camili.app/astronomy-through-the-greek-astron-meaning-star-and-nomos-this-means-law-is-the-scientific-examine-of-celestial-bodies-that-include-stars-planets-comets-and-galaxies/ |
What Are Fixed Stars?
Fixed stars are all those objects in the sky that do not appear to move in relation to each other, but still seem to collectively move across the sky. The term "fixed" was used in ancient times to set them apart from "wandering stars," which were those bodies in the sky that did change position. In other words, the sun, moon, and planets in our solar system were referred to as "wandering stars" because they change position in the night sky. Fixed stars, on the other hand, appear to remain in relative position to each other, allowing them to be seen as constellations and similar groups.
The idea of fixed stars and those that wander is not scientifically accurate, but the term is still used to refer to concepts held in the past. Ancient cosmological models typically held that the Earth was located at the center of the universe and that all other observable bodies moved around it in some way. Beyond the Earth, it was believed, were a number of celestial spheres on which the various stars were affixed, allowing them to move around the Earth while remaining relatively stationary with respect to each other. Fixed stars were those bodies that were upon such a sphere and moving together around the Earth.
All of the objects now referred to as "stars" were fixed stars, since they do not seem to move in relation to each other. These distant stars do, in fact, move and are constantly moving away from each other and in relation to each other. Most of the objects visible from the earth are within the Milky Way galaxy, which is the collection of stars and other bodies of which the earth is a part. In addition to the motion of fixed stars away from each other, they are also spinning slowly around the center of the Milky Way and may be in orbit around other bodies.
Those objects in space other than the fixed stars were called wandering stars in the ancient model of the universe. They were basically the sun, which is the star closest to the Earth around which the earth revolves, the moon, and the other planets in the Earth's solar system. All of these objects seemed to change position relative to each other and other stars, because they are much closer to the Earth and their movements are more perceivable. The movements of many fixed stars are so slight and subtle that there are constellations that remain very similar to how they appeared from Earth thousands of years ago. | https://www.wise-geek.com/what-are-fixed-stars.htm |
What is Astrology today a Scientifically Valid Field of Study?
It's a little tough to describe astrology because there are so many distinct systems. The good news is that they all seem to be talking about the same thing: heavenly bodies and their impact on human life. So, astrology may be informally described as a sort of divination based on the concept that celestial alignments govern human existence on Earth. To put it another way, your nature and future are determined by the alignment of the stars and planets at the moment of your birth.
Time and time again, astrology has been put to scientific testing, with terrible outcomes each time. Astrology would have easily passed these tests if it were a science, but the fact that it doesn't need to be taken into consideration. Would an astrologer be able to identify 12 people born under various zodiac signs based on their personality traits? He should be able to complete this work with ease if astrology is truly scientific. He won't, or rather, can't, because astrology is a belief that sprang from a shaky foundation when astronomy and astrology were seen as the same.
When human knowledge of the universe was limited, modern astrology was formed roughly 2,000 years ago. Everything was thought to revolve around the Earth back then. Only a few planets that had previously been found were considered when this alleged science was formed, aside from the Sun and Moon. Many new planets, stars, and galaxies have been found during history. We recognised that our solar system is a small fraction of the Universe, that our Sun is merely one among millions of stars, and that there are much more planets than we previously believed. Surprisingly, none of these results was ever integrated into astrology, and astrologers still use the horoscope today.
The inclusion of Ophiuchus as the 13th zodiac sign (if that can be termed a development, considering most astrologers do not recognise the new sun sign) is the only change we've seen in astrology. It's hardly a surprise that astrologers desire to keep this constellation out of their domains since if they do, all of their prior forecasts would be called into doubt. This is a typical example of 'Damned if You Do, Doomed if You Don't,' according to astrologers. Any new scientific discovery is published and submitted to peer review by a group of scientists. When it comes to astrology, however, fresh results are either dismissed or ignored.
The Misadventures of the Constellations
If you've been following the Capricorn horoscope because you were born between December 22nd and January 21st, you'll be upset to learn that you've been relying on the incorrect zodiac sign all along. Astonishingly, astrologers have failed to update the so-called science's fundamental assumption — the constellations. Essentially, the Sun seems to travel through the ecliptic route, passing through the 12 zodiac constellations. It spends around a month in each constellation during this time. As a result, the constellation in which the Sun rises at the time of your birth becomes your zodiac sign automatically. This appears to be sound conceptually, however, there is a little flaw.
The zodiac sign for a given month is determined by the constellation in which the Sun rises now, rather than the constellation in which the Sun rose in ancient times when astrology was still in its infancy. Axial accuracy, or the steady movement in the direction of the Earth's axis, has resulted in a significant shift in celestial alignment, causing the zodiac date ranges to be jumbled. If you were born in the first two weeks of January, you are a Sagittarius, not a Capricorn, based on the present alignment. It's not as if adding Ophiuchus would set astrology on the proper track, but astrologers who refuse to acknowledge its presence are doing a disservice to the lovely universe out there.
The Force of the 'Unknown'
What is it about the 'selected few' heavenly bodies that have such a significant impact on our lives? Some believe gravity is the determining factor, which may have been the correct answer if the Moon's Relative Planetary Gravity (7.7) had not been larger than Jupiter's (5.8). According to astrologers, the distance between Jupiter and the Earth is irrelevant, and Jupiter's effect on our lives is greater than that of the Moon. If, as they claim, distance isn't an issue, shouldn't all of the planets in the Universe, or at least the ones we've found owing to our sophisticated space observatories, be considered? It's easy to claim it's an unfathomable force that can't be described, and
Some Planets That Never Existed
Only five of the Navagrahas, or primary influences in Hindu astrology, are related to actual planets: Mangala (Mars), Budha (Mercury), Brihaspati (Jupiter), Shukra (Venus), and Shani (Saturn). Aside from them, there's the Surya (Sun) and Chandra (Moon), both of which may be given the benefit of the doubt because they're celestial bodies, and Rahu and Ketu, both of which don't exist. Rahu and Ketu are the Moon's orbital nodes, in essence. Uranus and Neptune, as well as Pluto, which was once considered a planet, do not appear on astrology's exclusive list of influences. That might be because they were not identified when astrology was first introduced. All non-fixed items in antiquity Sun and the Moon were regarded planets, as were other non-fixed objects observed in the sky, and the idea of Navagrahas bears witness to this.
What Makes People Trust Astrology?
Many individuals believe in astrology because it works and they have had personal experience with it. Does it, however,'really' work? Your daily horoscope predicts that you will receive some money today, and you discover a quarter in the pocket of your old pants. How reliable do you think a forecast like this is? Logic dictates that the more ambiguous a statement is, the more likely it is to be accurate. It's exceedingly improbable that an astrologer would predict that you'll discover a $100 bill in your old pants and you'll find one. It's also worth mentioning that we're more inclined to recall astrological prophecies that we believe come true. | https://www.dainikastrology.com/astrology-today-scientifically-study |
An astronomer is someone who studies the sky in order to learn about and understand celestial bodies such as galaxies, stars, planets, and solar systems. If you have a passion for physics, an avid desire to discover more about the cosmos, and academic abilities, you may want to pursue a career as an astronomer.
Most astronomers work as professors or for research institutes. The life of an astronomer is both exciting and fascinating.
A full day at the observatory could include, among other things, the identification of new stars and planets, research into the physical laws of the universe, and study of the sky to develop fresh ideas about our world. | http://playandbounce.com/how-to-become-an-astronomer/ |
Cosmology is the examine of the universe, or cosmos, thought to be a complete. Making an attempt to cowl the examine of your complete universe in a single quantity could appear to be a megalomaniac’s dream. The universe, in any case, it’s mixture with buildings on an enormous vary of scales, planets orbit stars, stars are collected into galaxies, galaxies are gravitationally sure into clusters, and even clusters of galaxies are discovered inside bigger tremendous clusters. Astronomers use the astronomical unit (AU), equal to the imply distance between the Earth and Solar; in metric models, 1 AU = 14959787070 m. to calculate the massive distances.
How Lengthy In the past Did The Analysis On Cosmology Began?
The analysis on cosmology is finished from Historic occasions, cosmology was based mostly on observations; sadly, these observations had been regularly imperfect and incomplete. Historic Egyptians, for example, seemed on the desert plains stretching away from the Nile valley and the blue sky overhead. Primarily based on their observations, they developed a mannequin of the universe by which a flat Earth was lined by a strong dome. Historic Greek astronomers deduced, from their observations, that the Earth and Moon are spherical, that the Solar is way farther from the Earth than the Moon is, and that the gap from the Earth to the celebs is way larger than the Earth’s diameter. Primarily based on this information, Greek cosmologists devised a “two sphere” mannequin of the universe, by which the spherical Earth is surrounded by a a lot bigger celestial sphere, a spherical shell to which the celebs are hooked up. Between the Earth and the celestial sphere, on this mannequin, the Solar, Moon, and planets transfer on their sophisticated equipment of epicycle and deferent.
In India, there’s a lengthy custom of astronomical research and observations since dates again to a number of B.Cs. Yajurveda specifies that Nakshatradarsha (astronomer) and Nakshatra Vidya (astronomy) which has been talked about in Chandyogyaponishad at a number of locations. In historical India, astronomy was thought-about as one of many six Vedangas, that are Siksha, Kalpa, Vyakarana, Nirukta, Jyotisha (astronomy) and Chhanda.
Examine of Cosmology in India:
The institution of the Kodaikanal Observatory in 1899. In 1955, an ionosonde and three geomagnetic services had been put in on the Kodaikanal Observatory. In 1977, lots of the astronomers from Kodaikanal shifted to Bangalore and established the Indian Institute of Astrophysics (IIA). Apart from IIA, at the moment so many different establishments are engaged with examine and analysis in astronomy and astrophysics. Apart from top engineering colleges in Andhra Pradesh the highest institutes which supply examine of cosmology in Maharashtra are:
- Tata Institute of Basic Analysis(TIFR), Mumbai
- Nationwide Centre for Radio Astrophysics(NCRA), Pune
- Shivaji College, Kolhapur
These universities are the gateway for the younger minds to satisfy their dream of changing into a cosmologist or select cosmology as their profession path. As soon as you might be finished together with your intermediate research in science ie. Taken arithmetic, physics and chemistry as main topics with a great rating in your board examination then it’s a must to clear the doorway exams like CAT/GATE/CSIR NET/JRF to get admission in a high school and universities.
What Would Be The Work of a Cosmologist?
The accountability of a cosmologist consists of an in depth examine of the universe, its origin, its evolution to its current state and past. Cosmologists try to find out the age of the universe by observing and learning different galaxies. Additionally they analyze the beginning, parts and actions of stars, planets, black holes and different celestial our bodies which are present light-years away. They conduct detailed analyses to measure mass, bodily properties, movement, distance, measurement, brightness and radiation. Cosmologists make use of extremely superior scientific devices, microscopes, telescopes to watch, accumulate and analyze knowledge on astronomical objects. They use refracting telescopes and reflecting telescopes that use mirrors to seize pictures. They work in college observatories, planetariums and science centres. Additionally they conduct analysis for presidency businesses. | https://silentgarden.net/astronomy/cosmology-never-ending-journey/ |
The application of physical theory to celestial systems such as stars, planets, galaxies, supernovae, and black holes. Astrophysics proper is concerned with explaining phenomena more so than making observations, the latter falling under the purview of astronomy.
Astrophysics is the application of physical theories to celestial systems, in order both to make predictions about the systems and to test the theories themselves. Such systems include but are not limited to
- Our own Solar System, as well as systems of planets around other stars;
- Stars themselves, including the nuclear fusion and energy transport necessary to describe;
- Extreme, compact objects such as white dwarfs and neutron stars and the very energetic explosions (e.g. supernovae) that may accompany their deaths or births;
- Black holes, which are described well by general relativity;
- Collections of many bodies interacting via gravity, such as the Asteroid Belt, globular clusters, or entire galaxies;
- The matter and radiation thinly spread between stars and galaxies;
- Cosmological structures and remnants of the early universe (such as the CMB); as well as
- The less well understood substances (or collective effects identified for convenience as substances) of dark matter and dark energy, especially insofar as they interact with other, more readily observable objects.
Often astrophysics pushes theories developed with terrestrial laboratory data into regimes that are difficult if not impossible to create on Earth, providing a way of testing how far such theories can be extended. Conversely, it uses principles learned in more familiar settings to describe and predict how exotic systems will interact and evolve, providing the only window into the behavior of phenomena located too far away to influence in controlled experiments.
Because of the physical vastness of the observable universe, together with the compositional diversity of its contents, astrophysics draws on and spurs development in many other fields of physics, from newtonian-mechanics to general-relativity, from electromagnetism to quantum-mechanics and nuclear-physics, from statistical-mechanics to magnetohydrodynamics.
In contrast to the more observationally-oriented field of astronomy, astrophysics is concerned more with applying and testing theories. It is less about what the contents of the universe are and more about explaining the phenomena we do observe, providing physical mechanisms for how celestial systems work as we observe. When such investigation involves the "big questions" regarding the properties, origin, and development of the universe as a whole, the pursuit becomes known as cosmology.
At its core, astrophysics contains the ideal that the same physics seen on Earth applies to the rest of the universe, and so it is the link that extends our understanding of nature to the most distant and exotic of phenomena. | https://physics.stackexchange.com/tags/astrophysics/info |
When is the last time you watched the sky revolve around us?
Earth rotates on its axis at 1,000 miles per hour (1600 kilometers per hour). At the same time, it flies around the sun at 67,000 m/h (110,000 km/h). And the Sun, with all its planets and rocks and dust in tow, makes its way around the center of the Galaxy, our Milky Way, at 520,000 m/h (830,000 km/h). And then, the Milky Way itself is hurtling toward the nearby Andromeda galaxy at 250,000 m/h (400,000 km/h).
The fastest space craft (and fastest man-made object in history), Juno, will slingshot around Earth on its way to Jupiter, eventually reaching a speed of 165,000 m/h. The NASA space shuttle reaches speeds of 17,000 m/h (27,000 km/h).
The average human walking speed is 3.1 m/h (5.0 km/h).
Though we sit in this coordinated maelstrom, we can still understand all of space and time on the largest scales. But, to do so, we must consider it statistically, on the whole, at great breadth and as a collection – not merely the sum of disconnected parts or separate events.
All across the universe, there are supernovae – exploding stars that blink in a cataclysmic, cosmically infinitesimal moment. Quasars are small regions that surround the supermassive black holes at the centers of galaxies that flash on and off on the timescales of hours to months. Each galaxy in the universe is creating some dimple in space-time due to its mass. Imagine a vast expanse of sand dunes: all light passing by these galaxies must traverse through it, resulting in distorted images by the time they get to us.
These are just some of the events that go on constantly around us, without regard for our existence, as we spin round and round, imagining a static quilt of stars turning about us. And they are just some of the celestial targets that will tell us more about how fast the universe is expanding.
To better understand these events, and the acceleration of spacetime, we wait for the targets to be at a place in the sky when we can see them – when the sun is down and this part of Earth is pointed in their direction. Our targets come from a large swath of sky, one-eighth of the celestial sphere. And across this expanse, we will obtain a uniform sample of targets. The uniformity – homogeneity or constancy – is crucial: we must observe all galaxies brighter than a certain amount, and within a certain distance to have a clean, uniform sample. Otherwise, variations in that information could be misconstrued, or at best they could muddy our measurement of dark energy.
Building the collection starts with amassing a set of deep images of the sky: these are but snapshots of long-gone eons, and they are the first step in our process of discovery. From the images, we distill vast catalogs of celestial bodies – galaxies, stars, motes and seas of hot gas and dust – an accounting of what the universe has so far created. This catalog can be further distilled when studied as a whole. The final concentrate is a small set of numbers that summarizes the fate of our universe: a measurement of the strength of dark energy.
Our spaceship Earth is a pebble in the swirling cosmic sea around us. We watch it as if we are separate, sometimes forgetting we come from it. As we look up from within our snowglobe on a mountaintop in the Chilean Andes, it becomes easier to remember that we are a conduit between the finite and the infinite.
Good night, and keep looking up. | https://darkenergydetectives.org/tag/timelapse/ |
An astronomer is a scientist in the field of astronomy who studies stars, planets, moons, comets and galaxies, as well as many other celestial objects ? either in Observational astronomy, in analyzing the data or in theoretical astronomy. A related but distinct subject, cosmology, is concerned with studying the Universe as a whole. An astronomer researches the world beyond Earth. | https://www.collegezippy.com/career/astronomer |
While most celestial bodies, such as planets, stars, and galaxies are said to rotate around an axis, the Universe most likely disobeys this rule. Or, at least, that’s what experts believe. However, one researcher says his most recent studies may...
It's been just revealed that an analysis of more than 200k spiral galaxies has revealed some pretty unexpected links between spin directions of galaxies and the structures that are formed by the links could suggest the fact that the early...
Just a few weeks ago, scientists operating the ANtarctic Impulsive Transient Antenna (ANITA) had published a study they conducted after the instrument found some odd particles in the Antarctica. After the paper got issued, tabloids like the New York Post, Express, and the Daily...
It's been just revealed that there's a controversial study that shows the possibility of something unexpected. It seems that the laws of physics may bend at the edge of the universe. Experts at the University of New South Wales found...
The way life emerged on Earth mimics the way the Universe was created. You can call it the Big Bang of life. Just like the Big Bang was the explosion of a singularity the size of a peach, the same...
There are numerous definitions for life, but most of them fall short in a rather subtle way as they are based on the origins of life on Earth only. But how would life look on other planets? The science approaches...
As you probably know by now, less than a second after the Big Bang, the universe blew up from nothing to a hot and dense sea of neutrons and electrons, and it stretched across trillions of lightyears. 13.8 billion years...
Just like the dark matter that they are made of, dark halos have not been observed directly. But with the help of gravitational lensing, the detailed distribution of dark matter can be probed. A dark matter halo is a region...
Each moment that passes changes the Universe that we're living in. It's not the same now as it was yesterday and so on. With each moment that passes by, there are various subtle but really important changes that are taking...
Dark matter's presence in the universe is one of the big mysteries. Most experts believe that it had a strong influence on the creation of the world, its structure as well as evolution. One of the theories states that the... | https://www.dualdove.com/tag/universe/ |
Traditional medical care is based on periodic meetings with healthcare providers. Test results,...
Traditional medical care is based on periodic meetings with healthcare providers. Test results, blood pressure, and weight are reviewed annually. Then, there is a quick conversation, and that's it for another year. If something happens during the year, such as illness or injury, there may be a few issue-focused appointments with an urgent care provider and not the patient's primary doctor.
The human body is a complex system – is a once-a-year check-up enough? We have all experienced days or even weeks where something seems a little off. Over time, that feeling may become our "new normal" so that when our annual exam rolls around, we report that nothing has changed. With the increased proliferation of wearable health trackers, continuous data streams are poised to replace traditional examinations and tests as the most significant contributor to healthcare data.
This change affects individuals in all stages of care: those who are pre-symptomatic, post-symptomatic, and even post-operative.
So, what effects can we expect to see in each of these areas as continuous healthcare monitoring usage increases?
How Continuous Data Monitoring Affects Pre-Symptomatic Individuals
Healthy individuals (those living without chronic diseases) can understand how their behaviors - such as movement habits, exposure to environmental toxins (when GPS data is correlated with air quality and traffic pattern data), and even heart rate and respiratory data - may impact future health conditions. Combining this information with an individual's electronic medical record (EMR) can contribute to the prevention of chronic diseases and keep individuals healthier, longer.
How Continuous Data Monitoring Affects Post-Symptomatic Individuals
Those living with chronic diseases can receive significant benefits from continuous health monitoring. Many chronic illnesses, such as heart disease and diabetes, are impacted by the individual's lifestyle choices. Making the individual aware of the immediate impact of incorporating exercise or lowering sugar intake can motivate positive changes and improve overall health.
Continuous monitoring in post-symptomatic individuals may also serve as an early-warning system to alert healthcare providers, family members, and wearers when the individual's condition has worsened. Early detection of worsening symptoms allows medical workers to act quickly to incorporate adjustments to drug therapies or make environmental changes.
How Continuous Data Monitoring Affects Post-Operative Individuals
When otherwise healthy individuals face surgery, the in-hospital recovery period may feel as daunting as the surgery itself—for some, being away from home while recuperating induces stress and makes it even more challenging to recover.
For others, the opposite is true. Some find that being away from medical care while recovering is frightening. What if something goes wrong? What if something is wrong, but I fail to notice until it is too late?
In each of these scenarios, continuous health monitoring improves the quality of care and provides the individual with peace of mind – allowing the person to focus on their recovery, knowing that a trusted healthcare provider is monitoring their vital statistics.
As continuous healthcare monitoring increases, both individuals and healthcare providers can expect to see positive changes in the ways chronic diseases are prevented and managed. Surgeons, physical therapists, and other post-operative support team members can utilize continuous medical data streams to monitor recovery plans and ensure that those under their care are progressing as planned.
The CareMate remote monitoring solution supports caregivers, wearers, and loved ones with 24x7 access to real-time health data. Whether planning for the future, caring for a loved one, or recovering from surgery, continuous health monitoring keeps you informed about the things that matter most. | https://www.care-mate.co/blog/how-continuous-data-streams-are-impacting-medical-industry |
With the UK population predicted to grow nearly 20% by 2050 (circa 77 million people), over 65s making up around 25% of the population and more and more demands being put on the healthcare system what does the future hold?
Please note this event is now fully booked.
Professor Chris Whitty, England's Chief Medical Officer, will discuss predictions for the future advancement of healthcare in the UK and how these advancements will monitor, diagnose and treat us and how this will change our healthcare system.
Professor Chris Whitty
Chief Medical Officer (CMO) for England
Professor Chris Whitty is England’s Chief Medical Officer (CMO) and the UK Government’s Chief Medical Adviser. Chris is also the Chief Scientific Adviser (CSA) for the Department of Health and Social Care (DHSC) with overall responsibility for the department’s research and development, including the National Institute for Health Research (NIHR).
Chris is a practicing NHS Consultant Physician at University College London Hospitals (UCLH) and the Hospital for Tropical Diseases, and Gresham Professor of Physic at Gresham College.
Chris is an epidemiologist and has undertaken research in the UK, Africa and Asia. He was Professor of Public and International Health at the London School of Hygiene & Tropical Medicine (LSHTM) before becoming CMO.
Previously Chris was the interim Government Chief Scientific Adviser 2017 to 2018 and prior to that the Chief Scientific Adviser at the Department for International Development (DFID). | https://www.oxfordmartin.ox.ac.uk/events/the-future-of-health/ |
What is Healthcare Innovation?
Grand Canyon University’s Master of Science in Health Care Administration is offered by the College of Nursing and Health Care Professions and prepares healthcare professionals to fill roles in middle to upper management by helping them develop competencies related to the business of healthcare.
This program’s curriculum includes coursework that examines how innovations affect all aspects of healthcare. Students are given the opportunity to picture the best possible outcome for the future of America’s healthcare system and explore what changes and innovations would be required to generate that result.
Healthcare innovation can refer to many areas in which developments impact the healthcare field, for example, advancements in business models, workflow processes, information technologies or care models. The creation of revolutionary devices has defined healthcare innovations in recent years, and it’s likely that the ongoing evolution of information technology will enable positive changes in process and care models in the future.
Innovation in healthcare offers many significant benefits. For example, having the ability to access patient medical records from various devices and remote locations allows doctors to provide more accurate and efficient diagnoses. Similarly, innovation can promote healthcare provider communication and collaboration by letting doctors share their expertise and help a patient without being physically present. Personalized medicine, which looks at individual genetic makeups, and regenerative medicine, which focuses on healing patients using their own cells, are examples of innovations that may characterize the future of healthcare.
While studying healthcare innovation, students in GCU’s Master of Science in Health Care Administration degree program learn how clinical data, practice and knowledge are promoting healthcare surveillance systems through informatics. Additionally, regulatory and legal issues in public and private health practice that are related to public health security and preparedness are explored.
Discover how transactional professionals can become transformational leaders while earning Grand Canyon University’s Master of Science in Health Care Administration. For details on this degree program, visit the College of Nursing and Health Care Professions website or use the Request More Information button on this page.
About College of Nursing and Health Care Professions
The College of Nursing and Health Care Professions is comprised of diverse health care disciplines, including nursing, health care administration, athletic training, public health and health care informatics. We are united by the common goal of training the next generation of health care professionals and leaders to effectively address health care challenges. The content of this blog includes perspectives on current health care topics, discussion about health care trends, a showcase of successful alumni and faculty and posts about our passion for our respective fields. | https://www.gcu.edu/blog/medical-studies-sciences/what-healthcare-innovation |
Effect of the Pandemic on the Healthcare Industry : The rise in the positivity ratio and the subsequent deaths due to Covid-19 marked the declaration of a virus spreading across borders as a “pandemic.” According to the Oxford dictionary, a pandemic refers to a disease that is “prevalent over a whole country or the world.”
A state of medical emergency being announced worldwide called for proactive measures on the part of the states as well as private medical organizations such as hospitals and clinics. Almost after a year and a half since the world became recognized as undergoing a global epidemic, the consequences of the pandemic can be seen to influence various different sectors of the world economies.
Although businesses suffered, unemployment and inflation rose, governments throughout the world started taking precautionary measures by spending on the healthcare sector. While the global pandemic has had both a negative and a positive impact on the healthcare industry, it is imperative to consider both effects.
Positive Effects Of The Pandemic On The Healthcare Industry:
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Rise In Demand For Medical Practitioners, Thus Creating More Job Opportunities
Since the medical demands of people contracting Covid began to rise, more doctors and nurses were required in hospitals to tend to non-Covid as well as Covid patients. Therefore, as the demand for medical practitioners, pharmacists, bio-technicians grew, job opportunities in the respective medical fields grew. Furthermore, the demand for medical researchers also grew. This was because more people were required in the bio-tech industry to work on new vaccines to counter the spread of this virus. Since more jobs were open for people, this had a multiplier impact on the education sector. Similar to work being done from homes, the education sector too provided study-from-home opportunities. A specialized online MHA no GRE degree was being provided to cater to the need of the hour medical job requirements. Therefore, this was seen to positively impact the healthcare industry as more people were driven to work in the healthcare sector.
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Increase In Government Spending And International Organizations To Support The Healthcare Industries
Due to the declaration of a pandemic, developed countries actively invested resources into their economies, mainly in the healthcare industry. While international organizations for healthcare, such as the World Health Organization (WHO), actively advocated countering the spread of the pandemic by supporting developing and developed countries around the globe. Additionally, third-world countries like Pakistan, Bangladesh, Srilanka, Malaysia received medical aid from other countries such as China and America and WHO as vaccines were primarily provided either free of cost or on nominal interest rate policies. Pakistan, for instance, received 500,000 vaccines of Sinopharm, Sinovac from China and AstraZeneca for free from WHO which were donated by India. India known as pharmacy of the world and biggest producer of vaccines in the world developed and produced millions of doses of vaccines, which they along with inoculating their own population free of cost, also donated millions of vaccines to poor countries and were biggest contributor of free vaccines to WHO led cooperation all over the world.
The funding along with government spending to facilitate hospitals with their supply chains provided a financial boost to the healthcare industry. Therefore, the healthcare industry, despite being at the forefront of this pandemic, was able to facilitate both Covid positive and non-Covid patients in a state of emergency. Despite the few positive effects of the pandemic on the healthcare industry, by and large, the healthcare industry faced severe challenges.
Negative Effects of the Pandemic on the Healthcare Industry:
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Shortage And The Subsequent Hoarding Of Healthcare Inventory
Due to the increasing usage of healthcare equipment and products such as sanitizers, PPE kits, surgical masks, oxygen cylinders, and other technical components of medical machinery, an imminent disruption in the medical supply chains are visible. This has been primarily attributed to the interruption in supply chains since most of the medical supply vendors were faced with increasing numbers of Covid-19 patients. Thus the export of medical equipment was halted. For example, China being one of the largest producers of medical equipment, initially hoarded medical supplies instead of selling them to other countries and once the countries were in dire need, sold the supplies after inflating their costs. This caused a severe impact on the countries which imported medical equipment from the producers, thus impacting their healthcare systems. Furthermore, financial constraints on the healthcare industry were a prominent drawback of the shortage and hoarding.
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Serious Impact On The Wellbeing Of The Healthcare Workforce
Even though the healthcare industry provided promising work opportunities for the workforce, by and large, the existing healthcare workforce was faced with serious implications on its physical and mental wellbeing. Physically, despite taking all the precautions they could, such as wearing a quarantine suit and other PPE, the healthcare workforce, commonly known as the frontline workers during the pandemic, were the ones who were at the highest risk of contracting Covid-19. And rightly so, a very high number of Covid patients turned out to be the healthcare workforce, thus impacting their physical wellbeing. In addition, due to long working hours, emergency situations in hospitals, and a responsibility to adequately fulfill the promises made before opting for this profession added a mental burden onto the healthcare workforce. This, again, led to the compromised mental health of the healthcare workforce. Therefore, the healthcare industry did suffer in terms of the quality of the healthcare workforce due to constraints on their wellbeing.
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Poor Quality Of Service
The pandemic has had a direct impact on the healthcare industry. Due to state and world declared emergencies, the healthcare industry was faced with increasing pressures to cater to all the infected patients. However, with limited resources, restricted capacity, compromised mental and physical wellbeing of the healthcare workforce, the ultimate quality of the service being provided by most of the healthcare industries was below average. The pandemic, indeed, highlighted the weaknesses of the healthcare industry, which was not ready or prepared to combat a pandemic.
Undoubtedly, the Covid-19 pandemic had a significant impact on the world. However, the most apparent impact was seen on the healthcare industry. While the pandemic did render positive and negative consequences on the healthcare industry, in light of the arguments mentioned above, it can be concluded that the pandemic caused more harm to the healthcare industry. Although the pressures on the healthcare industry were prominent in the early months of 2020, the pandemic left a significant mark on the world. While it did question the weaknesses of the healthcare industry, it laid down the foundations for countries to invest in and sustain their healthcare industries to combat pandemics in the future.
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Effect of the Pandemic on the Healthcare Industry
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Make Healthcare Decisions Before A Health Crisis
Do you know your loved ones’ wishes in an event of a health crisis? Now is a good time to start a discussion with your family and the people you love about their healthcare preferences in the event that they cannot make decisions for themselves.
You can complete your own Advance Directive, which includes a living will (describing the treatment you want in the future), a Durable Power of Attorney (designating the person who will speak for you) and a Physician Orders for Life-Sustaining Treatment or POLST form (providing medical orders for current treatment), in the event that you or your loved one is too sick to make healthcare decisions for yourselves.
Making decisions ahead of time and putting your wishes in writing brings peace of mind to families. It helps avoid difficult situations when a person becomes seriously ill and the family is left to guess what their loved one would have wanted. | https://www.brownandtoland.com/make-healthcare-decisions-health-crisis |
Research suggests that frontline healthcare workers are experiencing higher levels of depression, anxiety and post-traumatic stress than ever before in the pandemic. For many, the Delta variant surge feels worse than the first waves of the pandemic. Again and again frontline healthcare workers are having to brave a difficult environment, but this time there is a shortage of clinical staff across the nation. With the worker shortage and intensity of the Delta variant, it is extremely important for you to focus on your well being and what is within your scope of control.
Aspects of COVID-19 Impacting Well Being
Along with experiencing greater acuity in patients, as well as death and dying, frontline healthcare workers are concerned with their own well being and exposure to the virus, as well as how it impacts their loved ones at home. For some there is the uncertainty about the future health of their patients, their own practice and their institution to be concerned about. For others, there is the lack of critical care beds, medical equipment and staffing which has left them in a position of needing to make the difficult decision of who gets care and who does not.
Many are still feeling the stress from furloughs, changes to the delivery of care, and even guilt feelings related to their role in “fighting” the pandemic. Lastly, many describe frustration over their view that this surge was preventable.
Moral Injury and Compassion Fatigue
Moral injury is a term originally applied to veterans of war caused by “perpetrating, failing to prevent, bearing witness to acts that ultimately transgress one’s deeply held moral beliefs,” creating dissonance. The term has also been ascribed to physicians when faced with the need to let business and financial decisions influence delivery of patient care. During a pandemic, healthcare providers on the front lines may also feel responsible for the death of others where impossible choices need to be made.
Compassion fatigue is an extreme state of tension and preoccupation with the suffering of those being helped to the degree that it can create a secondary traumatic stress for the helper. Whereas with burnout, physicians may find they “detach” from patients, with compassion fatigue, emotional connection continues to the point of distress for the physician.
Various factors can determine the impact of COVID-19 on practitioners, including:
- Percentage of time spent treating pandemic
- Health of self and/or family
- Level of support from family
- Level of support from management
- Access to well being resources and spiritual care
- Existence of peer support
- Access to staffing and medical supplies
- Status of mental health pre-pandemic
- Level of coping strategies and self-care
7 Tips to Care for Yourself
How do you take care of yourself to mitigate the negative effects of the pandemic on your well being? What is within your scope of control? First of all, please remember that your life as a healthcare provider matters, too. It isn’t selfish or self-centered to keep yourself safe. Physicians and providers are trained to put the needs of patients first, and it is part of what makes you so good at what you do. But that does not mean you should ignore your own needs in the process. Here are some tips:
- Care for your body with proper exercise, rest and nutrition. Movement is essential.
- Download a meditation app and use it, such as 10 Percent Happier or Headspace.
- Fight isolation by reaching out to peers, family and friends.
- Practice forgiveness for imperfection of self and others.
- Set limits and boundaries on time spent listening to or reading the news. Continuous focus on these stories is likely to have a negative impact on your well being.
- Pause once or twice during each day to check in on your own well being and consider what you might need in the moment or after your work shift to help you cope.
- Remember that fear and anxiety are normal, and best treated by deep breathing, talking with loved ones or a peer and journaling.
It may seem like these recommendations are too simple or obvious to make a difference, but we know these avenues for self-care can be a significant deterrent to stress, exhaustion, compassion fatigue and post-traumatic stress.
We Can Help
You have access to Peer Coaching, in-the-moment behavioral health support, face-to-face or virtual counseling, a concierge service to help with work/life balance and more. These resources can help you ex manage your feelings of stress, anxiety, exhaustion and compassion fatigue related to your experiences from COVID-19. Contact us at 877.731.3949, through the VITAL WorkLife App or contact us online to access your resources.
https://www.jwatch.org/na51190/2020/03/27/mental-health-effects-covid-19-healthcare-workers-china
Litz BT, Stein N, Delaney E, et al.: Moral injury and moral repair in war veterans: a preliminary model and intervention strategy. Clin Psychol Rev 2009; 29:695–706 Crossref, Google Scholar
https://www.statnews.com/2018/07/26/physicians-not-burning-out-they-are-suffering-moral-injury/
Tulane University professor Charles R. Figley, MD, whose 1995 book on the topic essentially founded the study of workplace stress among human services providers. | https://insights.vitalworklife.com/surging-again-7-tips-for-taking-care-of-yourself-during-the-pandemic |
Recently, I have experienced first hand the issues of Elder Care as my mother’s health began to decline. I have been subjected to the maze of red tape with Medicare and Medicaid, and the difficulties caregivers endure to provide adequate care with the associated financial strain.
Indeed, life has changed drastically for senior citizens in America during the past few decades. For centuries elder care was not much of an issue. The wealthy might have hired a personal staff to care for them, and the destitute might have died alone. But when the overwhelming majority of aging seniors were no longer able to care for themselves, they were cared for by their families.
Then things began to change. More and more Americans left rural areas for cities and suburbs, often splitting up extended families. (According to US Census data, the majority of Americans lived in rural areas until about 1920.) Yet well into the mid-twentieth century, there were still enough homemakers and other relatives to care for the elderly as needed.
In the second half of the twentieth century, several changes converged to make elder care a growing challenge. More and more wives went to work, and an increasing number of women didn’t marry at all. Understandably, the large scale entrance of women into the fulltime workforce has been greeted as a sign of tremendous progress; however, the lack of a fulltime homemaker also affects the options for grandparents who begin to need help and care.
Another positive change with challenging consequences was the dramatic rise in life expectancy. Both economic prosperity and tremendous advancements in medical care have allowed many Americans to live to ages that were rare just a few decades earlier. In 1900, for example, the average life expectancy for Americans was just 46 for men and 48 for women. By the time Social Security was created in 1937, it had risen to 58 and 62; today it is 76 and 81. Caring for these older individuals often involves more complex and expensive medical care as well.
The growing prosperity of the twentieth century also brought about cultural changes. More and more senior citizens wanted to live independently as long as possible; at the same time, an increasing number of Americans grew reluctant to care for their aging parents in their own homes. This led to an explosion in nursing homes and assisted living facilities which seemed to answer both problems: they gave the elderly professional care and their adult children peace of mind.
Yet growing costs are putting quality nursing home care out of the reach of most Americans. According to a 2012 survey by MetLife 2012, the average private room in a nursing home cost more than $90,000 year, and a semi-private room topped $81,000. Home healthcare—where a healthcare professional visits and provides care in the elder’s home—especially when a senior is recovering from injury or surgery, is often less disruptive and more cost effective. Patients receive nursing care, physical therapy and/or speech pathology services from certified healthcare professionals. This enables many aging Americans to live in their own homes much longer than they would otherwise be able to.
Yet relatively unnoticed in much of the controversy over the Affordable Care Act is its $22 billion dollar cut from Medicare’s home health care services. This will affect approximately 3.5 million of America’s lowest income seniors, and potentially put 40% of home health agencies out of business. (Home healthcare services are less than 3% of Medicare’s budget but received 10% of the ACA-related cuts.) The ACA’s intended benefits for older Americans—which raises premiums for younger adults to help lower the costs for the elderly—may not materialize since so few young people are signing up.
Despite these issues, the United States ranked eighth in the world for the wellbeing of our elderly, in a recent study conducted by the United Nations Population Fund. The study measured factors such health, income security, employment and education opportunities; it also evaluated how “elder friendly” a society was, based on “physical safety, access to public transportation and the ease of maintaining social connections late in life.”
So despite the rising costs of elder care, the United States remains one of the best countries in the world in which to grow old. Ironically, Asia—where Confucian values long caused the elderly to be revered and cherished—has experienced a shocking increase in elderly suicides over the past ten to fifteen years. Suicide rates of those over 65 have spiked in countries such as China, Hong Kong, Japan, Malaysia, South Korea, and Singapore. The rates remained relatively stable in Pakistan, Sri Lanka, Thailand, and Vietnam, suggesting that the increase is tied to economic development and the associated cultural changes.
There are no easy answers to the rising costs of caring for our aging relatives. As the world continues to change rapidly, we must not forget those who have gone before us and made our progress possible. We must work together for flexible, creative solutions which support families and allow our loved ones to enjoy their golden years.
Bishop Harry Jackson is chairman of the High Impact Leadership Coalition and senior pastor of Hope Christian Church in Beltsville, MD. | https://blackcommunitynews.com/elder-care-family-affair/ |
Editor's note: Find the latest COVID-19 news and guidance in Medscape's Coronavirus Resource Center.
A national survey from the American Psychiatric Association (APA) shows COVID-19 is seriously affecting Americans' mental health, with half of US adults reporting high levels of anxiety.
Given the circumstances, this is hardly surprising, said APA president Bruce J. Schwartz, MD, but he cautions that if the pandemic continues much longer the impact on Americans' mental health could become much worse.
"The survey results show that the majority of the public is reacting appropriately to the coronavirus pandemic, that there is a fear and anxiety, but it looks to me to be within normative levels," Schwartz, who is also deputy chairman and professor, Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York City, told Medscape Medical News.
"I would be concerned if the levels of anxiety were too much lower because that would tell me that people are not necessarily taking necessary precautions," he added.
However, he cautioned, rates of mental distress in the country could surge if the pandemic continues for much longer.
"Depending on how long this goes on, you might get into a situation where you have people experiencing chronic stress, which is a very different phenomenon. We have learned from other disasters that chronic stress has an effect on people's physical health and mental health," said Schwartz.
Serious Impact on Daily Life
The survey data were derived from a nationally representative sample of 1004 adults from March 18-19. Respondents were mostly white (74%) and ranged in age from 18 to 91 years (mean age, ~47 years).
Almost half of survey respondents (48%) reported feeling anxious about the possibility of contracting COVID-19 and 40% said they're anxious about becoming seriously ill or dying from the virus.
However, far more respondents (62%) are anxious about the possibility of family and loved ones falling ill.
More than one third of survey respondents (36%) said COVID-19 is seriously affecting their mental health, and most (59%) said it's having a serious impact on their daily life.
Almost half of respondents said they worry about running out of food, medicine, and/or supplies.
Most survey respondents (57%) said they're concerned the pandemic will have a serious impact on their personal finances and two thirds (68%) fear it will have a long-lasting impact on the economy.
In light of this, Schwartz also noted that these rates could well be higher now as the poll was conducted before many Americans started losing their jobs and experiencing the resulting financial effects.
About 19% of respondents reported they are having trouble sleeping, 8% report consuming more alcohol or other drugs/substances, and 12% report fighting more with a partner or other loved ones because they are stuck at home together.
About a quarter of respondents (24%) reported they have had trouble concentrating on things other than the pandemic.
Most respondents (68%) report they feel knowledgeable about COVID-19 and how to prevent its spread. About one third of adults are concerned about not being able to access tests and healthcare if needed.
Interestingly, the poll results shows that older Americans are less anxious than their younger counterparts about the virus.
"Maybe being older means you're a little wiser and a little more worldly," said Schwartz. "If you're of a certain age, you will have lived through the Vietnam war, or 9/11. With age comes perspective."
Practice Changer
The COVID-19 pandemic, which has essentially eliminated face-to-face consultations, has significantly changed the way psychiatrists are delivering care. For example, most therapy sessions are now being carried out over the telephone, with some done via telepsychiatry.
A "terrific benefit" of this is that since patients are essentially homebound, clinicians are very successful at reaching them and "there are very few no-shows," said Schwartz.
"So, in a certain sense, we're delivering more services right now to more patients than we were before."
Patients with anxiety disorders, many of whom have heightened worries now with the coronavirus, are getting proper treatment and counseling, said Schwartz.
However, he is concerned about the two thirds of patients with these disorders who don't typically seek treatment and who might be experiencing increased suffering during the pandemic.
Another important mental health focus is on the frontline healthcare providers who work very closely with those infected with coronavirus, said Schwartz.
"They're clearly experiencing every emotion in terms of anxiety and grief for patients who have died and their families. Clearly, meeting their mental health needs has to be an important focus."
The poll highlights both the anxiety caused by the pandemic and the need for clear, consistent communications on how to prevent the spread of COVID-19, APA CEO and Medical Director Saul Levin, MD, said in a press release.
"In the disruption COVID-19 is causing, everyone needs to make sure they are taking the time to take care of their own physical and mental health, alongside their families, friends, and work colleagues," Levin said.
Social isolation can be prevented, Levin added, by using social media, letters, "or simply the phone to communicate with loved ones and friends."
The poll was conducted online via a Porter Novelli PN View (using Engine's online CARAVAN® Omnibus survey). The margin of error was +/- 3.1% at the 95% confidence level.
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Medscape Medical News © 2020
Cite this: High Anxiety in America Over COVID-19 - Medscape - Mar 28, 2020. | https://www.staging.medscape.com/viewarticle/927711 |
To the editor:
April 16 is National Healthcare Decisions Day, and I’d like to remind everyone to think and talk about how they wish to be treated in the event a medical crisis leaves them unable to speak for themselves. There are several tools that can help people have the conversation with loved ones and document their wishes, including the Massachusetts health care proxy form (available at www.caringinfo.org), Five Wishes (agingwithdignity.org) or Honoring Choices Massachusetts (Honoringchoicesmass.com).
At Care Dimensions, we’ve seen firsthand the stress families experience when conversations about health care wishes haven’t happened. Understanding options for end-of-life care — before the crisis of a life-limiting diagnosis — can help patients and families assume more control over decision making and avert unnecessary suffering and emotional distress.
We recommend you:
Discuss your wishes with your loved ones;
Complete advance directive form(s);
Witness and sign form(s);
Provide a copy to your loved ones and physician.
Although you don’t need an attorney to fill out or execute the forms, you might consider giving your lawyer a completed copy. Make sure you have copies of the completed, signed and witnessed forms for your loved ones, your doctor, and a copy at home that can be easily accessed in an emergency.
To learn more about available resources, please visit our website at www.caredimensions.org/planningahead.
Take action now to make your health care wishes known and encourage your loved ones to do the same — they will thank you for it! | https://www.caredimensions.org/about-us/newsroom/in-the-news.cfm?nid=Letter%3A%20Take%20time%20for%20end-of-life%20planning-109 |
It’s no secret that our population is aging; data from the 2020 U.S. Census shows that by 2030, all Baby Boomers—defined as those born between 1946 and 1964—will be at least 65. And as they continue to age, it will shape not only public policy but personal need.
Caring for older family members—whether they are aging in place at home, or living in a care facility—is a difficult and exhausting job. Dr. Grace Whiting, president and CEO of the National Alliance for Caregivers, is concerned about the increasing need for caregiving and health services for people over age 65.
President Joe Biden’s Build Back Better bill was designed to increase paid family leave for those who care for seniors and Medicaid benefits for those who require care. As part of the bill, Biden has allocated $450 billion to give more people the choice to receive care either at home or in supportive care communities. The President has promised to help states offer cost-effective options for primary and preventive care along with affordable support services for help with meals, transportation, home safety, and high-quality day programs for seniors. He will also increase Medicaid funding.
Alas, the bill was defeated in the Senate late in 2021, though Biden and his fellow Democrats hold out hope that a reconfigured bill can be passed. In particular they hope to win over a holdout Democrat, West Virginia’s Joe Manchin.
As things stand in the U.S., the so-called “sandwich generation” tasked with caring for their elderly parents is massively burdened both financially and emotionally. A Pew Research study found that 30 percent of adults with at least one parent age 65 or older report that their aging family members require help with self-care or finances. And more than half of middle-aged adults gave $1,000 or more to their parents in 2019 for necessities like groceries and, often, to pay medical bills.
Other costs associated with caring for aging loved ones include home modifications like grab bars and ramps, and transportation to and from medical appointments. Families frequently need to bring in outside help as well as pay for monitoring devices, hearing aids, and other medical equipment not covered by insurance.
Geriatric physician/author Cheryl Woodson believes that caregivers don’t always know what kind of help to ask for, but they should reach out anyway. In an interview posted on MarketWatch.com in November 2021, Woodson offered some advice for family caregivers and shared her disappointment that the majority of Americans have no access to paid family and medical leave:
“Caregivers are so much more different now than previous generations. They feel like they can’t do it like their parents did.” In the last few decades, families no longer live in the same vicinity with older relatives who may reside across the country. And as people are living longer, caregivers often have their own age- and health-related issues to manage while tending to loved ones.”
In Woodson’s opinion, the best thing caregivers can do for themselves is to get involved in groups like AARP and other communities, as well as reach out to their legislators.
Another way to support both older Americans and their caretakers is by taking advantage of digital health technology. According to the Accenture 2020 Digital Health Consumer Survey, the pandemic accelerated the adoption of virtual healthcare services, which include remote care and electronic health records (EHR). Artificial intelligence (AI) and machine learning will continue to impact the healthcare market, specifically in terms of predictive modeling, diagnosis, patient experience, and drug discovery. The global AI market is, in fact, expected to grow from $6.1 billion in 2021 to 39.5 billion by 2026.
Virtual medicine and health tracking are invaluable tools to ease the stress of those caring for elderly loved ones. Two-way video calling allows patients to access clinicians without having to leave home, and healthcare providers can communicate with family caregivers and patients. Health-tracking apps let family caregivers keep track of important health information like blood glucose levels and blood pressure. And wearable sensors offer remote monitoring of patients’ activity and movements on a 24/7 basis.
The U.S. Department of Health and Human Services has specific tips on finding support if you are a caregiver. These include:
- Don’t be afraid to ask for help. Call on family members, friends, and neighbors to share caregiving tasks.
- Search out community-based services for older adults and caregivers that can provide transportation, meals, and caregiver support.
- Give yourself a break by finding respite services nearby.
- Learn about services and support groups for caregivers of veterans or caregivers of individuals with Alzheimer’s disease, if applicable.
- Start preparing for future healthcare needs.
- If you’re feeling overwhelmed, speak with your doctor about depression.
But as Woodson said in her interview with MarketWatch, “Caregivers know better than anyone else what they need.”
As a result, she added, they need to be fully engaged. They need to join groups like AARP, as well as other communities. They need to communicate with legislators.
“It is important,” she said, “for your voice to be magnified.”
There is little doubt about that, since caregivers are challenged every day. And they need all the help they can get.
Melissa Powell
Melissa Powell is COO of Genesis HealthCare, a network of 250 facilities across 22 states. | https://www.healthcarebusinesstoday.com/supporting-senior-caregivers-yes-help-is-available/ |
PHILADELPHIA—In the midst of Philadelphia’s most violent year in decades, youth spread out across Philadelphia to understand how their peers are navigating gun violence in an increasingly unpredictable world. The survey results may not be surprising, but they reveal the rippling impact of shootings: 88% of youth were worried that gun violence could injure a friend or loved one.
Founding members of the youth-led P.E.A.C.E. Collective, a coalition empowering young people in gun violence prevention advocacy, partnered with CeaseFirePA Education Fund to survey youth on their experiences. It became a collective story on the impact of gun violence in their lives.
“The city of brother love is bleeding from gun violence and youth internalize that on a daily basis,” said Destiny Jackson, president of the P.E.A.C.E. Collective. “We can’t grow into the future of the city when we are worrying every day about whether a sibling will return home, a friend will show up at the basketball court or a parent will return home from work. It is oppressive.”
Youth were asked how many times they witnessed gun violence, how often they hear about shootings, how concerned they are about safety for themselves and those they love, and the toll that violence was taking. Vast majorities, unfortunately, feel like they are “holding their breath” from their emotional distress over the health and safety of their loved ones. Findings included:
- Over half have been a witness to gun violence at least once. A quarter of them have seen gun violence 4 or more times.
- While over two-thirds of youth are concerned for their own personal health and safety, even more of them worry about the health and safety of their loved ones (88%).
- 80% feel there isn’t enough being done to support young people who are impacted by gun violence.
After the survey, many respondents discussed how the impact of gun violence ripples out from the shooting, affecting the mental and emotional health of those close to it. P.E.A.C.E. Collective members see this survey as one step in their efforts to be part of change and being heard.
“Youth bear the brunt of gun violence in the city, but we’re not asked about it enough and we’re not included in the conversations for solutions enough,” said P.E.A.C.E. Collective founder Ramier Jones. Our experience with it and our insight on it is critical to crafting solutions and now we’re stepping up for a bigger seat at the table.”
More than 200 surveys were collected through peer-to-peer outreach at parks and playgrounds, community centers, and online in the summer and fall of 2020. While not a scientific sampling, the survey provides a snapshot of how youth are feeling about gun violence and its effect on their sense of wellbeing. The findings are bleak, but there’s an opportunity here for youth to play a key role in change. | https://www.ceasefirepa.org/press-release/survey-constant-worry-from-gun-violence-taking-toll-on-youth/ |
CHAPEL HILL, NC – A new web-based platform being developed by RENCI in partnership with The Carolinas Center for Hospice and End of Life Care will allow people in the Carolinas to better manage their health and interact with loved ones and healthcare providers on planning for their future healthcare.
The Carolinas Center received a grant of $1.06 million from the Duke Endowment to support building the new system over the next three years. RENCI will receive about $500,000 from that grant to create the platform’s data management system and a framework for safely accessing and sharing data.
As envisioned, the platform will allow people to take control of their health and plan for advanced care by giving them access to a range of health-related resources, allowing them to track health and wellness indicators, and helping them spot both positive and negative health trends. It will also provide tools for advanced care planning, giving people the ability to specify what kind of care they want to receive in circumstances when they are not able speak for themselves.
The platform aims to encourage people to proactively manage their health, plan ahead for health challenges, and make informed choices for themselves and their loved ones before a situation becomes critical. A key goal of the project is to enable individuals to quickly and effectively provide important health information to caregivers and others who need it no matter where they are.
“This award will be most helpful in advancing our collective goals to align the healthcare wishes of North and South Carolinians with the healthcare they deserve,” said Carol B. Meyer, CEO of the Carolinas Center. “We further believe our many wonderful community and hospital system partners will contribute invaluably to this project. We are very grateful to the Duke Endowment for believing in us to make this vision become a reality.”
Overseeing the development team at RENCI will be Ray Idaszak, director of DevOps, with Research Data Scientist Chris Lenhardt leading the system design.
“RENCI sees this project as a first step in revolutionizing how people approach their health and health information,” said Idaszak. “The users control who gets access to their health information and they will be able to reference multiple sources of trustworthy information about health conditions and how to manage them. As a result, they should be better able to manage their own health and be prepared for the health challenges that they or their loved ones are likely to face at some point.”
The grant was awarded to The Carolinas Center late last year and the initial version of the platform is expected to be available by the end of 2017.
About the Carolinas Center
The Carolinas Center (TCC) is a nonprofit association serving an extensive network of hospices and palliative care organizations across North and South Carolina. TCC provides visionary leadership, education, technical assistance, advocacy, and resources to ensure that all people with advanced illness will have access to high quality palliative, hospice, and end of life care. For more information, visit http://cchospice.org/.
About the Duke Endowment
Based in Charlotte and established in 1924 by industrialist and philanthropist James B. Duke, the Duke Endowment is a private foundation that strengthens communities in North and South Carolina by nurturing children, promitiung health, educating minds, and enriching spirits. Since its founding, the Endowment has distributed more than $3 billion in grants. For more information, visit http://dukeendowment.org/. | https://renci.org/news/renci-collaborates-with-carolinas-center-to-build-innovative-online-health-management-and-wellness-platform/ |
Intermountain Healthcare is a Utah-based not-for-profit system with 23 hospitals, 170 clinics, a Medical Group with close to 2,300 employed physicians and advanced practice clinicians, a health plans with 800,000 covered lives, and other medical services. Intermountain Healthcare was established in 1975 when The Church of Jesus Christ of Latter-day Saints donated its then 15-hospital system to the communities they served. Intermountain was formed as a secular not-for-profit organization to administer those hospitals.
Intermountain Precision Genomics is a comprehensive service line within Intermountain Healthcare that supports all precision medicine and clinical genetics needs across the healthcare system. The vision is to create long-term collaborations with partner institutions globally who seek to make discoveries that will improve the lives of patients. In the coming years, people will witness advancements in treatment approaches enabled by an understanding of genomics that will transform the way patients are treated. The Translational Science Center was established to enable investigators, collaborators, and research partners access to the latest genomic technologies and highest quality data to generate novel discoveries that improve patient outcomes in healthcare.
Located in St. George, Utah, this position is only two hours from Las Vegas and offers a sought-after locale as it is a short drive to over five national parks including Zion, Bryce Canyon, Red Rock Canyon, Grant Canyon, and Death Valley.
Position Overview
Intermountain Healthcare is seeking a dynamic, energetic and innovative physician to serve as the system-wide Associate Medical Director for Precision Genomics. The leader selected for this new role will support the implementation of precision health initiatives throughout the organization, including mapping complete genomes for whole populations. Additionally, this position will provide strategic direction, leadership, oversight, and support for system-wide precision genomics and develop a culture of highly reliable care for patients.
The Associate Medical Director will collaborate and communicate effectively with scientists, clinical programs, and bioinformatics providers across the Intermountain system, including SelectHealth, to create a professional and positive environment for providers to do their work. S/he will oversee genetic counselors, and will champion provider growth and development, innovation, continuous improvement. The successful candidate will promote excellence in the fundamentals of extraordinary care by engaging with providers and other teams across Intermountain Healthcare, and will be accountable for the successes of Intermountain Precision Genomics.
Qualifications
- Medical Doctor or Doctor of Osteopathy degree from an ACGME or AOA-accredited institution is required.
- A passion for genetics and precision medicine required. American Board of Medical Geneticists certification preferred.
- Must have Utah Medical Licensure, or ability to obtain one.
- Experience with change management, including the ability to provide leadership in the adaptation and implementation of new processes and/or technologies that enhance safety.
- Effective verbal, written, and interpersonal communication skills.
- Experience working in a complex health system is preferred, as well as demonstrated leadership of clinicians. | https://diversifiedsearchgroup.com/search/associate-medical-director-precision-genomics/ |
Health has a significant impact on our quality of life, and Canada puts health care as one of its top priorities. Statistics show that it is one of the largest expenses in our country. The OCED reports the average country spends about 8 percent on healthcare. Canada’s healthcare system spends over $8,000 per person on healthcare costs. That is over 12 percent of our national gross domestic product or GDP.
For such an important aspect of our lives, we need to have the strongest system. As our country puts the pandemic behind us and looks ahead, we seek to evaluate the strength of the current healthcare system. For those looking to begin a career in healthcare, the future is bright. Canada’s healthcare system requires tons of new workers. That includes medical or dental assistants, personal support workers, or receptionists. You can find out more by getting in touch with the Academy of Learning and requesting info on our health programs. But what is quality of life? And how do health care workers help us improve it?
What is quality of life?
This topic comes up more often than we realize, but what is quality of life? According to Britannica, it is the degree an individual is healthy, comfortable, and able to take part in or enjoy life events. We all seek to live happy, healthy lives with our loved ones. One of the aims of health care is to improve our quality of life. Health care workers do this by providing care for our physical and mental health. This way, workers can improve others’ lives and build a stronger community.
Narrowing down what we mean by health can be difficult. We measure health by more than just our physical state. It is the absence of illness or injury and includes both our mental and physical condition. There are different factors of health.
Aspects of health
The Canadian government includes different factors that contribute to health. These include:
- Income and social status
- Social support
- Education
- Employment
- Environment
- Culture
All these dimensions of health play a role in a healthy lifestyle and the quality of life of Canadians. And while no one has a perfect life, and we all face challenges, our overall health can pull us through these challenges. For example, if you were to lose your job, it would add stress and anxiety to your life. But if you have strong social support and a good education, you will be able to make it through the tough times and find a new job. In this way, our health directly impacts our quality of life.
Compared with the rest of the world, Canada’s life expectancy rate is high. In fact, we’re in sixth place globally. The average person in Canada can expect to live to over 80 years of age.
What is well-being?
Health and wellbeing are directly linked. Well-being is a holistic approach to health. It is the presence of positive emotions, absence of negative emotions and satisfaction with life as felt by the patient. When someone refers to their well-being, they often mean both their physical and mental state.
Well-being can affect your health. When you experience stress, anxiety, etc., it impacts your physical health. You may have trouble sleeping, which is a physical symptom of your stress. However, a lack of sleep can lead to more health issues, including high blood pressure and heart problems. In other words, it is all interconnected.
Tips to improve health and wellbeing for the body
Staying healthy requires effort and commitment. There are many good ways to improve your personal wellness, including:
1. Diet
Most of us understand what a good diet looks like: Lots of fruits and vegetables and less junk food. What we eat fuels our body and is one of the vital dimensions of health. If you’re putting good things into your body, you can expect it to work well. But if you’re prone to eating fast foods or a diet with a high level of salt or sugar, your body won’t be able to do its job. Your personal well-being will suffer.
2. Connection
Our social lives play a major role in the wellness of the body. Relationships help us feel cared for and supported. They give us a feeling of purpose and belonging. These connections can also promote healthy choices. For example, if we choose to take a walk with a loved one, we enhance our physical and mental well-being.
3. Exercise
Moving our bodies is just as important as feeding them well. These dimensions of health connect because if you are eating the right foods, you’ll have enough energy to engage in physical activities. Being active can reduce negative feelings like stress and depression. It can also help you sleep better and maintain a good body weight.
4. Learning
Did you know that staying sharp mentally can contribute to your health? Learning new things can increase your confidence, self-esteem, and sense of purpose. You can expand your knowledge by taking a class either in-person or online. It may even help you grow your social network and connect with others.
5. Generosity
Giving back can cultivate positive feelings, which feed into our well-being. Whether you donate your time or money, being part of something bigger helps us feel connected. It also provides a feeling of purpose. With the number of organizations looking for help, it should be easy to find a cause you’re interested in.
6. Avoid vices
Temptation is all around us, but if you want to improve wellness for the body, you’ll need to avoid vices like drinking and smoking. But it’s not just what we put into our bodies that can prevent us from experiencing good health. Make it a habit to get away from your screen each day and get outside. Being around nature and in the sunlight can release endorphins. This is our body’s “happy chemical” that can give you a strong sense of well-being.
Interested in a career in the health field?
You may be wondering if health care is the right job path for you. Consider this – health care workers make a difference in the lives of others and help give them a better quality of life. Health care workers take care of their communities’ physical and mental health. For example, a Community Support Worker connects at-risk members to the type of support they need. Personal support workers assist elderly or disabled clients with everyday activities. Medical Receptionists are also vital because they are the bridge between a person and their healthcare.
The forecast for careers in Canada’s health care system is strong. There will be an increase in job openings but a shortage of workers to fill those roles. That means, if you want a career with a secure future, the health field is the perfect place. If you want to learn more about health and wellness careers, check out our health and wellness courses. By working in healthcare, you can make a positive impact on others’
lives and have a rewarding career. | https://www.academyoflearning.com/blog/how-does-health-affect-our-quality-of-life/ |
Within the Office of Head Start, the Regional Office for Migrant and Seasonal Head Start (MSHS) is responsible for Head Start programs that specifically serve the children and families of migrant and seasonal farmworkers. The Design for Migrant and Seasonal Head Start Survey provided extensive information about the unique characteristics of the MSHS programs and the appropriate methods for studying the programs. It was essential that the MSHS Study use culturally and linguistically appropriate measures, gather meaningful information about children age zero to five years of age, and be able to flexibly schedule for the unpredictable program season of MSHS centers.
In 2015, the Administration for Children and Families funded a new study—the Migrant and Seasonal Head Start Study (MSHS Study)—to focus on MSHS programs and the families they serve. The MSHS Study planned a sample to examine the characteristics of the whole population of MSHS programs, centers, families and children across the United States (a nationally representative study). The study provides much-needed information on MSHS programs and centers, as well as the migrant and seasonal farmworker families they serve.
The MSHS Study gathered information from:
- Programs and centers—collected from surveys of program and center directors
- Classrooms—collected through classroom observations and from surveys of teachers and assistant teachers
- Families—collected from interviews with parents
- Children—collected from direct assessments, assessor ratings, and parent and teacher ratings of children
Although the study gathered a range of program, practice and family information, a central theme of the data collection focused on language practice and the language skills and abilities of the children served. This provides a unique opportunity for researchers interested in the context of dual language learner development.
Research Questions:
- What are the characteristics of MSHS programs, centers, staff, families, and children?
- What services does MSHS provide, and what are the instructional practices and general classroom quality of MSHS classrooms?
- What are the associations between MSHS characteristics and child/family well-being?
Data are archived at the Child and Family Data Archive.
The contract for the MSHS Study was awarded in September 2015 to Abt Associates, with their partners the Catholic University of America and Westat.
The point of contact is Wendy DeCourcey. | https://www.acf.hhs.gov/opre/research/project/migrant-and-seasonal-head-start-study |
Description Of Requirements For Research Involving Children
Children are considered a vulnerable research population because their intellectual and emotional capacities are limited and they are legally unable to give valid consent. Special procedures and consideration are, therefore, required by Federal regulations for the review of research involving children.
Whenever feasible, appropriate studies should be conducted on adults and older children before young children are involved as research subjects.
Research involving children will not be considered exempt unless it involves only the “observation of public behavior when the investigator(s) do not participate in the activities observed” (Sec. 401(b)). Therefore, in most cases researchers should use the Expedited/Full submission form.
Risk Assessment
Federal regulations permit the IRB to approve research involving children who will not directly benefit from the study only if the research is either of minimal risk (for any child) or a minor increase over minimal risk (for a child with the condition being studied). Therefore, research involving children must fall within one of the following three categories (45 CFR 46 Subpart D).
- Research presenting no more than minimal risk. The level of risk that a child may be exposed to by interventions and/or procedures that do not offer the prospect of direct benefit is restricted to the level of risk that a child may be exposed to in the course of a child’s everyday life or during routine examinations.
- Research involving an intervention/procedure with more than minimal risk but offers the “prospect of direct benefit” or may “contribute to the ….well being of the individual child. The IRB may approve studies that offer the prospect of direct benefit to the child and presents greater than minimal risk only if a) the risk is justified by the anticipated benefits to the participant and b) the relationship of the anticipated benefit to the risk is at least as favorable to the participant as that presented by available alternative approaches.
- Research involving an intervention/procedure that presents only a “minor increase over minimal risk” yet does not offer any prospect of direct benefit or contribute to the well being of the child. The IRB may approve these studies only if: a) the risk represents only a minor increase over minimal risk, b) the intervention/procedure presents experiences that are reasonably commensurate with those inherent in their actual or expected medical, dental, psychological, social or educational situations, c) the intervention/procedure is likely to yield generalizable knowledge about the participants’ disorder or condition, which is of vital importance for the understanding or amelioration of the participant’s disorder or condition.
Consent
The IRB's policy with respect to obtaining consent from the parents or guardians and the assent of the minor child are specified below:
- In most cases, parental consent must be obtained if the research involves minors under the age of 18. A written consent form must be used to document informed consent. The IRB may waive parental permission if obtaining permission is not a reasonable requirement to protect the child (e.g., neglected or abused children), provided an appropriate mechanism for protecting the children who will participate is substituted. Consent forms, written in lay terminology must be included with the IRB submission.
- Assent is defined as “a child’s affirmative agreement to participate in research.” However, the mere absence of an objection by the child should not be construed as assent. Assent must be obtained from the children who participate in research unless they are not capable of understanding what is being asked of them. Researchers must submit an assent protocol with their IRB submission. This protocol will document what the minor children research participants will be told about the study and their participation in the study. The form should include a simplified version of the elements of informed consent described in the instructions for documentation of informed consent. Note that the child should be given an explanation of the general purpose of the research, the procedures to be used, and their meaning in terms of discomfort and inconvenience at a level appropriate to the child's age, maturity and condition. Generally speaking, investigators should seek verbal assent from children as appropriate to their age, maturity and psychological state. The assent process fosters an element of understanding, cooperation and feeling of inclusion on the part of the child while demonstrating the investigator’s respect for the rights and dignity of the child in the context of research.
Sample Parental Consent form for research with minors
In certain circumstances, the IRB may waive the requirement to obtain the assent of a child subject. For example:
- The child is not cognitively able to understand what is being asked of him/her; or
- The research offers the prospect of a direct benefit that is important to the health or well-being of the child and is available only in the context of the research. Here, the parents’ right to make medical decisions for their child may come into conflict with the child’s right to give or withhold assent. In this situation, the IRB can waive the requirement for assent, but the child should be appropriately informed about the study; or
- Even where the IRB determines that the children are capable of assenting, the IRB may waive the requirement for obtaining assent. When requesting a waiver of assent, justification and measures to protect the child should be described. | https://www.fit.edu/research/faculty--researchers/compliance/human-subjects-regulation/requirements-for-research-involving-children/ |
The eReading Room is a safe environment for children to find eBooks, audiobooks, and streaming video. It’s independent of our larger digital collection, yet easily accessible and fully integrated.
All titles in the eReading Room can be browsed or searched by reading level, ATOS scores (similar to Lexile ratings which give the readability level of books), and other reading metrics to help parents and teachers select titles.
Kids and teens can browse, sample, place holds, and borrow eBooks and other media appropriate for their age range and reading level. Kids can spend as much time as they want clicking away and exploring without the worry of them stumbling upon mature content.
The checkout and hold experience is the same as with our existing digital site, so when the kids are ready to graduate to the next level, they’ll already be seasoned users of the website’s tools and navigation. | https://hansonlibrary.org/2014/02/ereading-room-for-kids-teens/ |
In a previous blog, we began a discussion on selecting participants in qualitative research studies, including the initial steps you should take to determine who should participate in your study. Here, we will explain the importance of inclusion and exclusion criteria and how such criteria are used to guide participant selection.
Inclusion criteria refer to characteristics that your potential participants must have in order to participate in the study. For example, if you are conducting a study on the experiences and perceptions of high school principals, one of your inclusion criterion might be that participants must have served as a principal at a high school for at least three years. Another common inclusion criterion is age; unless you are specifically studying minors or some other age group, you should require that participants are old enough to provide legal consent (typically 18 years old). Establishing specific inclusion criteria is especially important in qualitative research because it helps ensure that the individuals who participate can provide you the information necessary to address your research questions.
Aligning theoretical framework, gathering articles, synthesizing gaps, articulating a clear methodology and data plan, and writing about the theoretical and practical implications of your research are part of our comprehensive dissertation editing services.
Exclusion criteria are any characteristics that potential participants might have that would disqualify them from participating in the study. For example, you might exclude participants if they are considered part of a vulnerable population (e.g., incarcerated individuals or pregnant women) or if they have an illness or disability that might affect their ability to give consent or would otherwise make it dangerous for them to participate in the study. Note that your exclusion criteria are not simply the opposite of your inclusion criteria. Exclusion criteria are put in place to protect potential participants and to maintain proper ethical standards, in addition to ensuring that your sample is appropriate for addressing your research questions. When considering exclusion criteria, you need to be aware of your role as the researcher and your relationship to potential participants. For instance, if you were a medical or mental health professional, you would probably want to exclude your own patients from participating, as this would present a conflict of interest. Your exclusion criteria need to be carefully considered so that you conduct your study ethically and only interview participants who will give you relevant information; but at the same time, you do not want to unnecessarily exclude individuals from populations that might benefit from your research.
In the next installment of this blog series, we will describe some methods you can use to select participants who meet your inclusion and exclusion criteria. | https://www.statisticssolutions.com/participant-selection-in-qualitative-research-part-2/ |
Information and communication technologies like computers, mobile devices, and the internet, have changed how societies function. The new 2018 Global Digital suite of reports from ‘We Are Social’ and Hootsuite reveals that there are now more than 4 billion people around the world using the internet. India is no exception to this. By the end of 2017, India had over 460 million internet users expected to rise to almost 627 million users by the end of 2019.
Digital media have also affected the lives of children and young people globally raising questions about their impact on children’s wellbeing and rights in the digital age. At present, however, there are still considerable evidence gaps and more evidence is needed, particularly from the global South, to guide state-level, national and international policy and practice in the best interests of children. To address these evidence gaps in India, the Centre for Development management and Communication (CDMC), MICA, (Ahmedabad) has initiated, in collaboration with Global Kids Online, a new research project – Indian Kids Online: negotiating the global and the digital flows. The study aims to support the generation of a rigorous evidence base around children’s use of the internet in India and to expand the international evidence from a South Asian perspective.
The Study
The Global Kids Online network aims to maximise the online opportunities for children and minimise its risks around the world- outcomes that would be highly relevant and beneficial to India’s young population which is the largest in the world – approximately 19 per cent (247 million) of the total population of India are between 9 and 17 years old. On the other hand, experiences from India can help policymakers, educators, and governments worldwide in their efforts to make the internet better for children.
In synchrony with the overall Global Kids Online objectives, the Indian study aims to:
- Comprehensively understand children’s online access, use of information, experiences, and the impact of online risks and opportunities on children’s wellbeing.
- Study children’s expectations for online technologies, their ideas about rights, needs, and the specific challenges that arise from accessing information through the internet.
- Study the impact of socio-economic and demographic factors, such as gender, geographic location, and socioeconomic status on children’s experiences.
- Research the practices of sharing information between children and parents, as well as the level of parental mediation.
- Test the applicability of the Global Kids Online research toolkit to the Indian context and identify the necessary adaptations to suit the local requirements.
Design and methodology
The study, Indian Kids Online: negotiating the global and the digital flows will be conducted in multiple phases. The first phase will cover only the state of Gujarat in Western India with a population of 60,383,628 people which is 4.99% of the total Indian population. Gujarat currently has 33 districts with varying levels of technology use.
To capture the online experience of children from both urban and rural regions of Gujarat, the study will be held in the Ahmedabad District covering the Ahmedabad City as the urban region and 4 to 8 towns and villages in the two administrative districts within Ahmedabad District to cover the rural/small town region. The study will involve both quantitative and qualitative methods with a sample size of approximately 2100 children and adults.
There is a plan to involve children in finalising the tools, collection of data, and interpretation of findings.
The major stakeholders of the study will be as follows:
- Children
- Parents
- Teachers and educators
- Policy planners and implementers
- Academic scholars, experts, think tanks, and NGOs
Sampling plan
It will cover the district of Ahmedabad for the pilot study, mainly covering Ahmedabad City and two administrative talukas of districts (i.e. Sanand Taluka and Dandhuka Taluka). The total sample size for the data-collection will cover 2100 child respondents and parents through surveys and in-depth interviews. The sample population is children (in school/out of school, migrant children, others) and parents.
Survey sampling
In-school children
For the survey, the study will maintain a sample ratio of 60:40 (urban: semi-urban/rural) – a sample of 1200 respondents from Ahmedabad City (Corporation area) and 800 respondents from the identified talukas covering small towns and rural areas.
In Ahmedabad City, we will select sample respondents from six schools, which may range from elite private schools, middle-income public/private schools, and low-income public schools. In each school, the study will select respondents studying in standards 4, 7, 9 and 11 (falling between the age group of 9 to 17 years of age). Same sampling process will be followed for drawing students from schools of small town and rural areas. Data will also be collected from the parents of child participants.
Out of school children
In addition to this, we will survey a sample of 60 out-of-school children (Age 9-17) in Ahmedabad City and 40 in the selected two talukas covering towns/villages, in rural areas. Data will also be collected from the parents of these child participants.
Sampling plan for the survey
|Sampling Area||Sampling population for the survey||Number of schools to be covered tentatively|
|In school children||Out of school|
|Ahmedabad City||1080||120||6 schools (covering 45 students in each standard)|
|Sanand||360||40||2 schools (covering 45 students in each standard)|
|Dhandhuka||360||40||2 schools, (covering 45 students in each standard)|
Sampling for the in-depth interviews
We will select a sample of 100 children studying in 4, 7, 9 and 11 and their parents. The sample will maintain a ratio of 60:40 in selecting the respondents in Ahmedabad City and from the two identified talukas (administrative districts).
|Sampling Area||
|
In-depth interviews
|
|
Children in school
|
|
Children out of school
|
|
Parents
|
|
Ahmedabad City
|
|
2o
|
|
5
|
|
25
|Sanand||
|
8
|
|
2
|
|
10
|Dhandhuka||
|
8
|
|
2
|
|
10
Impact plan
The team will seek to create impact through:
- Seminars with the government departments
- Workshops at schools with students, parents and teachers
- Partnership with UNICEF
- Academic publications in journals, etc.
- Dissemination through newspapers, magazines and social media
The research team
Lead investigator: the research team will be led by Prof Manisha Pathak-Shelat, Chair of CDMC and a leading scholar in the field of young people and media in India.
Core team members: Prof Arbind Sinha
Research support: Murtaza Gandhi (CDMC Research Coordinator), Priyanki Choudhury (CDMC Research Associate), Saesha Kini (MICA Research Associate) and a team of field researchers.
About the Centre for Development Management & Communication (CDMC)
CDMC is a centre of excellence that leverages MICA’s expertise in strategic communication and information and communication management to strengthen development programs across various sectors. The Centre has a team of multi-disciplinary faculty and researchers specialising in communication, anthropology, sociology and psychology, and experts in education and digital media with considerable experience in communication research.
Post author: Manisha Pathak-Shelat
Urban location will be the Ahmedabad City; semi-urban denotes the towns or Taluka Headquarters in selected two talukas (Sanand and Dhandhuka) and rural locations will be the four villages identified in two talukas. | http://globalkidsonline.net/india/ |
This report describes the findings of a representative survey of Qatari teens, 13 to 20 years old. It was conducted from April 22 through May 17, 2017 with 1,117 Qatari nationals attending grades eight to ten at 36 independent (public) and international (private) schools. The survey was administered in Arabic by the Social and Economic Research Institute (SESRI) staff at Qatar University and used the platform BLAISE. The data were gathered on laptop computers with a research assistant interacting with the participants, solely for the purpose of providing instructions and answering questions. Parental and teen consent were obtained beforehand.
Sample design
In this study, the target population includes all Qatari students in preparatory and secondary schools, from grade 8 to grade 12. The sampling frame was developed by SESRI based on a comprehensive list of all public and international schools in Qatar provided by the Supreme Council of Education.
Almost 30,000 Qatari students were eligible for the survey. The schools in our sample were selected from the 114 schools with a reasonable number of Qatari nationals. Random systematic stratified sampling was performed to select a representative sample of 43 schools. Seven of those schools refused to participate, which left us with a final sample of 36.
Based on the information about the distribution of genders and grades, schools were divided into relatively homogeneous subpopulations (i.e., strata). Inside each stratum, students were randomly selected following a two-stage sampling process: In the first stage, the school was selected with a probability proportionate to its size. In the second stage, we randomly selected classes in that school. Ideally, all 1,698 students in those classes were supposed to participate in the survey. However, 374 were absent during the time of our survey, and 106 refused to fill in the questionnaire. So, 1,218 students participated.
The sample
In total, 1,218 high school students at Qatari schools were interviewed. 1,117 of them were Qatari nationals--they are the basis of our analyses. Eighty-five percent of those respondents attend an independent (i.e., public/government-owned) high school. The other 15 percent were students from international (private) schools. The Qatari nationals consisted of 49 percent females and 51 percent males. Each of the grades (8 to 12) was represented by at least 15 percent of these respondents (Table 1). Respondents’ ages ranged from 13 to 20 years (Table 2), with a median age between 15 and 16 years.
Survey Design
Our questionnaire was prepared in several steps. First of all, whenever appropriate, we used questions from the 2015 U.S. study Teens, Health, and Technology (see above) to make intercultural comparisons possible. The questionnaire covers the following categories of questions:
Sources of health information and use of health-monitoring tools:
-
Use of communication channels of all kinds for health information
-
Trust in these sources/satisfaction with them
-
Criteria for selecting one’s sources of health information
-
Reasons for/purposes of going online for health information
-
Ways of finding health information online
-
Encountering specific health campaigns
-
Encountering problematic content online
-
The role of health classes at school
-
Willingness to post health-related questions online
-
Use and usefulness of health-related apps, games and health trackers
-
Perceived changes in one’s health behavior due to health information sources and tools
Background information about our respondents:
-
Health issues that Qatari teens find personally important
-
Perceptions of which health issues one’s friends find important
-
Satisfaction with one’s body
-
Physical activity and reasons for being active
-
Eating behaviors
-
Traumatic experiences
-
Perceived self-efficacy, i.e., confidence in one’s ability to change behavior.
A first draft of the questionnaire was developed and translated into Arabic. Cognitive interviews followed in order to test the validity of the survey questions. The students that participated in these interviews were selected from across the target age/grade range from grade eight to grade twelve. Fourteen females and ten males were interviewed. The interviews were conducted face-to-face and took about 40 to 60 minutes to complete. Open-ended questions ensured that:
-
the final survey included any health issues and information tools relevant to our target group that we had not initially included,
-
our questions and response options were understood properly,
-
our respondents did not refuse to respond to questions because they were regarded as inappropriate or irrelevant.
Based on the findings of our 24 cognitive interviews, we constructed a revised version of the questionnaire. This version was programmed and tested in a pilot study under real-life conditions through a computer-aided self-administered interview. Thirty-four pretest interviews were completed from two classes at two schools from the two corner grades of our target group—grades eight and 12. The respondents were selected to represent the gender and age group distribution of the target population. Based on the results, the questionnaire was modified, but also shortened--to take about 30 minutes to fill in (see the appendix of this report for the final questionnaire).
Survey administration
The survey was programmed in BLAISE and administered using laptop computers. The data collection took place between April 22 and May 1, 2017. At the schools that agreed to participate in the study, opt-out consent forms were sent to the parents of eligible student participants. Signed student assent was collected prior to administering the survey. Trained data collectors provided students with laptops and instructions on how to complete the survey.
Weighting the data
For the analysis of our data, the sample design is taken into account to ensure that statistical estimates are unbiased and efficient. Particularly, a weighting variable was created for the selection probability of each respondent and for non-responses. The weights were also calibrated to align our results with population estimates. The “raking” method was used for this calibration to adjust the weights in the sample--so that the proportions of the adjusted weights for certain characteristics (e.g., proportion of students by grades) agree with the corresponding proportions of the population. | https://teenshealth.qatar.northwestern.edu/methodology/ |
This course will help you toacquire and apply basic English language skills for academic situations, that will be fundamental for further VET studies. This course will equip you with the skills to read, write, comprehend, analyse and discuss topics in a range of further study contexts.
Prerequisite requirements
There are no prerequisite requirements for individual units of competency.
Course availability:Brookvale
Length: 2 terms (22 weeks incl. 4 weeks holidays)
Entry requirements
- Applicants must provide evidence of successfully completed Year 11 or equivalent.
- Students must be over 18 years of age at time of course commencement.
- Students need an appropriate level of English to undertake this course such as an English level of IELTS 4.0. Please view the student enrolment policy for more information.
Pathways into the qualification
- None
This is a sample course only.
|Unit Name||Core/Elective|
|Develop and document a learning plan and portfolio||Elective|
|Use language learning strategies and study skills||Core|
|Analyse and produce straightforward texts relevant to further study||Core|
|Give straightforward oral presentations for further study||Core|
|Participate in a range of straightforward interactions for further study||Core|
|Listen and take notes for research||Core|
|Use social media tools for collaboration||Elective|
|Read and write straightforward text for research purposes||Elective|
|Implement and review a project||Core|
After successfully completing the 22255VIC Certificate III EAL – Further Studies, candidates gain extensive skills in writing, reading, speaking and even may undertake a wide range of Universities’ and TAFE’s training packages.
There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.
Further general information about studies and regulations can be found here. | https://www.nortwest.edu.au/english-courses/22255vic-certificate-iii-eal/ |
Please review this information before using any CHESL resources on identification of language impairment. This is because it is important to understand whether the ESL children in this study are an appropriate comparison group for an individual ESL child that you wish to assess. For the most reliable assessment outcome, an ESL child ought to match many of the characteristics below.
Exposure to English was calculated based on time spent in an English language preschool or primary school program, either regular part-time or full-time. English spoken at home was not included in this measure.
For information on how to calculate a child’s English exposure, see Calculating Exposure to English.
Our sample includes a similar number of Canadian-born and foreign-born children.
Our analyses revealed that amount of exposure to English as defined above was more influential for children’s performance on English language measures than age of arrival.
The ESL children with language impairment were referred to our study from caseloads of speech-language pathologists or special education programs where speech-language pathologists were members of the education team. All children had undergone speech-language assessments, although the particular tests and protocols used varied depending on the program and region.
All ESL children with language impairment had abilities in English well below age-expectations for monolinguals, and also had some delay and difficulties in their first language, according to parent report. Teacher and speech-language pathologist judgement also indicated that these children seemed to be acquiring English with more difficulty than other ESL children. Children all had non-verbal IQs above 75 (most had IQs above 85), no frank neurological damage, no autism symptoms, no hearing impairment and no significant phonological difficulties. In other words, the children had primary language impairment, and not language impairment arising from other deficits or syndromes (e.g., autism).
The children in the sample spoke one of the languages listed below as their first language. These languages are spoken frequently by ESL children in this age range in Canada and represent typologically different linguistic groups.
In addition, 7 children with language impairment had different first language backgrounds (Vietnamese, Somali, and Assyrian).
Children in this sample were exposed exclusively or primarily to their first language during infancy and the toddler years. At the time of testing (when most of the children were between 5 and 6 years old), the families varied in how much English was spoken in their home.
Through a parental questionnaire, information was gathered on language use among family members in the home at the time of testing. For more information, see the information on the Alberta Language Environment Questionnaire.
The amount of English used averaging across all family members in the home varied greatly. The range was 0%-95%. On average, English was used 36% in the homes (SD = 23%).
Children were from both immigrant and refugee families, mainly from the former. Income information was not collected from the families, but information on parents’ levels of education was. The data below indicate that, on average, mothers had 14 years of education and fathers had 15 years of education. Twelve years of education corresponds to the end of secondary school in most systems, so on average, parents in this sample had more than a secondary school education, although there is a great range of education levels within the sample. | https://www.ualberta.ca/linguistics/cheslcentre/characteristics-of-esl-child-participants |
We run a range of sports clubs each half term. In order to participate in a club, children will need a signed permission slip from their parent/carer - these letters are sent home half termly.
We also participate in city sporting festivals, competitions and leagues for a wide range of sports. We select children to participate in teams and festival events based on their attitude and effort in PE lessons, as well as in after school activities.
Children will be brought to the school office after their club or fixture has finished - please arrange to collect them from there.
Unfortunately, places in most clubs are limited, and will be allocated on a first come, first served basis. Please see the timetable below for clubs for this term. Please contact the appropriate member of staff for each club via the school office with any questions. | http://www.bassettgreen.net/sports/ |
Background: Knowledge about assent or dissent of children to non-therapeutic research is poor.
Objectives: To assess sociodemographic characteristics in healthy children and adolescents who were invited to participate in non-therapeutic research, to evaluate their motives for assent or dissent and their understanding of the information given.
Methods: A total of 1281 healthy children and adolescents six to sixteen years of age were invited to participate in a non-therapeutic study and a questionnaire.
Results: Assenting children were motivated by a desire to help sick children (n = 638, 98%) and to gain experience with participating in a research study (n = 503, 82%). Dissenting children made their decision because of worries about having a blood (n = 193, 46%) or a urine sample (n = 94, 26%) taken or because of worries about a doctor’s examination (n = 136, 33%). Fewer children in the assent group (n = 166, 25%) than in the dissent group (136, 33%) worried about the doctor’s examination (p = 0.01). In the assent and dissent group, 568 (86%) and 343 (85%) children, respectively, said they were able to understand some or all of the written information (p = 0.42), and 650 (97%) and 330 (98%), respectively, were able to understand some or all of the verbal information (p = 0.07).
Conclusions: Sociodemographic characteristics may not influence healthy children’s decision to volunteer for non-therapeutic research. Assenting children have altruistic and educational motives, whereas worries about procedures may cause children to dissent. A great majority of school children and adolescents feel capable of understanding and giving assent or dissent to non-therapeutic research.
- ethics
- informed consent
- clinical research
- healthy volunteers
- research subjects
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- Non-therapeutic research with minors: how do chairpersons of German research ethics committees decide? | https://jme.bmj.com/content/32/5/292 |
Holoprosencephaly (HPE) covers a nearly continuous spectrum of midline abnormalities ranging from unmistakable cyclopia with absence of forebrain separation to mild microforms, such a single central incisor.
The objective of these studies is to identify genetic factors (coding and non-coding) that contribute to the pathogenesis of holoprosencephaly (HPE) or related brain malformations. Our approach involves common genetic strategies including mutational analysis of candidate genes. All individuals with overt or subtle clinical findings consistent with the HPE spectrum are eligible to participate. Mutational analysis of our entire coded collection of HPE probands (approximately 600 cases) in selected genes is the principal research method used to determine that a given candidate gene is commonly mutated in HPE. This approach pertains to an individual gene(s) or genetic element(s) as well as to targeted capture panels that study gene sets of hundreds of developmental genes whose involvement in brain development is supported by the basic research literature. We are also asking to include the option of investigating the entire set of genetic factors present in the DNA or RNA of patients who have HPE through a proposed change in the consent documents. Whenever a sequence variant is identified, that is not present in a commercially available control set of samples, attempts are made to test the functional significance of this change on the protein itself, or its expression. Sequence changes with a strong probability of being medically significant will be verified in a CLIA-approved lab (e.g. Muneke lab, for selected genes, or commercial lab) at our expense, before any results are given to the family through genetic counseling. Parental DNA (and rarely that of siblings) is usually obtained at the same time that a proband is enrolled. Typically, these samples are studied only to perform limited family studies once a sequence variant of potential medical significance has already been determined. Participation by direct blood relatives is encouraged since virtually all bone fide mutations are either family-specific or de novo. Such family information is critical for the research determination of genetic risk factors and accurate genetic counseling.
The majority of subjects enrolled in this study will continue under the care of their local physician or genetic counselor with limited contact with the NIH investigators. Only rarely will families be seen at the NIH CC. These visits will involve face-to-face genetic counseling of medically significant results, following verification in a CLIA approved lab. This is not a treatment protocol. Our empiric ability to generate medically significant research results is limited by the extensive genetic and other etiologic heterogeneity. Therefore, for most participants this research is not a diagnostic study.
We have modified our procedures to test all new probands for mutations in the four HPE genes (SHH, ZIC2, SIX3 and TGIF). As new genetic elements that confer a risk for HPE are identified, we intend to add additional tests to this panel. Our lab is now certified to receive and test new samples according to CLIA guidelines. However, all previously collected samples will not be considered suitable for diagnostic purposes; hence, a second sample will need to be requested in these cases for CLIA confirmation.
|Study Type :||Observational|
|Actual Enrollment :||5735 participants|
|Observational Model:||Cohort|
|Time Perspective:||Prospective|
|Official Title:||Genetic Analysis of Brain Disorders|
|Actual Study Start Date :||June 1, 2008|
|Group/Cohort|
|
holoprosencephaly (HPE)
|
individuals with overt or subtle clinical findings consistent with the HPE spectrum are eligible to participate
- natural history [ Time Frame: lifetime/ongoing ]The objectives of this study are primarily to increase our understanding of the genetic causes of brain malformations.
Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the contacts provided below. For general information, Learn About Clinical Studies.
|Ages Eligible for Study:||1 Month and older (Child, Adult, Older Adult)|
|Sexes Eligible for Study:||All|
|Accepts Healthy Volunteers:||Yes|
|Sampling Method:||Non-Probability Sample|
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INCLUSION CRITERIA:
- This research is open to all participants with a known or suspected diagnosis of HPE or related brain malformations. Since the range of severity of HPE is extensive, we accept cases compatible with a wide HPE spectrum of findings. All races and genders are known to be at risk for HPE, anywhere in the world. Nationality or place of origin are not specific barriers to participation, provided that a blood tissue sample can be safely sent by international FedEx (to be billed to our account).
- Direct blood relatives (typically parents, and occasionally siblings of affected individuals) of patients with HPE are also eligible to participate.
- Pregnant women with a fetus with imaging evidence of holoprosencephaly. Most pregnancies affected by holoprosencephaly do not survive to term; therefore, pregnant women will be included in the study. DNA obtained from pregnant women (amniocytes and blood) will be analyzed for genetic etiologies. This will allow for recurrence risk assessment and genetic counseling.
EXCLUSION CRITERIA:
- Anyone unwilling to provide informed consent (for themselves as adults, or on behalf of their children as minors) or assent.
- Medical condition(s) or cognitive impairment are not in themselves reason for exclusion if in the judgement of the referring physician this would involve no more than minimal risk. We anticipate that children with mental handicaps would be included in the research population. We will make every effort to explain the study for the purpose of assent in a matter that the family feels is both age and developmentally appropriate for that child.
- We generally review a brief clinical description from the referring physician about a potential research subject to determine that the subject is appropriate to enter into the study. We reserve the right to exclude cases that are clearly not HPE or related to our direct research interests (e.g. HPE cases due to Trisomy 13 or 18 might not be considered directly related to current research). This almost never happens, and we would attempt to make referrals to a more appropriate investigator before a sample is sent to the NIH. Although not desirable, we will accept samples with a suspected diagnosis of HPE where this determination was made by the referring physician independent of any input from our HPE team. In such circumstances, we would likely verify by correspondence that a sample had been received and request further information.
To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.
Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT00645645
|United States, Maryland|
|National Institutes of Health Clinical Center, 9000 Rockville Pike|
|Bethesda, Maryland, United States, 20892|
|Principal Investigator:||Benjamin D Solomon, M.D.||National Human Genome Research Institute (NHGRI)|
Publications: | https://www.clinicaltrials.gov/ct2/show/NCT00645645?term=NHGRI&recr=Open&rank=30 |
Aug 16 2018By Schieve, Laura A. ; Harris, Shericka ; Maenner, Matthew J. ; ...Source: Emerg Themes Epidemiol. 15.
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English
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Alternative Title:Emerg Themes Epidemiol
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Publisher's site:
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Personal Author:
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Description:Background
Participation in epidemiologic studies has declined, raising concerns about selection bias. While estimates derived from epidemiologic studies have been shown to be robust under a wide range of scenarios, additional empiric study is needed. The Georgia Study to Explore Early Development (GA SEED), a population-based case–control study of risk factors for autism spectrum disorder (ASD), provided an opportunity to explore factors associated with non-participation and potential impacts of non-participation on association studies.
Methods
GA SEED recruited preschool-aged children residing in metropolitan-Atlanta during 2007–2012. Children with ASD were identified from multiple schools and healthcare providers serving children with disabilities; children from the general population (POP) were randomly sampled from birth records. Recruitment was via mailed invitation letter with follow-up phone calls. Eligibility criteria included birth and current residence in study area and an English-speaking caregiver. Many children identified for potential inclusion could not be contacted. We used data from birth certificates to examine demographic and perinatal factors associated with participation in GA SEED and completion of the data collection protocol. We also compared ASD-risk factor associations for the final sample of children who completed the study with the initial sample of all likely ASD and POP children invited to potentially participate in the study, had they been eligible. Finally, we derived post-stratification sampling weights for participants who completed the study and compared weighted and unweighted associations between ASD and two factors collected via post-enrollment maternal interview: infertility and reproductive stoppage.
Results
Maternal age and education were independently associated with participation in the POP group. Maternal education was independently associated with participation in the ASD group. Numerous other demographic and perinatal factors were not associated with participation. Moreover, unadjusted and adjusted odds ratios for associations between ASD and several demographic and perinatal factors were similar between the final sample of study completers and the total invited sample. Odds ratios for associations between ASD and infertility and reproductive stoppage were also similar in unweighted and weighted analyses of the study completion sample.
Conclusions
These findings suggest that effect estimates from SEED risk factor analyses, particularly those of non-demographic factors, are likely robust.
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Subject:
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Source:
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Pubmed ID:30147744
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Pubmed Central ID:PMC6094575
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Document Type:
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Place as Subject:
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Collection(s):
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Main Document Checksum:urn:sha256:d8c61904b243cdc9046bb2ec8e84faf1f9161561b1589428479c0761e507defb
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File Type:
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Details: | https://stacks.cdc.gov/view/cdc/59262 |
In teaching Design Technology at Cropthorne with Charlton CE First School we aim to prepare our pupils for a rapidly changing society. DT education stimulates creativity and imagination through problem solving both as individuals and as members of a team, and the production of quality products. It is incorporated into other curriculum lessons where appropriate. We aim to, wherever possible, link work to other curriculum areas such as mathematics, science, engineering, computing and art. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers.
Implementation
Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making.
Early Years Foundation Stage and Year 1
During the EYFS pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have the opportunities to learn to:
- Use different media and materials to express their own ideas
- Use what they have learnt about media and materials in original ways, thinking about form, function and purpose
- Make plans and construct with a purpose in mind using a variety of resources
- Develop skills to use simple tools and techniques appropriately, effectively and safely
- Select appropriate resources for a product and adapt their work where necessary
- Cook and prepare food adhering to good health and hygiene routines
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In Key Stage 2 the children will learn to design purposeful products. They will develop their ideas through detailed planning, evaluating product design, observational drawings and making prototypes. They will learn how to use different joining techniques. They will learn to design and cook food with an emphasis on savoury dishes.
When designing and making, the children are taught to:
Design
- use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
- generate, develop, model and communicate their ideas through discussion and annotated sketches.
Make
select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing) accurately
- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
- investigate and analyse a range of existing products
- evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
- understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
- apply their understanding of how to strengthen, stiffen and reinforce more complex structures
- understand and use mechanical systems in their products
Progression in DT will be assessed through work completed in pupils’ books, displays, written work and photographic evidence.
Impact
We ensure the children:
- develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
- build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality products for a wide range of users and critique, evaluate and test their ideas and products and the work of others.
- understand and apply the principles of nutrition and learn how to cook. Children will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child. | https://www.cropthorneschool.org/design-technology/ |
The purpose of this study is to utilize cardiac imaging data acquired as part of the standard of care for these patients, such as MRI, 3D echo, and CT, and existing 3D reconstruction protocols to assess the feasibility of using surgical planning in the treatment of patients with complex cardiac defects. The specific aims of the project are as follows:
- Develop a protocol to reconstruct heart models from patient imaging data and perform "virtual" surgery on reconstructed 3D anatomy using appropriate, pre-existing patient datasets.
- Use the developed protocol to prospectively plan and evaluate the possible surgical options for new patients.
- Validate that the optimal virtual anatomy agrees with what was surgically implemented using post-operative patient scans, when available.
|Condition||Intervention|
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Double Outlet Right Ventricle
||
Other: Anatomic Reconstruction and Surgical Planning
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|Study Type:||Observational|
|Study Design:||Observational Model: Case-Only
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Time Perspective: Prospective
|Official Title:||Surgical Planning for Reconstruction of Complex Heart Defects|
- The ability to accurately (as determined by the participating cardiac surgeons) reconstruct the patient-specific pathology, and realistically (as determined by comparison to post-operative imaging scans) mimic the surgical repairs. [ Time Frame: 1 year ] [ Designated as safety issue: No ]
|Estimated Enrollment:||80|
|Study Start Date:||August 2009|
|Estimated Study Completion Date:||February 2021|
|Estimated Primary Completion Date:||December 2020 (Final data collection date for primary outcome measure)|
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Other: Anatomic Reconstruction and Surgical Planning
In the United States, approximately 1 in 200 babies are born each year with harmful congenital heart defects (CHD) that require some form of medical management. Often, these defects consist of holes in the septum (the walls between the heart chambers) and/or abnormal development of the heart chambers or major blood vessels. Surgery is the primary treatment course for many of these patients and, through the use of patches and artificial vessels, it is often possible to repair the defects and recreate the normal blood flow path through the heart.
These techniques are not always simple, however, and the surgeon must take great care not to harm the pumping function of the heart. In more complex cases, the surgeon must decide between multiple repair strategies that will have a major effect on the long-term health of the patient. It would be helpful in such cases for the surgeon to be able to assess the repair options prior to the operation using virtual 3-dimensional representations of that patient's anatomy. Having this ability would remove some of the uncertainty from the decision-making process by providing accurate predictions of post-surgical anatomy.
In fact, the technology exists to include such a surgical planning tool into the standard treatment course for these patients. Using 3D anatomical images, acquired from basic, techniques such as magnetic resonance (MR), computed tomography (CT), and echocardiography, engineers at Georgia Tech have the ability to build accurate 3D models of patient anatomy, such as the heart. Using these models with a state-of-the-art graphics manipulation tool, surgeons would have the ability to virtually operate on the patient and select the optimal treatment approach, as previously discussed. Similar techniques have already been developed and used to plan surgeries for a limited subset of CHD patients with a single ventricle physiology.
The purpose of this study is to further develop these techniques and apply them to a broader range of CHD patients. To do this, patients undergoing an appropriate surgical repair will be recruited to participate in the study. Images obtained from pre-operative scans will be used to build the anatomical model, which the surgeon will manipulate to test the different available options. By successfully testing and eventually implementing these techniques in the standard of care for CHD patients, the optimal approach for reconstruction will be implemented more frequently, and thus patient outcomes will improve.
|Ages Eligible for Study:||up to 18 Years (Child, Adult)|
|Genders Eligible for Study:||Both|
|Accepts Healthy Volunteers:||No|
|Sampling Method:||Non-Probability Sample|
Inclusion Criteria:
- any pre-operative patient with a complex heart lesion treated at Children's Healthcare of Atlanta by Dr. Kanter or his team that is appropriate for surgical planning
Exclusion Criteria:
- upon review by engineers at Georgia Tech, the image quality of the acquired scans is deemed insufficient to reconstruct an accurate 3D model
Please refer to this study by its ClinicalTrials.gov identifier: NCT00972608
|Contact: Jan Fernandez, BS,RRT,CCRC||404-785-1731||[email protected]|
|United States, Georgia|
|Children's Healthcare of Atlanta||Recruiting|
|Atlanta, Georgia, United States, 30322|
|Georgia Institute of Technology||Active, not recruiting|
|Atlanta, Georgia, United States, 30332|
|Principal Investigator:||Kirk Kanter, MD||Emory University/Children's Healthcare of Atlanta|
|Study Chair:||Tim Slesnick, MD||Children's Healthcare of Atlanta|
|Responsible Party:||Kirk R. Kanter, MD, Professor of Surgery, Emory University|
|ClinicalTrials.gov Identifier:||NCT00972608 History of Changes|
|Other Study ID Numbers:||IRB00014388|
|Study First Received:||September 3, 2009|
|Last Updated:||July 28, 2016|
|Health Authority:||United States: Institutional Review Board
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Keywords provided by Emory University:
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congenital heart disease
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surgical planning
Additional relevant MeSH terms: | https://clinicaltrials.gov/ct2/show/NCT00972608 |
study description:
The Canadian Work, Stress, and Health Study (CANWSH) is a nationally representative study of the Canadian Workforce. The first interviews were conducted by telephone between January and July 2011. The full sample included 6,004 study participants. The second wave of interviews were conducted approximately two years later. Subsequent follow-ups will occur in 2015 (Wave 3), 2017 (Wave 4), and 2019 (Wave 5).
To be eligible to participate in the study, individuals had to be:
(1) residing in Canada;
(2) 18 years of age or older;
(3) currently working at a paid job or operated an income-producing business;
(4) employed in the civilian labour force;
(5) living in a non-institutional residence.
In households with more than one eligible person, we used the “next birthday” method to randomly select a study participant. Calls were made to a regionally stratified unclustered random probability sample generated by random-digit-dial methods. Interviews were conducted in English or French and averaged approximately 30 – 40 minutes. Study participants received a $20 gift card for completing the interview. The company R.A. Malatest and Associates was hired to collect the data.
KEY FINDINGS:
I. Work-to-Family Conflict
In the last three months... | http://individual.utoronto.ca/sschieman/Professional_Home_Page/Studies.html |
(WMLH) Project.
The design is
longitudinal
and families
have been followed
since then. As
the research
and the families
progressed, the
project was renamed
the Wisconsin
Study of Families
and Work.
Phase I:
The Wisconsin
Maternity Leave
and Health
(WMLH) Project
The original
project was conceived
to focus on issues
of maternity
leave and the
health (mental,
physical, and
social) of women
and their families
from pregnancy
through 12 months
postpartum. The
project was extended
to include an
additional assessment
at 2 years after
the birth. Therefore,
the first five
waves of data
collection were:
Time 1 (T1),
5 th month of
pregnancy; T2,
1 month postpartum;
T3, 4 months
postpartum; T4,
12 months postpartum;
and T5, 2 years
postpartum.
A total of
570 pregnant
women and 550
of their husbands/partners
were recruited
for participation
in the WMLH Project.
Approximately
78% of the sample
was recruited
from the Milwaukee
SMSA (Standard
Metropolitan
Statistical Area),
and the remaining
22% was recruited
from the Madison,
WI, SMSA. Participants
were recruited
through two independent
obstetrics clinics,
two clinics of
a large HMO,
two university
hospital clinics,
and two hospital
clinics serving
low-income populations.
Of the women
who were eligible
to participate,
75% did so.
The average
age of the mothers
at the beginning
of the study
was 29 years
(range 20 to
43); 95% of the
mothers were
married to the
father. In regard
to ethnic heritage,
93% of the mothers
were White (not
of Hispanic origin);
2.6% were African
American (not
of Hispanic origin);
1.8% were Hispanic;
1.9% were Native
American; and
0.7% were Asian
American. For
additional details
on the sample,
see Hyde, Klein,
Essex, and Clark
(1995).
The women held
a wide variety
of occupations
at the time of
recruitment.
For example,
the occupations
of the women
with the first
6 ID numbers
were: child care
provider, court
reporter, manager
in training,
first-grade teacher,
billing clerk
in a credit department,
and executive
secretary. Occupational
prestige was
coded using the
Bose Scale (Bose,
1985); it was
developed to
provide improved
status ratings
of female-dominated
occupations,
which had been
neglected in
traditional measures
of occupational
prestige. Scores
can range from
10 to 100; examples
of codes are
100 for physician,
65 for registered
nurse, 50 for
general office
supervisor, and
16 for private
household cleaner.
For this sample,
women’s
average occupational
status was 52.15
(SD = 16.7),
which is close
to the national
average of 50.3
based on the
census of occupations.
A wide variety
of measures were
obtained through
face-to-face
interviews, phone
interviews, and
written questionnaires.
The measures
fall into three
basic categories:
Phase II: The Wisconsin Study of Families and Work (WSFW)
Phase II of the project began in 1994, when families were past the time of maternity leave, and the project was renamed the Wisconsin Study of Families and Work. The project continued to study how parents balance work and family, but an additional focus was added, emphasizing issues of children’s socio-emotional development through preschool and the transition to school.
During Phase II, four assessments were conducted: T6, child age 3.5 years; T7, child age 4.5 years; T8, kindergarten; and T9, first grade. Again, a wide variety of measures were obtained, including a continuation of those from Phase I and a new focus on children’s emotions and behaviors, peer relations, and academic functioning. In addition to interviews with the parents, Phase II included interviews with childcare providers and teachers; videotaped observations of children’s temperament and relationships with other family members (i.e., mother and a sibling); the collection of children’s saliva to assess the stress hormone cortisol; and at first grade, puppet-based interviews with the children themselves.
Phase III: WSFW: The Elementary School Years
The project continued with assessments at 3rd grade (T10) and 5th grade (T11). Of the original 570 families, approximately 400 remained in the project and contributed data at these assessments. Measures of the family environment, children’s school experiences, and socio-emotional development continued to be obtained. In addition, an increased emphasis was put on children’s cognitive processes, including their self-esteem and attributions for events in their lives, and their friendships and activities. At fifth grade, saliva was also assayed for the hormones testosterone and estrogen as part of understanding children’s pubertal development.
Phase IV: The Adolescent Years
The project has continued with assessments in the developmentally important middle school and high school years. Assessments have been conducted at 7th, 9th, and 10th and 11th grades (T12, age 13; T13, age 15; T14, age 16; T15, age 17) and are underway for 12th grades (T16, age 18). Many of the same measures are continued from earlier phases, and new measures are included to assess life events, stressors, and other factors that have an impact on teen personality, mood, and behavior. Much of our current work is focused on trying to understand how early factors in children’s life, such as child temperament and family emotional climate, can help us better understand teens’ later mental health, school performance, and peer relations. Such questions make use of the extensive data provided by participating parents, children, and teachers during the last 18+ years.
Two additional projects are being conducted during the adolescent phase of the project: the Moms & Math Project, and a Study of Adolescent Brain Development.
Moms & Math Project: American children perform less well than children from other nations on standardized mathematics tests. Many explanations, as well as solutions, for this deficit have been offered. We focus on parents as a solution, and specifically on parents’ involvement with their children as they do math homework. The research, grounded in social learning theory and Vygotsky’s theory, investigates mothers’ interactions with their 5th grade and 7th grade children as they work mathematics problems together. We videotaped these interactions in participants’ homes and, later, coded the videotapes. Questionnaires were administered as well. We want to find out which natural teaching approaches are most effective, and whether these interactions change between 5th and 7th grade. A follow-up assessment to be conducted during high school is underway.
Study of Adolescent Brain Development: Although it’s common knowledge that the adolescent years are a time of major change and transition – socially, emotionally, and physically – there still is a great deal that we do not understand. One critical but largely unexplored area of research is how children’s early experiences affect their later brain development and how that is related to healthy adjustment. Recent advances in magnetic resonance imaging (MRI) make it possible to obtain very high resolution images of parts of the body, including the brain. Functional MRI (fMRI) enables repeated images to be taken very rapidly, allowing observation of changes in the brain that happen in response to activities done during a scan. For example, fMRI can help us see how different individuals respond to performing mental exercises or viewing a series of images (like faces displaying a range of emotional expressions) by indicating which areas of the brain are activated during these tasks. Beginning in the summer of 2005 and continuing into 2007, a group of families (over 80) volunteered to participate in a project that featured as its key component MRI scans of teens’ brains. Additional activities included semi-structured interviews with mothers and teens about teen mental health and a series of cognitive tasks such as vocabulary, pattern matching, and story recall. We have already begun analyzing the extensive data from this project. In addition, a second brain imaging study with a subset of WSFW teens is being conducted in 2009 and 2010.
For Further Information
For further information about any aspect of these projects, contact Jeff Armstrong, [email protected]
Availability of Data
We hope to have the first 5 waves of data ready for public availability to other researchers soon. For further information, contact Dr. Janet Hyde, [email protected]
Funding
Dr. Essex and Dr. Hyde are grateful for the following funding for these projects: NIMH (grants R01-MH044340, P50-MH052354, P50-MH069315, P50-MH084051, and R21-MH082705), NSF (grant REC0207109, DRI0814750), the John D. and Catherine T. MacArthur Foundation Research Network on Psychopathology and Development, the Sloan Foundation, and – at the University of Wisconsin – the HealthEmotions Research Institute, the Graduate School, and the School of Medicine and Public Health. | http://128.104.130.44/webdocs/researchers.htm |
Music is present across cultures all over the world. The benefits of music are unknown to many. Academic achievement is another concept which shows the end result of the education. Although music is considered soothing, calming, and refreshing, few are aware that music has the power to boost cognition and learning. The present research was envisaged to study the influence of music training on academic achievement of school children. The research was carried out in six phases. A self-structured tool was used for data collection. The sample comprised one hundred and thirty respondents who received music training along with their schooling and one hundred and thirty respondents who did not receive music training along with their schooling in the age range of 14-16 years. The data collected was organized, tabulated and analyzed with appropriate statistical analysis. The findings of the research indicated that there was no statistically significant difference in the academic achievement of the respondents in the two study groups. However the respondents from music study group reported the benefits of memory, study skills and performing skills from music training.
Keywords: Music Training, Academic achievement, School children
Edition: Volume 4 Issue 8, August 2015
Pages: 1310 - 1313
How to Cite this Article? | https://www.ijsr.net/get_abstract.php?paper_id=SUB157585 |
Childhood ADHD often can linger into adulthood
Large population study finds attention-deficit hyperactivity disorder in childhood lingers into adulthood for many and is linked to an increased risk for a wide range of psychiatric disorders.
Almost a third of kids diagnosed with attention-deficit hyperactivity disorder during childhood still had it as adults, and more than half also had another psychiatric disorder, finds one of the largest studies to follow children with ADHD into adulthood.
Twenty-nine percent of children diagnosed with ADHD still had the condition at age 27, says the study in April's Pediatrics, released online Monday. Nearly 57% of those diagnosed during childhood had at least one other psychiatric disorder as adults, compared with 35% of those in a comparison group who did not have childhood ADHD.
The most common adult psychiatric problems among childhood ADHD cases: alcohol abuse/dependence (26%); antisocial personality disorder (17%), other substance abuse/dependence (16%); hypomanic episodes (15%); anxiety disorder (14%) and major depression (13%).
"The risk for persistent ADHD is considerable, and the risk for at least one mental health condition, including ADHD, is extraordinarily high," says lead investigator William Barbaresi, a developmental medicine specialist at Boston Children's Hospital. "Only 37.5% of the children we contacted as adults were free of these really worrisome outcomes."
The study also found the risk for suicide was nearly five times higher among those diagnosed with ADHD than in the comparison group, and nearly 3% of study participants were in jail when recruited for the adult portion of the study.
ADHD is one of the most common neuro-developmental disorders of childhood, affecting as many as 9% of kids ages 3 to 17 (5 million children) and between 2% and 4% of adults, according to the National Resource Center on ADHD. Symptoms include excessive inattention, hyperactivity and impulsivity.
Other studies have also highlighted long-term effects of ADHD, but this one "is particularly telling because it used a community sample of children with ADHD followed to adulthood and not a clinical sample of individuals seeking treatment for their problems," says J. Russell Ramsay, co-director of the University of Pennsylvania's Adult ADHD Treatment and Research Program in Philadelphia. He was not involved in the study.
"It is chilling to see evidence, at least in this study, of the increased risk for death by suicide among children diagnosed with ADHD, with most of these tragic cases also having a history of substance abuse and at least one co-existing psychiatric diagnosis," Ramsay says.
Conducted with researchers at the Mayo Clinic in Rochester, Minn., the study drew from all 5,718 children born between 1976 and 1982 and still residing in Rochester at age 5 and whose families allowed access to their medical records. Among that population, 367 who had documented ADHD participated; 232 who met the study's criteria for adult ADHD participated in the follow-up study at age 27.
Although 29% of the childhood ADHD cases continued to have ADHD as adults, 71% did not, and it's unclear what accounts for that difference, Barbaresi says.
He notes that among children whose ADHD persisted into adulthood, 81% had at least one additional mental health problem. Among those whose childhood ADHD did not persist, 47% had at least one other mental health problem. One preliminary suggestion, he says, is that having "an associated mental health problem" may increase the likelihood that ADHD will persist into adulthood.
The cause of ADHD is unknown, but current research shows that genetics play an important role, according to the Centers for Disease Control and Prevention. Symptoms can be controlled by a combination of behavioral therapy and medication.
This study "shows that the adverse effects of ADHD are persistent and long-term in a substantial proportion of those with a childhood diagnosis," says Tanya Froehlich, a developmental-behavioral pediatrician at Cincinnati Children's Hospital Medical Center. She was not involved in the study. The disorder and its associated conditions "have serious public health consequences," she says.
When it comes to treatment, ADHD warrants the same approach as chronic health problems such as diabetes, Barbaresi says. In those cases, "when a child is diagnosed, we immediately institute strategies aimed at keeping the child engaged in appropriate treatment for the long haul."
For many reasons, including "a huge problem with regard to health care coverage of appropriate assessment and treatment ... that's not really happening at a systematic level with ADHD," he says.
Some insurance plans categorize ADHD as a behavioral condition and not a medical condition, thereby limiting coverage for treatment, says Tim MacGeorge, director of the National Resource Center on ADHD.
Growing up with ADHD
Among those age 27 who had been diagnosed with ADHD as children: | https://www.usatoday.com/story/news/nation/2013/03/04/adhd-adults-childhood/1953789/ |
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Catastrophizing about pain has emerged as a critical variable in how we understand adjustment to pain in both adults and children. In children, however, current methods of measuring catastrophizing about pain rely on brief subscales of larger coping inventories. Therefore, we adapted the Pain Catastrophizing Scale (Sullivan et al., 1995) for use in children, and investigated its construct and predictive validity in two studies. Study 1 revealed that in a community sample (400 boys, 414 girls; age range between 8 years 9 months and 16 years 5 months) the Pain Catastrophizing Scale for Children (PCS-C) assesses the independent but strongly related dimensions of rumination, magnification and helplessness that are subsumed under the higher-order construct of pain catastrophizing. This three factor structure is invariant across age groups and gender. Study 2 revealed in a clinical sample of children with chronic or recurrent pain (23 girls, 20 boys; age range between 8 years 3 months and 16 years 6 months) that catastrophizing about pain had a unique contribution in predicting pain intensity beyond gender and age, and in predicting disability, beyond gender, age and pain intensity. The function of pain catastrophizing is discussed in terms of the facilitation of escape from pain, and of the communication of distress to significant others.
National Center for
Biotechnology Information, | http://www.ncbi.nlm.nih.gov/pubmed/12927636 |
Scientists are doing ground-based experiments on life support systems so that humans can explore space and one day live outside the Earth's biosphere, for example on Mars or on the Moon.
Mark Nelson, a leading expert from the United States, said at the ongoing 36th Committee on Space Research Scientific Assembly that the experiment simulates a four person sustainable life support system designed for Mars.
Nelson said that researchers have termed the project "Mars on Earth". They stress that substantial work needs to be carried out on Mars life support prototypes here on Earth before scientists will have the data base, confidence and ability to undertake similar projects in space or in lunar/Martian conditions.
The US laboratory being used for the experiment, which covers an area of approximately 800 square meters, is located in Santa Fe, New Mexico. Scientists there are developing life support systems for space, such as water and waste water recycling, food production and air purification, and are also developing space engineering and technology for the Mars Base, Nelson said.
Scientists aim to produce a complete diet in the lab and to recycle all waste products including human waste from the crew in the closed system.
The diet chosen for the experiment utilizes ten crops including rice, wheat, sweet potato, peanut, soybean, pinto bean, winter squash, beetroot, banana and papaya, said Nelson.
They are hardy, dependable and relatively easy to harvest and process with a minimum of equipment, the scientist said.
Nelson is the director of Space and Environmental Applications for Space Biosphere Ventures, which created and operated Biosphere 2, the 3.15 acre closed facility near Tucson, Arizona, the world's first global ecology laboratory.
He was a member of the eight person "biospherian" crew for the first two year closure experiment, 1991 to 1993.
Compared with the biosphere system of the Earth, Biosphere 2 aimed to be a self-contained research lab for global ecology, with its own atmosphere, rain forest, ocean, savannah, farm and housing. The crew raised its food and recycled air, water and waste.
However, the United States media claim that Biosphere 2's 1990s experiments were not very successful.
"Like any experiment, Biosphere 2 had unexpected occurrences, like a decline in atmospheric oxygen," Nelson told Xinhua.
"We learned a lot from Biosphere 2 about Earth ecosystems and the integration of technology with life systems," Nelson said, adding that the lessons learned from Biosphere 2 were being used in their current experiments.
"Once the facility has demonstrated that a biospheric life support system is feasible and is desirable for humans to inhabit, a human future in space will become a real possibility," Nelson said.
"This investigation into life support systems will not only yield data for space exploration but also information that can be used to understand and preserve the ecological health of our own planet," said Nelson.
He said that ground-based experiments with a wide variety of approaches and with varying technological support strategies are not premature, but essential if human space exploration and habitation outside the Earth's biosphere is to be viable in the future.
"There are a number of unsolved issues before we can successfully create balanced, sustainable and completely bioregenerative life support systems on Earth and have the confidence to apply them step by step in space," he said.
He said that if people are genuinely determined to live on Mars, then they will be able to achieve that goal.
"If the international community commits the resources, it could be done in 15-20 years," Nelson said.
"But we will need to do a lot of ground-based research on prototype systems to prepare properly for such applications in space," he added. | http://www.china.org.cn/english/scitech/175475.htm |
What will be the next ‘giant leap’ in space exploration ? It could be a manned expedition to the Red Planet – mars? In this challenging and thought-provoking book, Martin Turner shows how modern technologies not only make such a journey possible, but that advances in those technologies will make it more probablement, and that the first human Mission to mars will happen within our lifetime. The latest spacecraft rocket de propulsion, technology and planned developments in nuclear and electric propulsion technologies are the key factors which will enable this journey to take place. Of particular important is the necessity to transport cargo to Mars, and to provide essential life support for the crew – food, water, air and Fuel -to enable the return journey. L’expédition mars challenges us to face the Tact that, sooner or later, humans will have to make a choice: stay here on Earth or explore the solar System beyond. One Straße takes us nowhere, the other leads to the de vedettes.
Téléchargez gratuitement le livre Expedition Mars, publié le 01/01/2004 par l'éditeur Springer en format .epub ou .pdf. Le fichier a des 321 pages et sa taille est de 444kb (fichier .epub). | https://ebookgratuit.fr/telecharger/expedition-mars-9781852337353/ |
SpaceX (SpX)-17 Capture/Berthing: SpX-17 launched successfully Saturday carrying approximately 5,500 pounds of research, crew supplies, and hardware to the ISS. The vehicle was captured today at 6:03 AM CT with berthing to the Node 2 Nadir (N2N) port at 9:22 AM CT. The crew completed vestibule pressurization, leak check and vestibule outfitting and has begun cargo transfer. Dragon will remain berthed to the ISS until May 31, 2019.
Double Coldbag (DCB) Unpack: The crew reviewed plans for transfer and unpacking of the DCBs scheduled for tomorrow. The Double Coldbags are loaded with phase change media to keep science items within the acceptable temperature rage during visiting vehicle ascent.
Fluid Shifts: The crew performed Big Picture Words review, item gather, and hardware relocation in preparation for tomorrow’s Fluid Shifts operations in the Russian segment. Fluid Shifts is a NASA investigation, divided into Dilution Measurements, Baseline Imaging, and Baseline Imaging with Chibis (Lower Body Negative Pressure in the Russian segment). The Fluid Shifts experiment investigates the causes for severe and lasting physical changes to astronauts’ eyes. Because the head-ward fluid shift is a hypothesized contributor to these changes, reversing this fluid shift with a lower body negative pressure device is being evaluated as a possible intervention. Results from this study may help to develop preventative measures against lasting changes in vision and prevention of eye damage.
Food Acceptability: The crew completed their Food Acceptability questionnaires. This investigation seeks to determine the impact of repetitive consumption of food currently available from the spaceflight food system. Results will be used in developing strategies to improve food system composition to support crew health and performance on long duration missions.
JAXA Mouse Mission: Hardware preparation including washer tank inspection, Mouse Habitat Cage Unit water refill and item relocation were performed in preparation for the upcoming JAXA Mouse Mission. The purpose of this Mouse Mission is to analyze any alterations of the gene expression patterns in several organs and the effects on the germ-cell development of mice exposed to a long-term (e.g. more than 30 days) space environment. Data collected could suggest not only experimental information about mice in the space environment, but also fundamental information about humans exposed to a prolonged space environment.
Thermal Amine Scrubber (TAS) Status: During today’s planned activation of TAS, the Domain Adapter Node (DAN) computer was not passing data. Ground troubleshooting discovered an abnormally large file using up all available disk space on the DAN. Once the file was deleted, data flow was restored and TAS was activated.
Potable Water Dispenser (PWD) Sample Collection: The crew collected water samples from the PWD for in-flight and post-flight analysis. Collection is performed multiple times throughout the increment to verify water quality.
Mobile Servicing System (MSS) Operations: Yesterday Robotic Ground Controllers used the Station Remote Manipulator System (SSRMS) to complete a survey of the Node 2 Nadir (N2N) Active Common Berthing System (CBM). Today the crew monitored the SpaceX-17 approach and captured the vehicle using the SSRMS. Ground Controllers then inspected the Dragon Passive CBM sealing surface and installed Dragon on the N2N CBM.
Completed Task List Activities:
- Friday
- Veggie PONDS photos/check
- Rodent Research mass measurements/injections
- Saturday
- ESA EPO videos
- Sunday
- Lab AC inverter swap
- THC IMV flow measurement
Ground Activities:
All activities are complete unless otherwise noted.
- SpX-17 capture/berthing
Look Ahead:
Tuesday, 05/07 (GMT 127):
Payloads:
- DCB unpack
- Fluid Shifts
- Food Acceptability
- JAXA Mouse Mission
- Micro 14
- MicroAlgae
- MVP Cell-01
- Nano Antioxidants
- PCG-18
- STaARS Bio-3
- TangoLab-2
Systems:
- Double cold bag transfer/unpack
- POLAR/ JAXA TCU uninstall/POLAR transfer & EXPRESS Rack install
Wednesday, 05/08 (GMT 128):
Payloads:
- Actiwatch Plus check
- BioCell
- Fluid Shifts Chibis ops
- JAXA glovebox
- JAXA Mouse Mission
- Kidney cells
- Life Science Glovebox
- Low Temp PCG sample prep
- Micro-14
- Mouse Measurement stow
- PAUL hardware installation
- Rodent Research-12
Systems:
- Dragon LiOH filter bag removal
- Dragon capture debrief with ground
Today’s Planned Activities:
All activities are complete unless otherwise noted. | https://blogs.nasa.gov/stationreport/2019/05/06/ |
L3 Technologies to Deliver Electronic Warfare Aircraft to Australia
L3 Technologies has been awarded a prime contract with an estimated value of more than $1 billion to deliver four aircraft known as the MC-55A Peregrine, with next-generation airborne electronic warfare (EW) capability to the Royal Australian Air Force (RAAF).
The agreement includes four modified Gulfstream G550 aircraft with an integrated mission system that provides the latest EW capabilities.
The company believes that Australia is a very important market and they look forward to a long and productive partnership with the RAAF and the local supplier base in support of the Peregrine program.
The MC-55A Peregrine will be integrated into the Commonwealth’s joint warfighting networks, providing a critical link between platforms, including the F-35A Joint Strike Fighter, E-7A Wedgetail, EA-18G Growler, Navy surface combatants and amphibious assault ships, and ground assets to support the warfighter.
“This capability will greatly strengthen the RAAF’s goal to becoming a fully networked fifth-generation force and considerably enhance their global effect on peacekeeping and humanitarian operations,” said Jeff Miller, Corporate Senior Vice President and President of L3’s ISR Systems business segment. “It will serve as a critical link between air, land and sea assets to provide airborne electronic warfare support to Commonwealth and allied warfighters in complex operating environments.”
The new aircraft will include airframe modifications to accommodate mission systems and secure communications equipment, installation of a self-protection suite, ground-based data processing systems and crew training services. | https://www.bisinfotech.com/l3-technologies-to-deliver-electronic-warfare-aircraft-to-australia/ |
Boulder, Colorado. September 4, 2014 – Two University of Colorado Boulder student aerospace engineering science teams have won prestigious international and national awards for the design of real-world space missions to Mars and the moon.
One CU-Boulder student team placed second in the world in a competition to design the best concept for a two-person manned flyby of Mars mission as inexpensively, safely and simply as possible. The competition, the International Inspiration Mars Student Design Contest sponsored by the Mars Society, required the teams to choose a launch trajectory, a launch vehicle, flight systems and a concept of operations.
The flight system design selected by the CU-Boulder team included environmental control and life support systems, solar flare protection, navigation, communication and re-entry and landing technology for a proposed 2018 mission to Mars.
The CU-Boulder proposal — the Mars Approach Vehicle and Earth Return for Interplanetary Crew, or MAVERIC — included independent launches of an inflatable cargo module and an inflatable crew module equipped with a re-entry capsule. The two modules would link up above Earth for a 501-day journey that would swing around Mars, then return to Earth for an ocean splashdown.
As part of the 38-page CU-Boulder MAVERIC proposal, the students developed plans for crew activities ranging from exercise, craft maintenance, microgravity and plant growth experiments to ground communication, public outreach efforts and educational and entertainment media like videos, video games and electronic books.
The winning team was made up of a coalition of eight United States and Japanese institutions, including Keio University in Tokyo and Purdue University. The second-place CU-Boulder team included three students working under adviser and aerospace engineering sciences Associate Professor Dave Klaus — doctoral student Christine Fanchiang and master’s degree students Roger Huang and Eric Threet — along with four other students who participated in the earlier class design project from which the proposal was derived.
The judging panel was made up primarily of current and former NASA officials. Founded in 1998 by Colorado aerospace engineer Robert Zubrin to further the exploration and settlement of the red planet, the Mars Society now has more than 4,000 members and 6,000 associate supporters in more than 50 countries. Members include astronauts, astronomers, engineers, entrepreneurs, educators and students.
“We were very focused on putting together a realistic space mission using existing technologies, which I think helped us stand out in the competition,” said Threet, a Colorado Springs native who expects to receive his master’s degree in aerospace engineering from CU-Boulder in the spring of 2015.
A second CU-Boulder aerospace engineering team tied for first in the graduate student category for a national student design competition known as Revolutionary Aerospace Systems Concepts — Academic Linkage, or RASC-AL, sponsored by NASA and managed by the National Institute of Aerospace. The CU-Boulder team proposal, called the Lightweight, Innovative, Technology-driven Habitats for Space, or LITEHABS, is a permanent space habitat that would be placed in looping orbit between Earth and the moon’s orbit to support human space exploration on the moon and deeper into space.
The LITEHABS design includes both a solid inner core and an inflatable outer core made with a polymer known as Vectran, which is twice as strong as Kevlar used in bullet-proof vests and could deflect particles of space debris traveling at six miles per second. LITEHABS would have two docking ports for spacecraft and crew.
The inflatable wall of the habitat, which would be roughly 40 feet long and 36 feet in diameter, would be filled with water. In addition to providing water for the crew and protecting them from harmful space radiation, the water wall was designed with compartments for air revitalization using algae photosynthesis to take up carbon dioxide and release oxygen. The water wall also would control habitat humidity via water vapor condensation.
The habitat could serve multiple purposes, including a supply depot, a medical outpost, and a facility for the inspection and repair of other space vehicles. The orbiting, inflatable habitat also could be used to provide support for a proposed NASA mission by CU-Boulder to deploy a low radio frequency telescope on the far side of the moon.
The RASC-AL team, which submitted a 26-page proposal, included graduate students Jonathan Anthony, Christopher Christensen, Asa Darnell, Christine Fanchiang, Matthew Milanese, Christopher Nie, Tobias Niederwieser and Elliot Russell. The team also was advised by Klaus. Christensen is from Broomfield, Colo.
“I think what set us apart in the competition was the completeness of the design, which was well rounded and, most importantly, realistic,” said Darnell. “We developed our project around the U.S. space program that has been proposed and it fits into NASA’s goals and objectives over the next few decades. This, combined with innovative ideas and technologies, made it the kind of project NASA is looking for.”
In 2012 and 2013, CU-Boulder engineering teams also placed first nationally in the annual RASC-AL graduate student competition. In addition, a team involving CU-Boulder, Delft University of Technology in the Netherlands and the University of Stuttgart in Germany placed second in the 2012 national RASC-AL competition.
“Student competitions such as the RAS-CAL and Inspiration Mars programs really mesh well with our Space Habitat Design course goals by aligning the class efforts with real-world problems,” said Klaus. “This alignment not only makes the academic projects more interesting and relevant, it also gives students valuable, detailed insight into exciting, future career opportunities.”
“CU-Boulder has been a powerhouse in these competitions in large part due to the Space Habit Design course,” said Threet, who hopes to eventually conduct research on human space vehicles. | http://www.coloradospacenews.com/two-cu-boulder-student-teams-win-awards-for-space-mission-design/ |
Ames Research Center (ARC), located in California’s Silicon Valley, enables exploration through selected developments, innovative technologies, and interdisciplinary scientific discovery. ARC provides leadership in Astrobiology; microsatellites; technologies for CEV, CLV, and HLV; the search for habitable planets; supercomputing; intelligent/adaptive systems; advanced thermal protection; and airborne astronomy. ARC develops tools for a safer, more efficient national airspace and unique partnerships benefiting NASA’s mission.
Advancing technology and science through flight. The Armstrong Flight Research Center (AFRC), located at Edwards Air Force Base, California, performs flight research and technology integration to revolutionize aviation and pioneer aerospace technology, validates space exploration concepts, conducts airborne remote sensing and science missions, and supports operations of the Space Shuttle and the International Space Station for NASA and the Nation.
The NASA Glenn Research Center (GRC) at Lewis Field develops critical space flight systems and technologies to advance the exploration of our solar system and beyond while maintaining leadership in aeronautics. In partnership with U.S. industries, universities, and other Government institutions, research and development efforts focus on advancements in propulsion, power, communications, nuclear, and human-related aerospace systems.
The Goddard Space Flight Center (GSFC), located in Greenbelt, Maryland, expands the knowledge of Earth and its environment, the solar system, and the universe through observations from space. The Center also conducts scientific investigations, develops and operates space systems, and advances essential technologies.
NASA Headquarters, in Washington, DC, provides overall guidance and direction to the Agency, under the leadership of the Administrator. Procurements for Headquarters are processed through Goddard Space Flight Center. Ten Centers and a variety of installations around the country conduct the day-to-day work in laboratories, on air fields, in wind tunnels, and in control rooms. Together, this skilled, diverse group of scientists, engineers, managers, and support personnel shares the vision, mission, and values that are NASA.
As part of the NASA team, JPL enables the nation to explore space for the benefit of humankind by developing robotic space missions to explore our own and neighboring planetary systems. Search for life beyond the Earth's confines. Further our understanding of the origins and evolution of the universe and the laws that govern it. Make critical measurements to understand our home planet and help protect its environment. Enable a virtual presence throughout the solar system using the Deep Space Network and evolving it to the Interplanetary Network of the future. Apply JPL's unique skills to address problems of national significance. Inspire the next generation of explorers.
The Johnson Space Center (JSC) provides leadership for human space exploration and operations. The Center strives to advance human capability for exploration and utilization of space by conducting space operations, as well as designing, testing, and developing space flight hardware and systems. The Center has responsibility for the operation of the Space Shuttle and the International Space Station. Additionally, the Center hosts the Constellation Program which will enable the Vision for Space Exploration, as well as the Commercial Crew/Cargo Project which will foster increased commercial space enterprise opportunities.
The Kennedy Space Center (KSC) is responsible for the Agency’s space launch processing and services, and planning/implementation of ground operations for the Vision for Space Exploration. KSC manages the processing, launch, and recovery of the Space Shuttle; International Space Station elements, and associated payloads; and provides acquisition and technical management of commercially available launch services.
The Langley Research Center (LaRC) pioneers the future in space exploration, scientific discovery, and aeronautics through research and development of technology, scientific instruments and investigations, and exploration systems.
Marshall Space Flight Center (MSFC) serves as a systems developer and integrator for exploration and science missions. It advances Agency priorities with its full life-cycle engineering capabilities, developing and integrating human and scientific space flight systems from concept to development to operation. The Center’s work in advanced materials and manufacturing processes and scientific research in specialized areas rounds out its portfolio.
The NASA Shared Services Center (NSSC), located at Stennis Space Center, serves as a major Agencywide service resource that provides timely, accurate, high-quality, cost effective, and customer-focused services for NASA. The NSSC serves the information technology (IT), financial management, procurement, and human resources communities as a value added, independent resource. Increased operational efficiency and improved overall customer service will be achieved through consolidated business and technical services. By achieving synergy within and across functions the NSSC will reduce resource requirements for institutional support areas and position NASA for further business process improvements and innovations.
Stennis Space Center (SSC), located in Stennis, MS, implements NASA’s mission in areas assigned by two Agency Mission Directorates. SSC manages rocket propulsion testing for the Human Exploration and Operations Mission Directorate (HEOMD) and is serving as the Systems Engineering Center, managing assigned applied sciences program activities for the Science Mission Directorate (SMD). Stennis also serves as Federal manager and host agency of a major Government multiagency center. | https://osbp.nasa.gov/about-centers.html |
The recovery of potable water from waste water produced by humans in regenerative life support systems is essential for success of long-duration space missions. The Lunar-Mars Life Support Test Project (LMLSTP) Phase II test was performed to validate candidate technologies to support these missions. The test was conducted in the Crew and Thermal Systems Division (CTSD) Life Support Systems Integration Facility (LSSIF) at Johnson Space Center (JSC). Discussed in this paper are the water recovery system (WRS) results of this test. A crew of 4-persons participated in the test and lived in the LSSIF chamber for a duration of 30-days from June 12 to July 12, 1996. The crew had accommodations for personal hygiene, the air was regenerated for reuse, and the waste water was processed to potable and hygiene quality for reuse by the crew during this period. The waste water consisted of shower, laundry, handwash, urine and humidity condensate. The WRS consisted of physicochemical technologies that processed the waste water to hygiene and potable quality. The water went through approximately four recycles of being used, processed and reused. Approximately 3106 kg (0832 lbs.) of water was used by the crew and 2953 kg (6496 lbs.) of water was recovered. A yield of 95% was obtained. The subsystems, the performance of the subsystems and the quality of water produced are discussed in detail. The anomalies associated with the post-processing subsystem leading up to the 30-day test and the changes made to the post-processing subsystem to obtain potable water after the first day of the test are presented.
DOI:
https://doi.org/10.4271/972417
Citation:
Verostko, C., Pickering, K., Smith, F., Packham, N. et al., "Performance of the Water Recovery System During Phase II of the Lunar-Mars Life Support Test Project," SAE Technical Paper 972417, 1997,
https://doi.org/10.4271/972417
.
Download Citation
Author(s):
Charles Verostko, Karen Pickering, Fred Smith, Nigel Packham, John Lewis, Greg Stonesifer, Dave Staat, Melissa Rosenbaum
Affiliated:
NASA Johnson Space Center, Lockheed Martin, Hamilton Standard
Pages:
27
Event:
International Conference On Environmental Systems
Related Topics:
Water quality
Life support systems
Water
Recycling
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It’s hard to predict what hurdles NASA’s budget will face with a new congress but the agency has some bold goals for the next year and beyond – not the least of which will be getting an extra $500 million in funding.
The space agency’s chief administrator Charles Bolden this week detailed the new budget -- $18.5 billion total – and offered a look at what NAS wants to focus on – a trip to Jupiter’s moon Europa, new space communications technology, the James Webb space telescope and a voyage to Mars – going forward.
+More on Network World: World’s mostly coolest gas stations+
The journey to Mars remains a primary NASA goal, designed to answer some of humanity’s fundamental questions about life beyond Earth and what it can teach us about Earth's past, present and future, Bolden said.
Bolden noted that the budget proposal supports the Obama administration's commitment to serve as a catalyst for the growth of a vibrant American commercial space industry, including development of commercial crew transportation.
"American companies are developing the new systems in which astronauts soon will travel from the United States to low-Earth orbit," Bolden said. "That journey, indeed our entire path to the future, starts right here on Earth. Our commercial crew work, for example, is headquartered here at Kennedy, but encompasses efforts in 37 states."
Bolden noted that the budget allows NASA to continue development of the Orion crew vehicle, Space Launch System and Exploration Ground Systems that will one day send astronauts beyond low-Earth orbit.
The Space Launch System (SLS) is a new heavy-lift rocket, more powerful than any previously built. SLS will be capable of sending humans aboard Orion to deep-space destinations such as an asteroid and Mars.
Some other NASA 2016 budget specifics:
- $1,947 million for Earth Science including a plan to continue the 42-year Landsat record of global land-imaging measurements.
- $1,361 million for Planetary Science including formulation of a mission to Jupiter’s moon Europa. Scientists say Europa - which orbits the planet Jupiter about 778 million km (484 million miles) from the Sun - could support life because it might have an ocean of liquid water under its miles-thick frozen crust. NASA’s 4-ton Juno spacecraft is expected to begin exploring the big planet by 2016.
- $709 million for Astrophysics including the Stratospheric Observatory for Infrared Astronomy (SOFIA).
- $620 million to keep the James Webb Space Telescope on track for launch in 2018.
- $651 million for Heliophysics including keeping Solar Probe Plus on track for launch in 2018.
- Funds over 10,000 U.S. scientists in universities, industry, and government labs through over 3,000 openly competed research awards.
- Includes $4,506 million for Exploration and $4,004 million for Space Operations.
- Continues commercial development of US crew transportation systems to be certified to support the ISS by the end of 2017, ending the need to pay Russia for crew transport services.
- Enables use of ISS as a platform for scientists to identify and quantify risks to human health and performance, develop countermeasures, and develop and test technologies that protect astronauts during extended human exploration missions.
- Conducts 6 in-space demonstrations: deep space atomic clock for advanced navigation and outer planetary science investigations, green propellant alternative to hydrazine, and four small spacecraft demos.
- Pioneers fundamental research, and the most promising technologies and concepts in partnership with academia and industry, for transition to the FAA and the aviation industry to meet evolving user needs.
Check out these other hot stories: | http://www.networkworld.com/article/2879139/security0/nasa-wants-mars-jupiter-as-it-begins-2016-budget-journey.html |
The London-based group Renewable Energy Experts is now accepting proposals for paper presentations, workshops/interactive sessions, posters/exhibits, or colloquies for the “International Conference on Environment management, Energy, Water resources and flood control” to be held on 18th to 23rd December, 2013.
Virtual participation is available for those who are unable to attend the conference in person.
Environmental pollution is practiced world-wide and displays an increasing trend both in developed and developing countries. In order to provide a steady and sustainable development, organic management systems should address environmental issues that gain increasing importance as the trade becomes more globalized.
Renewable Energy is not only a new trend in Modern Society, but it is a necessity to fulfill all the basic principles during implementation and consider the impact of organic management system at farm, regional or global level. We are targeting to bring together a large number of experts and participants for the conference.
The effect of Climate Change on social and economic stability of nations will also be discussed.
-
Why organic agriculture, for advanced quality and safety of food, to save our environment and our old planet, or to increase welfare of all the actors?
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How can organic food and non-food production cope with the increasing environmental problems at regional, national or world level?
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How does Climate Change affect economic growth?
-
How do we foster the use of renewable energy?
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Does current marketing of organic products address environmental concerns more than the conventional?
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Role of guarantee systems
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Rising sea level and impacts on our regular way of life
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Water pollution and water resources management – reducing water borne diseases and erosion/flood control
-
Which institutions will continue supporting and promoting Renewable Energy?
-
Which countries will prefer to adopt policies to support and apply ecological methods?
Themes:
Flood and Flood Control, Air Pollution and Public Health, Effects of air pollution on public health, Sources of air pollution, Air pollution monitoring and modeling, Air pollution prevention and control, Urban/indoor air pollution and control, Air quality measurement and management, Global Water Resources and air pollution, Renewable Energy Systems, Early warning systems for disaster management, Land and Mud Slides, Role of Science and Technology in climate mitigation, Biodiversity and Forest Management.
Other topics related to water pollution:
Water Quality and Public Health: Purification of drinking-water supplies, Treatment, disposal and discharge of waste-water, New waste-water treatment technologies, Methods of monitoring water quality, Modeling and measuring of water pollution, New water purification technologies, Ground water pollution control, Water resources and quality assessment, Water resource protection and sustainable use, Hydro-biology and water pollution.
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Proposal ideas that extend beyond these thematic areas must first be discussed with the conference secretary before being prepared.
-
A number of Access Grant Award will be granted to Participating Delegates from developing countries attending the conference to cover per diem, flight ticket and registration fees.
Important dates to note:
12th November 2013, Deadline for abstract submission 19th November 2013, Notification of acceptance 6th December 2013, Deadline for full paper submission 18th – 23rd December 2013 Conference dates
For more information about the ideas and themes underlying this conference, online registration, accommodation, access grant scholar award and venue, please email the conference secretary: [email protected].
Conveners: Renewable Energy Experts: 45, Wimpole Street, West Central London, W1G 0EE, UK. Phone: +44 (703)195-2862, Fax: 07024034169. | https://caribbeanclimateblog.com/2013/10/24/applications-open-for-international-conference-on-environment-management-energy-water-resources-flood-control/ |
SpaceX was founded under the belief that a future where humanity is out exploring the stars is fundamentally more exciting than one where we are not. Today SpaceX is actively developing the technologies to make this possible, with the ultimate goal of enabling human life on Mars.
IT Services Technician II - Cape Launch Operations Systems
The launch and mission IT team is responsible for supporting all networks and systems associated with SpaceX launch, mission, and recovery operations globally. This position will be responsible for supporting launch and mission operations administrators and engineers at our launch site on Cape Canaveral Air Force Station, FL.
Responsibilities:
Provide 1st and 2nd tier support to SpaceX employees who require assistance with their information technology resources.
Install and configure computers, telephones, and other common technology/devices for new and existing SpaceX employees.
Provide after-hours or weekend support when necessary to perform high-risk or planned downtime of SpaceX IT systems for upgrades and maintenance.
Support SpaceX with the regular maintenance of monitoring, backup, and infrastructure systems.
Provide 'remote hands' support for SpaceX systems administrators as needed to include racking of servers, network devices, and rack-mountable power systems.
Basic Qualifications:
3+ years' work experience building, deploying and troubleshooting computer systems.
Experience working within an enterprise environment.
Experience troubleshooting hardware, printers, and software, Microsoft technologies including Windows 7, Windows Server, and Microsoft Office.
Experience supporting and troubleshooting network equipment and IP networks.
Enterprise experience working with system imaging and configuration management systems, such as Microsoft Systems Center Configuration Manager (SCCM).
Experience racking and stacking servers.
Preferred Skills and Experience:
Associate's or bachelor's degree in computer science or technical field.
A+, Network+, MCSE, and other technical certifications.
Working knowledge of audio visual equipment.
Ability to take on higher-level strategic projects when tactical projects stall. Areas can include network administration, systems administration, high-performance computing, information security, etc.
Ability to write instructional documentation and convey highly technical ideas in simple terms.
Ability to address and resolve information technology issues promptly, effectively and independently.
Motivated self-starter personality, able to work independently while maintaining patience with the constant interruptions of needy coworkers.
Comfortable working with mission critical and sensitive systems, with a sense of urgency appropriate to the responsibilities.
Additional Requirements:
Willing to work overtime when necessary.
Ability to pass Air Force background check for Cape Canaveral
Position is subject to pre-employment drug and random drug and alcohol testing
Must be physically fit enough to regularly lift up to 30 lbs. for duties such as delivering computers, unpacking and rack-mounting equipment, etc.
Must be comfortable working at heights up to 110 meters with appropriate safety equipment
Some travel, including air travel and extended time at sea, is required for operational and training purposes
ITAR Requirements:
To conform to U.S. Government space technology export regulations, including the International Traffic in Arms Regulations (ITAR) you must be a U.S. citizen, lawful permanent resident of the U.S., protected individual as defined by 8 U.S.C. 1324b(a)(3), or eligible to obtain the required authorizations from the U.S. Department of State. Learn more about the ITAR here ( https://www.pmddtc.state.gov/?id=ddtc_kb_article_page&sys_id=24d528fddbfc930044f9ff621f961987 ).
SpaceX is an Equal Opportunity Employer; employment with SpaceX is governed on the basis of merit, competence and qualifications and will not be influenced in any manner by race, color, religion, gender, national origin/ethnicity, veteran status, disability status, age, sexual orientation, gender identity, marital status, mental or physical disability or any other legally protected status.
Applicants wishing to view a copy of SpaceX's Affirmative Action Plan for veterans and individuals with disabilities, or applicants requiring reasonable accommodation to the application/interview process should notify the Human Resources Department at (310) 363-6000. | https://www.engineerjobs.com/jobsearch/viewjob/Oa_A2HvrYuVurnFhgu8GhtW27fTLrTderHeC2YYaqRewiHBDu-yxvQ?ak=computer&l=titusville+florida |
there will be no acceptable future for anyone.
The official World Food Day theme is announced by the Food and Agriculture Organization of the United Nations. The goal is to give focus to World Food Day observances and raise awareness and understanding of approaches to end hunger.
Food is the essence of life and the bedrock of our cultures and communities. Preserving access to safe and nutritious food is and will continue to be an essential part of the response to, particularly for poor and vulnerable communities, who are hit hardest by the pandemic and resulting economic shocks.
In a moment like this, it is more important than ever to recognize the need to support our food heroes – farmers and workers throughout the food system – who are making sure that food makes its way from farm to fork even amid disruptions.
Achieving food security for all is at the heart of FAO’s efforts – to make sure people have regular access to enough high-quality food to lead active, healthy lives.
The three main goals are the eradication of hunger, food insecurity, and malnutrition; the elimination of poverty and the driving forward of economic and social progress for all; and the sustainable management and utilization of natural resources, including land, water, air, climate and genetic resources for the benefit of present and future generations.
The objectives of World Food Day are to:
Don’t waste water.
Diversify your diet.
Keep fish populations afloat.
Keep soils and water clean.
Buy organic
Energy-efficient is best
Use solar panels or other green energy systems
Buy only what you need
Pick ugly fruit and vegetables
Don’t let labels fool you
Limit your plastic
Recycle paper, plastic, glass, and aluminum
Store food wisely
Love your leftovers
Make plant food
Be rubbish-savvy
Make cities greener
Shop local.
Protect forests and save paper
Bike, walk or use public transport
Be a conscientious consumer
Keep up to date on climate change
Be an advocate!
*Encourage attention to agricultural food production and stimulate national, bilateral, multilateral, and non-governmental efforts to this end;
*Encourage economic and technical cooperation among developing countries;
*Encourage the participation of rural people, particularly women and the least privileged categories, in decisions and activities influencing their living conditions;
*Heighten public awareness of the problem of hunger in the world;
*Promote the transfer of technologies to the developing world; and
*Strengthen international and national solidarity in the struggle against hunger, malnutrition, and poverty and draw attention to achievements in food and agricultural development.
To learn more about World Food Day, visit the Food and Agriculture Organization of the United Nations (FAO).
Follow FAO World Food Day on Twitter. | https://blog.nutritionandfamily.com/2022/10/world-food-day/ |
Three-dimensional Microbial Mapping of ISS Environment (3DMM): The crew performed surface collections in PMM and the Airlock. Surfaces in the ISS contain microbes and associated biomolecules excreted by these microorganisms. 3DMM uses DNA sequencing and other analyses to construct a 3D map of bacteria and bacterial products throughout the Station. The team also plans to characterize how these microbes respond at a molecular level to specific stress conditions, including altered gravity and atmospheric composition.
Asian Herb in Space: The crew set the plant chamber under the GLA lights and watered the seeds. Microgravity affects the growth of plants and understanding the nature of these changes is important for future missions that will rely on plants for food. Asian Herb in Space studies fast-growing plants used for traditional medicine and flavoring food, examining differences in their aroma that may result from microgravity-related cellular changes. This investigation benefits future plant growth efforts in space, and provides new information on the formation of aroma compounds in common herbs.
Astrobee: The crew had a conference with the Payload Developer prior to the start of Soundsee operations. Astrobee is made up of three free-flying, cube-shaped robots which are designed to help scientists and engineers develop and test technologies for use in microgravity to assist astronauts with routine chores and give ground controllers additional eyes and ears on the space station. The autonomous robots, powered by fans and vision-based navigation, perform crew monitoring, sampling, logistics management, and accommodate up to three investigations.
Confined Combustion: The crew installed the Confined Combustion hardware in the MSG then conducted a flame test on one sample. Confined Combustion examines the behavior of flame as it spreads in differently-shaped confined spaces in microgravity. Flame spread observations are translated into mathematical models for use in understanding the results and applying them to areas with different shapes.
WetLab-2 One-Step Gene Sampling Tool: The crew set up hardware for Wet Lab-2 One-Step Gene Sampler Operations then performed mRNA expression analysis on a radish harvested from Plant Habitat. One-Step Gene Sampling Tool to Improve the ISS Bioanalytical Facility (One-Step Gene Sampling Tool) tests a technology that collects ribonucleic acid (RNA) directly from tissue. It enables faster genetic analysis of multiple samples without the need to destroy the specimen, as traditional technology requires. These brief and repeatable screening experiments can help researchers make more informed decisions regarding when to terminate plant or animal growth investigations and extract the full genetic library.
SoundSee: The crew installed SoundSee onto an Astrobee Free-Flyer, then performed checkout of SoundSee. The crew was able to perform two out of the 4 recordings planned. Investigation of Deep Audio Analytics on the International Space Station (SoundSee Mission) tests monitoring of the acoustic environment using an audio sensor on Astrobee, a mobile robotic platform aboard the space station. Microphones collect acoustic information, and the Astrobee determines the sensor’s position. The system can detect anomalies in the sound of components inside a machine, providing autonomous monitoring of the health of infrastructure such as life support and exercise equipment.
Systems
Cygnus Robotic on Board Trainer (RoBOT): FE-10 and FE-12 set up the RoBOT and completed a proficiency training session.
Food Consolidation: The crew used Stow Track to consolidate food stowage. This will open up available space on the ISS.
Urine Processing Assembly (UPA) Recycle Tank: The crew R&Rd the UPA recycle tank as part of nominal scheduled maintenance. The vent adapters were R&Rd as well.
Centerline Berthing Camera System (CBCS): The crew deployed and checked out the CBCS at Node 1 Nadir to support future Common Berthing Mechanism (CBM) mating operations.
Completed Task List Activities:
- ARED spreadsheet recording
- Astrobee OBT review
- Dragon Crew-1 debrief
- WHC urine hydraulic components R&R
- JAXA EPO audit
- JAXA UN video
- Vascular Echo ultrasound
- Wanted poster Hunch tape dispenser
- PWD circuit breaker reset
- WHC KTO replace
Today’s Ground Activities:
All activities are complete unless otherwise noted.
- Payloads ops support
- Cygnus OBT RoBOT support
- CBCS install/checkout support
- C2V2 activation
Look Ahead Plan
Wednesday, February 17 (GMT 048)
Payloads:
- Antimicrobial Coatings Touch, Combustion Integrated Rack Manifold #2 & #4 Bottle Replacement, ISS Experience Solid State Drive Changeout, Plant Water Management-Soil Prime and Operations, Standard Measures Post-sleep Questionnaire, Vascular Echo 13-Hour Blood Pressure Monitoring Initialization Alternate
Systems:
- OBT Cygnus offset grapple
- EVA REBA powered hardware checkout
- EVA HD EMU camera assembly install
- OBT Cygnus RoBOT self study
Thursday, February 18 (GMT 049)
Payloads:
- AstroRad Vest Survey 2, Confined Combustion Test Operations, ISS Experience EVA Z-Cam Checkout, Plant Water Management Battery Exchange, Standard Measures Pre-sleep Questionnaire, Vascular Echo 13-Hour Blood Pressure Monitoring Conclude Alternate
Systems:
- EVA Z-cam checkout
- EVA EMU resize
- Cygnus cargo transfer review
Friday, February 19 (GMT 050)
Payloads:
- 3DMM Node 3 Sample Collection, Antimicrobial Coatings Touch, Airborne Particulate Monitor Status Check, DOSIS Main Box LED Check, Food Acceptability Survey, ISS Experience Recording, Packed Bed Reactor Experiment Historical Documentation Photos, SAMS CU HD Swap Load, Standard Measures Post-sleep Questionnaire, Time experiment science
Systems:
- Cygnus RoBOT OBT
- Microbial monitoring sample collect
Today’s Planned Activities:
All activities are complete unless otherwise noted. | https://blogs.nasa.gov/stationreport/2021/02/16/ |
Under a new five-year plan unveiled in December, China will continue to make methodical progress in human spaceflight, expand its satellite navigation system, explore the moon and seek space technology partnerships with developing nations.
China also plans to test new rocket systems to haul hefty payloads into Earth orbit with kerosene fuel, a less toxic alternative to hydrazine used on today's Chinese Long March boosters. China is constructing a new spaceport on Hainan Island off the southern coast of the country's mainland.
The fresh five-year plan will kick off in 2012 with the launch of two Shenzhou spaceships to dock with Tiangong 1, a prototype space station module launched in September 2011. An unmanned Shenzhou capsule accomplished China's first robotic docking in orbit in November.
At least one of the Shenzhou missions this year will carry a crew of astronauts.
Chinese officials have not disclosed a timetable for either mission, which are named Shenzhou 9 and Shenzhou 10.
In the next five years, "China will launch space laboratories, manned spaceships and space freighters," the plan says. The country will also "make breakthroughs in and master space station key technologies, including astronauts' medium-term stay, regenerative life support and propellant refueling."
China plans to make technological preparations for the construction of a 100-ton space station and initiate research to land humans on the surface of the moon.
Engineers are developing the Chang'e 3 robotic lunar lander for launch in 2013, the second phase of a three-step moon exploration effort. China successfully sent two Chang'e orbiters to the moon in 2007 and 2010, collecting sharp imagery for a high-resolution map of the lunar surface.
Controllers dispatched Chang'e 2 from lunar orbit to a position at the L2 libration point a million miles from Earth, the furthest distance any Chinese probe has ever traveled from Earth.
The third step in the robotic lunar program is to return samples to Earth.
China is also prioritizing Earth observation, communications and navigation satellites.
Nigeria, Venezuela and Pakistan purchased government-owned broadcasting satellites for launch by Chinese rockets, and further craft are under construction in China for Bolivia, Laos and Belarus.
China says it will continue negotiating satellite and launch agreements with developing countries.
Another focus for Chinese space officials will be the continued deployment of the Beidou navigation system, a satellite network designed to provide positioning services independent of the U.S. Air Force's GPS program.
China activated the Beidou system Dec. 27 on a trial basis. Its 10 satellites currently provide services over the Asia-Pacific region, including most of China. The coverage zone stretches from the southern border of Russia to Australia, and from India in the west to the Pacific Ocean in the east.
Global coverage will be possible by 2020 with a constellation of 35 satellites, according to the state-run Xinhua news agency.
Copyright 2012 SpaceflightNow.com, all rights reserved. | https://www.space.com/14199-china-targets-2013-launch-lunar-landing.html |
Goldbelt Falcon, an Alaska Native Company - Small Disadvantaged Business (SDB). Goldbelt Falcon is a subsidiary within the Goldbelt Incorporated portfolio. We are new to Charleston and experiencing rapid growth and presence in the community. We are expanding our exposure by developing new relationships with diversity and exciting challenges. With a broad base of teaming partners and vendors, we support a diverse, geographically based customer base including Defense Logistics Agency, Defense Health Agency, Air Force, Navy, Army, Marines, and Coast Guard. We also support the Office of Homeland Security and the Food and Drug Administration. We take pride in becoming fully integrated into our customer’s culture and processes which enhances our strong focus on customer service while grounded in a comprehensive quality approach based on innovation, continuous improvement, and optimum utilization of manpower. We are proven and proficient in program and cost efficiency by tailoring a comprehensive business solution to our customers that is streamlined and dedicated to customer satisfaction through increased responsiveness, less overhead and increased cost effectiveness. We provide a diversity of professional and technical services including program and project management, Medical Health Systems, C2 & Information Technology, research and engineering, laboratory support, supply chain management, integrated logistics, and training. We are a progressive company that invests in research and recognizes that customers prefer the newest technologies and expertise to design and implement systems that support current and future mission requirements. We employ personnel that are experienced in communications engineering with a focus in design, drafting, configuration management, integration, testing, and lifecycle management. Goldbelt Falcon is a small company with the agility of big business credentials and experience of managing prime contracts, subcontractors, and joint ventures with the following capabilities portfolio: Professional Services: C2 & Information Technology Systems Engineering & Integration Research and Engineering Laboratory Support Program Management Technical Services: Metrology Medical Health Systems Calibration, and Repair Supply Chain Management Logistics Training.
Email: | https://www.charlestondca.org/goldbelt-falcon-llc |
On each of these missions for Navy, Army and Air Force missions, MDS engineers have striven to best support our clients in the quest to successfully manage the complexity and costs of their R&D, systems engineering and A&AS efforts. Be it scientific/algorithmic software design, M&S of Integrated Air Defense Systems (IADS), consulting on directed energy experimentation strategic paths, demonstrating technologies and analysis tools for air dominance in contested and A2/AD (anti-access, area denial) environments through a Simulation-Based R&D (SBR&D), or the programmatic support to U-2 modernization programs, we have attempted to understand the intricate relationships between science/research, new technology, programmatic processes, and the people involved. Our approach is based on the premise that the systems integration methodology can be most effectively applied when the various elements in a mission enterprise are viewed and defined iteratively, that is, critically reviewed, prototyped, balanced, and in turn re-applied to the schema. Only with such adherence to process and detail can truly systemically common environments and applications be realized.
AFSIM - Advanced Framework for Simulation, Integration and Modeling
AFRL M&S
Advanced Framework for Simulation, Integration and Modeling (AFSIM)
AFSIM M&S: Air/Ground/Space - EW/ISR - UAV/SUAS-Hypersonic. MDS develops systems and applies M&S platforms and frameworks such as AFSIM, MatLab, LEEDR as well as integrated capabilities of legacy M&S environments for AFRL to analyze and quantify physical, mission and campaign level aspects of technological applications. The work includes analyzing various ISR technology capabilities, related mission survivability, susceptibility, lethality and overall mission effectiveness. Areas of concern addressed or anticipated:
- Engagement/mission effectiveness in adverse and nonadverse;
conditions (air-to-air, air-to-ground, kinetic, nonkinetic,
defensive, survivability);
- Sensor performance (time track, area, FOV, distance, time,track, on-
board processing;
- Logistic considerations (reliability, availability, basing);
- Technologies/Platforms modeled: Attritable aircraft. Reconfigurable
aircraft, Unique sensor tech, Denied environment communications,
Cyber effects on ISR, Space systems, Hypersonic systems, Ground-
based ISR, Sea-based ISR
Development efforts include open-architecture software engineering, data manipulation/reduction, database development/management/integration, software Graphical User Interface (GUI)/other interface design and development, model operating environment HW/SW integration and testing, and integration of various DoD and commercial third party applications. MDS assists in the verification and validation of various components associated with the complete MS&A toolset developed for any given project.
NASA Tropical Rainfall Measuring Mission (TRMM)
MDS personnel supported the NASA Tropical Rainfall Measuring Mission (TRMM) scientific weather algorithms, data repository and associated ground storage architecture efforts. TRMM (a sub program of the Earth Observation System,)science team in sensor (Special Sensor Microwave/Imager (SSM/I)) data algorithms development and the development of related ground segment data storage and manipulation capabilities. TRMM is a research satellite designed to improve our understanding of the distribution and variability of precipitation within the tropics as part of the water cycle in the current climate system. By covering the tropical and sub-tropical regions of the Earth, TRMM provides much needed information on rainfall and its associated heat release that helps to power the global atmospheric circulation that shapes both weather and climate. In coordination with other satellites in NASA's Earth Observing System, TRMM provides important precipitation information using several space-borne instruments to increase our understanding of the interactions between water vapor, clouds, and precipitation, that are central to regulating Earth's climate. The TRMM Visible and Infrared Scanner (VIRS) Level 1B Calibrated Radiance Product (1B01) contains calibrated radiances and auxiliary geolocation information from the five channels of the VIRS instrument, for each pixel of each scan.
Space/Cyber/Air Exercise/Wargame Support, AFSPC
MDS supports the Air Force Space Command (AFSPC, A9, Peterson AFB) in developing and refining exercises and related wargamming capabilities in support of, for example, Joint Force Space Component Command (JFSCC ) construct directed by CDRUSSTRATCOM. Work involves interacting with AF and joint parties on multi-disciplined exercise supportive discovery , expert analysis and the development of Lessons Learned articles to aid in continual refinement of the programs. Such exercises as GLOBAL THUNDER (GT) and GLOBAL LIGHTNING (GL) are monitored and documented to better understand the type of information most widely and effectively processed, determine best practice mission elements and recommend enhancements. simulation and flight test activities to discover and develop advanced technologies and system designs. MDS is a subcontractor on the program.
Nuclear Command and Control Communications (NC3)
MDS personnel provide in-depth system engineering, operational analysis and related Modeling and Simulation (M&S) of Air Force NC3 reliant environments. Functional areas of focus include communications performance across sustaining engineering processes and procedures, implementation and fielding measures, cyber security, survivability and vulnerability assessment and mitigation, metrics development, analysis, tracking, and configuration management and control of AF nuclear capabilities. AFGSC directly executes and complies with Nuclear Command and Control Systems Technical Performance Criteria, prioritization of C3 nodes and systems for High Altitude Electromagnetic Pulse protection, critical nuclear C2 equipment and facilities, lead command responsibilities identified in AFPD 10-9 Lead Command, AFI 10-901 Operating Units and Lead Command Responsibilities, AFI 13-5 550 Air Force Nuclear Command and Control, AFI 10-601 Operational Capability Requirements Development
Directed Energy Scientific /Management Research and Technology, AFRL, Kirtland AFB
MDS personnel provide engineering and management services for space based platforms, directed energy, and advanced optics for the US Air Force AFRL, HEL-JTO and ORS and NASA. Support covers projective analysis and M&S of science and technology advancements across space electronics, space electro-optics and infrared, space environmental impacts and mitigation, space experiments, space platforms and operations technologies, nuclear explosion monitoring for treaty monitoring, laser systems, high power electromagnetics, directed energy and electro-optics for space superiority, astronomy, high performance computing. The Space Vehicles Directorate develops space technologies that support evolving space related warfighter requirements. Primary areas of importance include communications, positioning, navigation, and timing, space cyber, space modeling and simulation, space evaluation and analysis assessments, defensive space control, space situational awareness, and intelligence,. The Directed Energy Directorate develops advanced directed energy technologies that support evolving tactical and strategic warfighter requirements.
Rapid Global Mobility (RGM) R&D
Platform SWAT/Fuel Analysis
MDS supports the Air Forces RGM efforts acting as a support contractor in the area of air platform and related resources M&S/statistical analysis.
Rapid Global Mobility is essential to virtually every military operation, allowing forces to reach foreign or domestic destinations quickly, thus seizing the initiative through speed and surprise. Software tools/systems such as AMP and the related JMP Statistical Analysis Software are applied in the modeling work. In addition to overarching enabling technologies, this RGM research includes development and integration of varying levels of automation and autonomy for optionally manned RGM aircraft and energy efficiency technologies for current and future RGM aircraft. The SBR&D capability must enable a rapid and flexible spiral development approach that consist of cycles of research, design, development, constructive simulation, virtual simulation, hardware-in-the-loop simulation and flight test to develop the emerging technologies to the point where transition to the warfighter is possible.RGM technologies are defined as technologies that would be aerospace vehicle specific, such as mission management algorithms, cooperative control algorithms and UAV ground station capabilities. SBR&D technologies include desktop M&S tools, constructive simulation, virtual simulation, Hardware in the Loop (HWIL) simulation, and flight test assets.The Rapid Global Mobility core function consists of airlift, air refueling and aeromedical evacuations operations. This effort will build on the current state of the art in RGM technologies, as well as pursuing cooperative efforts with other elements of AFRL and outside organizations such as AFLCMC, the other Services, DARPA, NASA, and industry.
Mission Planning
Joint Mission Planning Software (JMPS)
MDS supports, as a small business Team partne,r the Mission Planning Enterprise Contract (MPEC), for the 951st Electronic Systems Group, Electronic Systems Center, Hanscom AFB MA. The program is focused on the enhancement and deployment of the JMPS framework. The MPEC enterprise encompasses partnering organization in the US Air Force, Navy, Army and SOCOM. Enterprise technical and management support efforts are required for future mission planning software development, maintenance, and integration. These efforts include, but are not limited to: 1) Joint Mission Planning System (JMPS) common capabilities development, evolution, and maintenance, 2) JMPS aircraft and weapon Unique Planning Components (UPCs) development, evolution, maintenance and Mission Planning Environment (MPE) integration; 3) evolution and maintenance of the JMPS framework; 4) migration of aircraft and weapon platforms from legacy mission planning systems to JMPS; 5) maintenance of legacy mission planning system software/core systems, installable software modules, and/or platform components; 6) development and evolution of future mission planning systems; and 7) performance of mission planning and related C4I trade studies and/or prototyping.
Atmospheric Remote Sensing R&D
Navel Research Laboratory
MDS, as a subcontractor to Praxis Corp, supports NRL’s Remote Sensing Division on a project covering such diverse areas as Upper Atmospheric Remote Sensor Engineering Efforts, and Synthetic Aperture Radar (SAR)/Interferometric Synthetic Aperture Radar (ISAR) Systems R&D. This work includes R&D in such areas as: spectral imaging for the remote sensing of coastal water and of land surfaces; passive polarimetric microwave sensing of the ocean surface (Windsat, APMIR); passive near ultraviolet, visible, near-infrared and passive microwave sensing of the atmosphere; bistatic reflectometry; synthetic aperture radar (SAR); radio, IR and optical astronomy; passive sensing of direct and diffuse near-surface sunlight. The environment performs modeling, field and laboratory experiments, calibrates and validates sensors, carries out feasibility studies, and performs simulations and scientific analyses.
M&S, UAV/ISR/Sensor Analysis
Aerospace Technologies
Research and M&S of Agile Mission Supportive Technologies
MDS supports the AFRL via the Research of Aerospace Systems Technologies (RAST) program. This six year contract is focused on the R&D and resultant practical application of technologies across a broad spectrum of aerospace initiatives (AFRL’s Aerospace Systems:RQ – RY/XZ/A9/NASIC/RM). The contract encompasses R&D and supportive M&S activities focused on the development, maturation, assessment, and integration of aerospace vehicle technologies (e.g. SUAS, UAV, Cyber, ISR/Sensors, Space, Directed Energy, Survivability, Rapid Global Mobility, Fuel/Energy Optimization). M&S environments applied or assesed include: AFSIM, SEAMS, EAAGLES, BRAWLER, HELIOS/FLAMES, EADSIM, TMAP/Simulink, SUPPRESSOR, STK). MDS currently performs tasks on RAST at the basic research (6.1), advanced applied research (6.2) and advanced technology demonstration (6.3) levels. Applied research projects are expected to complement, and be coupled with, the needs of the advanced technology demonstration projects. To accommodate this relationship, a M&S spiral development approach is employed consisting of design, development, simulation and flight test activities to discover and develop advanced technologies and system designs. MDS is a subcontractor on the program.
Threat Warning and Integrated Survivability Technology (TWIST)
MDS, as a team member, supports the AFRL Threat Warning & Integrated Survivability Technology (TWIST) effort which seeks to develop and demonstrate prototype advanced integrated threat warning systems while also advancing electro-optic test and developmental risk reduction methodologies to supplement procurement agency milestone achievements. These objectives will include laboratory testing methodologies and simulations for AF and DoD procurement activities critically supported by the Integrated Threat Warning Laboratory’s (ITWL’s) world-class electro-optical (EO) threat warning core competencies. The work may include the development and testing of protocols and instrumentation augmentation in the areas of laser sensor technology, missile warning, hostile fire, combat identification, and wide area surveillance sensors. Of high interest is research integrating EO threat warning system prototypes with a federated electronic warfare (EW) bus technology.
. The program will support research and development in the following areas:
- Missile Warning Technology,
- Multi-Spectral Threat Simulation,
- Modeling and Simulation,
- Test Equipment Improvements,
- Sensor Development, and
- Risk Reduction Experiments and Characterization,
ICBM Ground Base Strategic Deterrent (GBSD) TMRR
MDS, as a subcontractor to Boeing Corp, supports the Ground Based Strategic Deterrent (GBSD), Technology Maturation and Risk Reduction (TMRR) phase of the ICBM next generation modernization program. The TMRR phase of GBSD will develop a complete WS preliminary design and create plans necessary for a Milestone B decision to enter the Engineering and Manufacturing Development (EMD) acquisition phase for the Minuteman III (MMIII) Intercontinental Ballistic Missile (ICBM) Weapon System (WS) replacement.
MDS support on the M&S and systems engineering of advanced GNC capabilities for extra-terrestrial missile applications. The work includes R&D and M&S of advanced GNC nuclear survivable capabilities from conceptional development, through M&S and HWIL prototyping/test. Engineering encompasses simulation of gyros, accelerometers and IMU and related integration algorithm design.
Areas of engineering support may also include:
- Comms/NC3: Modeling, Design, Engineering (e.g. RF Comms,
OPNET)
- Compliance: Nuclear Surety/Safety; Launch Analysis,Cyber Controls
- EM: Nuclear Hardness and Survivability; Electromag Env. Effects;
HEMP
- Software: OSA based Software Design, Programming, Test, V&V
- Mechanical: Launch, Flight/Vibration and Propulsion (I&T)
- M&S: Modeling and Simulation/MBSE
The $340M program seeks to deliver a low risk, resilient, preliminary design that establishes a new capability baseline while meeting affordability, schedule, and performance requirements.Overall, the Air Force plans to build as many as 400 new GBSD weapons to modernize the arsenal and replace the 1970s-era Boeing-built Minuteman IIIs. The new weapons will be engineered with improved guidance technology, boosters, flight systems and command and control systems, compared to the existing Minuteman III missiles. The system must be capable of adapting in the future to meet the challenges of a dynamic threat environment, technology advancements, and affordability.
High Altitude/Near Space (HA/NS) Reconnaissance
MDS has been awarded a contract in supoprt of ACC High-Alt./Near Space ISR Directorate to provide analytical, advisory, technical expertise and analysis for near space ISR programs. Variants integrated are both manned (U-2) and unmanned (UAV - RQ-4/EQ-4). Work included analysis involving systems, subsystems, data links, communications, training systems, and intelligence systems as these relate to current and future programs. The team analyzed and coordinated requests for CONUS imagery intelligence (IMINT) and signals intelligence (SIGINT). Additional tasking includes sustainment and logistical operations involving weapons system management, reliability, maintainability, sustainability and system integration of aircraft, sub-systems, sensors, data links, and associated ground support equipment.
AFSPC Space and Cyber M&S (AFSIM, SEAS, STK, EADSIM, STORM, BRAWLER)
MDS is a team member on a newly awarded 5 year, $95.9M program focused on advancing the Modeling and Simulation capabilities in the areas of space and cyber for the Air Force. The Colorado Springs, Colorado based effort is an indefinite-delivery/indefinite-quantity contract to provide for objective and responsive modeling, simulation, and analysis and decision support for space and cyberspace analyses. The work will include development and analysis via the AFSIM Framework, and the use of such additional M&S environments as:
- Extended Air Defense Simulation (EADSIM)
- GPS Interface and Navigation Tool (GIANT)
- Observation System Simulation Experiment (OSSE) Tool (OSSET)
- Satellite Trajectory and Attitude Kinematic (SATRAK)
- Space and Cyberspace Analysis Resource Portal (SARP)
- Space Brawler
- Standardized Astrodynamic Algorithm (SAA) Library
- Synthetic Theatre Operations Research Model (STORM)
- System Effectiveness Analysis Simulation (SEAS)
- Threat, Vulnerability, Timeline (TVT)
- Systems Tool Kit (STK)
- Modeling, Simulation and Analysis Framework (MSAF)
- Simulation in Python for Space Entities (SPySE)
The goal of the MS&A for Space and Cyberspace Capabilities effort is to support space/ cyberspace trade-space analysis as well as warfighter integration analysis efforts within the Space MS&A framework and analysis process. The Team provides MS&A research, development, and analytic support to HQ AFSPC/A9XY and HQ ASPC/A3Z through modification and development of space /cyberspace analysis and decision support tools as well as data to provide innovative space/cyberspace MS&A information research, management, and integration.
Research of Aerospace System Technologies (RAST) Program: Future Air Dominance (FAD) Technologies
The effort focuses on the development, to include systems analysis and design, of SBR&D capability to conduct trade space analysis to define functional capabilities and attributes of the Intelligence, Surveillance and Reconnaissance (ISR) systems. MediaDyne provides ISR supportive software systems design and engineering expertise in the identification of ISR capability, representing those capabilities in simulation, and the analysis of those capabilities. The work requires understanding of various IT/Software systems environments and the performance of System Design, Engineering and Integration focused work under the effort includes development of ISR models for operation in the MS&A toolset(s) that analyze various ISR technology capabilities, related mission survivability, susceptibility, lethality and overall mission effectiveness. MediaDyne assists with information/security assurance and systems documentation requirements associated with the development environment and resultant products. Application use and development includes new modeling systems/software and/or solutions based on an integration of legacy M&S tools. The Team assists in the verification and validation of various components associated with the complete MS&A toolset developed for any given project. In addition to overarching future mission analysis enabling technologies, this Future Air Dominance (FAD) systems development includes software systems to analysis and model a host of IRS capabilities on various UAV and manned air systems.
V&V: Nuclear Safety Cross Check Analysis/Performance Analysis and Technical Evaluation/Independent Verification and Validation
MDS was a Team member on the Hill AFB based NSCCA/IV&V/PATE programeffort focused on IV&V of ICBM (MMIII) systems code verification and validation, and related Nuclear Surety (Safety) validation. The Nuclear Safety Cross Check Analysis/Performance Analysis and Technical Evaluation/Independent Verification and Validation (NSCCA/PATE/IV&V) program provides all supervision, personnel, transportation, tools, supplies, equipment, and materials necessary to perform required services. NSCCA/PATE/IV&V services maintain the nuclear safety and security of United States Air Force ICBM Weapon Systems.
Cost Estimating Relationships for Evaluation of Rapidly Evolving
Technologies: Air Force SBIR
MDS is a team member on this Air Force Small Business Innovation Research (SBIR) sponsored effort. MDS is supporting the M&S aspect of quantifying and measuring future technologies capabilities via the application of the AFSIM M&S environment. The objective of the work is to develop methodologies, tools and associate procedures to enable the assessment of the life cycle costs and enhanced capabilities associated with the incorporation of emerging technologies. Description: "Rapidly evolving technologies combined with the dynamic world environment present unique challenges to the Air Force. The ability to correctly cost technology transitions in support of evolving warfighter needs must be conducted in a timely manner. An emerging technologies Cost Capability Analysis (CCA) will assist in the evaluation of the cost imposing impact of various aircraft systems and CONOPS, in the development of revolutionary, low cost aircraft to augment existing warfighting capability. For example, there are new acquisition strategies for low cost aircraft to take advantage of, such as a product line approach, as opposed to current means to develop exquisite aircraft like F-35 and F-22. This product line approach can bring emerging technology transition to the fight in a timelier manner. The understanding of the developmental cost impacts of this acquisition approach need to be understood and modeled for analysis. It is envisioned a cost validation can be realized using mission effectiveness and campaign analysis (i.e. Brawler, Suppressor, or STORM) in conjunction with new costing models employing new CERs that more adequately estimate costs throughout the life cycle with correlations between safety, reliability, maintainability, operations and support as cost drivers for the emerging technology. | https://www.mdsse.com/projects |
NASA’s long-duration human missions far from Earth and operation of closed-loop life support systems have critical needs for monitoring and control for environmental quality and certifying recycled life-support consumables. Monitoring technologies are employed to assure that the chemical and microbial content of the air and water environment of the astronaut crew habitat falls within acceptable limits, and that the life-support system is functioning properly and efficiently. The sensors may also provide data to automated control systems.
NASA Needs
Significant improvements are sought in miniaturization and operational reliability, as well as long life, inline operation, self-calibration, reduction of expendables, low energy consumption, and minimal operator time/maintenance for monitoring and controlling the life-support processes. All proposed technologies should have a two-year shelf life, including any calibration materials (liquid or gas). The technologies will need to function in microgravity and low-pressure environments (~8 psi), and may see unpressurized storage.
Applications
- Process control monitors for life support. These would work in a process stream rather than in the cabin, as part of a feedback control system. Examples include oxygen concentration in an oxygen stream, or in a hot, very humid stream in which there should be no oxygen.
- Trace toxic metals in water.
- Microbial monitoring and control of water and surfaces using minimal consumables.
- Optimal system control methods. Operate the life-support system with optimal efficiency and reliability, using a carefully chosen suite of feedback and health monitors, and the associated control system.
- Sensor suites. Determine, with robust technical analysis, the optimal number and location of sensors for the information that is needed, and efficient extraction of data from the suite of sensors.
- The overheating or combustion of spacecraft materials can introduce many types of particulate and gaseous contaminants into the cabin atmosphere. Catalytic or sorbent technologies suitable for the rapid removal of gases, especially CO, and particulates during a contingency response are desired.
More Information | https://www.techbriefs.com/component/content/article/tb/tech-exchange/nasa-tech-needs/7924?m=809 |
When we think of treatment for addiction and mental health, individual or group counseling is often the first thing that comes to mind. Many people imagine a person sitting on a couch, talking about their concerns, while a therapist sits behind them and takes notes. In reality, there are many different types of treatment and therapy, and each one may utilize a wide variety of settings and approaches.
Psychoeducation is a treatment approach that is especially helpful for first responders, who often struggle with traumatic experiences they endure throughout their careers. This overview covers how psychoeducation works, what it’s used for and how it helps our clients at The Recovery Village Columbus.
Psychoeducation refers to a treatment method in which therapists systematically educate clients and their families about a mental health disorder and how it is treated. It is meant to teach clients and family members how to understand the illness and take responsibility for managing it. Psychoeducation can also help people learn strategies for coping with a mental health condition.
The history of psychoeducation goes back to the 1980s, when researchers described it as a therapeutic tool that involved:
Studies have found that psychoeducation is effective, and it has been used to treat the following conditions:
A recent study found that psychoeducation programs can reduce post-traumatic stress disorder (PTSD) symptoms. For first responders living with PTSD, a psychoeducation program can help them:
In psychoeducation groups, first responders with PTSD may learn relaxation techniques so that the symptoms become more manageable. They can also learn problem-solving skills that help manage PTSD and prevent it from interfering with functioning at work or at home. In some cases, psychoeducation groups can reduce PTSD symptoms so significantly that a first responder may no longer meet diagnostic criteria for PTSD.
People who do not receive adequate PTSD treatment may abuse drugs or alcohol as a way to cope with symptoms. Since psychoeducational programs are effective for treating PTSD, they can also benefit first responders who are also struggling with substance abuse.
Research has already shown that psychoeducation is effective for addiction. In psychoeducation treatment, first responders learn about the nature of addiction and identify triggers that might increase the risk of relapse. They also learn healthy skills for coping with stress and managing PTSD symptoms so they do not have to turn to drugs or alcohol.
If you or a loved one is a first responder who struggles with co-occurring PTSD and addiction, the FORTITUDE program can help. The program offers specialized substance abuse and mental health treatment for law enforcement officers, fire service members, corrections officers, paramedics, emergency room staff and other first responders.
FORTITUDE is a specialty track for first responders at The Recovery Village Columbus, a professional rehab facility that offers comprehensive addiction and mental health services. Our full continuum of care includes detox, inpatient treatment, partial hospitalization services, intensive outpatient treatment and long-term aftercare. We can also invite relatives for family sessions so they can support their loved one throughout their recovery.
The FORTITUDE program uses evidence-based treatment approaches, including psychoeducation and life skills groups, so you can learn how to manage symptoms and reduce the negative impact they have on daily functioning. We also offer specific therapies, including EMDR and cognitive-behavioral therapy (CBT), which can be effective for addressing trauma. Contact us to learn more about the FORTITUDE program at The Recovery Village Columbus, and get started on the path to a healthier, substance-free life.
The Recovery Village aims to improve the quality of life for people struggling with a substance use or mental health disorder with fact-based content about the nature of behavioral health conditions, treatment options and their related outcomes. We publish material that is researched, cited, edited and reviewed by licensed medical professionals. The information we provide is not intended to be a substitute for professional medical advice, diagnosis or treatment. It should not be used in place of the advice of your physician or other qualified healthcare provider. | https://www.columbusrecoverycenter.com/fortitude/ptsd-treatment-for-first-responders/psychoeducation-for-ptsd/ |
Psychological trauma is a major obstacle across learning and negatively affects the school environment for each child. Maya Foundation aims to eliminate the adverse impacts of psychological trauma on learning, develop a trauma informed approach in the school environment and strengthen social cohesion through Education Programmes.Maya Foundation has supported children, teachers, school principals, and caregivers in the schools located in Istanbul and Sanliurfa with the protocol signed with the Turkish Republic Ministry of National Education since 2016.
Trauma
Informed
School
Maya Foundation has conducted Trauma Informed School Programme in Istanbul and Sanliurfa since 2016. This programme aims to ensure that children who have been exposed to psychological trauma and with fewer opportunities benefit from the education system in the best way possible. Maya Foundation tries to eliminate barriers to academic success in children’s educational life by developing a trauma informed approach in schools.Maya Foundation believes that mental health is a part of physical health, therefore we defend providing necessary support for children in all areas. We consider children at the center of all activities and organize trauma informed training and workshops for teachers, school counselors, and school administration. There are Positive Parenting Skills training for caregivers whose children demonstrate traumatic symptoms.
Programme Implementation Steps
1st Step
Support students by providing a safe school environment through training for teachers and school counsellors. This step includes the trainings to support school administration and teachers and providing a safe environment for all students. Training for teachers and school counsellors has been designed to provide an empathetic approach to create a safe school environment for children with traumatic history. This step is the initial intervention provided by the Maya Foundation.
2nd Step
Identification and early intervention of children at risk.
The purpose of the second step is to understand the individual needs of children and how they are affected by traumatic experiences. This step involves screening trauma symptoms and involving children in group works. As a part of the Trauma Informed School Program, children with traumatic experiences are identified using a scale completed by the teachers with obtaining parent consent. Teachers refer children with traumatic experiences to eight-week psychosocial support workshops conducted by clinical psychologists of the Maya Foundation. These workshops aim to reduce post-traumatic stress symptoms and increase children’s resilience.
3rd Step
Implementation of intensive support methods and trauma-informed interventions.After the screening, children who show signs of post-traumatic stress and need more support are referred to psychological individual and group sessions at Maya Foundation Balat Child and Youth Center. These children are provided support to improve coping skills.
According to the research Maya Foundation conducted in 2019 as part of the Trauma Informed School Program, mental health problems such as post-traumatic stress, anxiety disorders, grief, and anxiety are quite common among children and teenagers in schools. Trauma Informed School Program Research Report involving the details of the program and the study results could be accessed by the following link:
2021 WISE Award
Maya Foundation’s Trauma Informed School Programme has become one of the six winners of the WISE Prize that is one of the most prestigious awards worldwide in the field of education. We are proud to have this prize that supports successful and innovative projects addressing educational challenges.
Figures achieved so far within the project
Teacher
child
caregiver
SOCIAL COHESION THROUGH EDUCATION
Maya Foundation aims to increase social cohesion and prevent peer bullying in schools with the Social Cohesion through Education Programme conducted in Istanbul and Sanliurfa fields. We conduct field studies that help to identify the needs of schools in terms of peer bullying, social cohesion, and create preventive steps for these needs within the scope of the project. In addition, we aim to bring together institutions and organizations operating on social cohesion and peer bullying, to create a basis for sharing experiences, to enable the dissemination of good examples, and to help actions to be taken progress in a coordinated manner.
Program Activities
Seminars on social cohesion and peer bullying for caregivers,
Social cohesion activities for school personnel (teachers, school counsellors, school administrators, and Syrian volunteer education personnel) and caregivers,
Volunteer groups, including teachers, school counsellors, and students to strengthen social cohesion in each school and to ensure the sustainability of studies in the fields of peer bullying,
Psychosocial support activities and psychoeducation for children about social cohesion and peer bullying,
Capacity building training for teachers and school counsellors on strengthening social cohesion and preventing peer bullying,
Content developed for primary and secondary schools to support school administrators and teachers in the fields of social cohesion and bullying. | https://mayavakfi.org/en/education-programmes/ |
Forensic Mental Health
Deportation, Anxiety, and Trauma Services (DATS) is a psychoeducation program that promotes the well-being and mental health of 1st and 2nd generation immigrant and refugee children. The program aims to teach children to:
- Adapt & build individual anxiety and trauma coping skills.
- Reduce individual and family anxiety around the potential of deportation and detention.
- Increase individual confidence and optimism, as much as possible, around the process of deportation and detention trauma
- Develop a deeper feeling of family pride and a stronger understanding and appreciation for family history and culture.
- Develop greater security within the family boundaries
- Open communication windows between children and parents
The program contains eight one-hour sessions for children in individual or group sessions and provides parental consultation as well for the parents’ greater understanding and ability to help their children with their fears and anxiety around issues of deportation and/or detention.
FACTR collaborates with Amigos de Guadalupe, children, and families in provision of individual and family sessions.
DATS provides children with individual psycho-education sessions on immigration topics, and instruction on the practice of mindfulness. The program applied the workbook “Healing and Resilience: An Activity Book for Latino Children Impacted by Deportation” developed by the Children’s Psychological Health Center of San Francisco, under the direction of Child Psychiatrist and Psychoanalyst, Gilbert Kliman, M.D.
The psychoeducation curriculum focuses on immigration topics, and on appropriate mindfulness for children, and is delivered to the children in a group format, so the children can benefit from peer support and encouragement. Focused parent guidance groups are provided to the children’s parents, who are specifically instructed on how they can help their children integrate the learning from the activity workbook and their children’s mindfulness practice instruction – between sessions and beyond.
Through the DATS project, FACTR seeks to help children master their fears and worries about potential detention or deportation of parents and family members by utilizing specific cultural nuances to emotionally comfort and reassure children as they receive appropriate information on such topics and instruction on coping tools in such circumstances.
Participants
The main participants of the program utilizing the workbook include:
- Undocumented children with one or two parents living in the U.S.
- Children of undocumented parents
- Children with the fear of being separated from their family
- Children who have already experienced separation as a result of deportation or detention of one or both parents
- Children between the ages of 6 to 11 years old
Goals & Objective
The overall objective of the DATS program is to promote the well-being and mental
health of the immigrant children and their families. The program seeks to successfully teach participants about how the system works regarding deportation, detention centers, and government organizations and to alleviate their worst fears. | https://www.factr.org/forensic-mental-health/deportation-anxiety-and-trauma/ |
Do you want to learn new strategies to manage stress and anxiety?
Would you like to be more consistent with coping skills in difficult situations?
Do you have time for three weekly, one-hour sessions to help you better understand anxiety and how to reduce it?
We will be meeting from 4:30-5:30 p.m. on Tuesdays from Nov. 5 to Nov. 19. The workshop will involve psychoeducation about anxiety, different techniques to help manage it, and brief home practice between workshops.
We provide students with a practice workbook that is yours to keep. We do recommend that students attend all three workshops because each one builds off of information provided in the last one.
If you have questions about the workshops, or would like to register, please email Tierra Major at [email protected].
Please note: Workshops are for UMB students only. | https://elm.umaryland.edu/announcements/Announcements-Content/Anxiety-Toolbox-Workshop.php |
We believe that a quality and productive life comes from overall health and well-being. Since 1987 Shanti Orange County has been the caring heart of our community, providing compassionate and personalized care.
Our Services
Mental Health
Counseling
Our psychologists provide individual counseling for mental health needs including depression, anxiety, trauma, addiction, and much more.
Case
Management
Our case managers assist individuals living with HIV/AIDS in removing barriers to healthcare, and connecting to a variety of community resources.
Support
Groups
Our support groups help people struggling with the challenges of addiction and recovery, mental health, gender, HIV/AIDS and chronic illnesses.
Skill-Building
Workshops
Our free workshops taught by qualified professionals are open to the public and are designed to help people manage their life and their healthcare.
Educational
Seminars
Shanti’s educational seminars and workshops help people with life management skills, coping strategies, and numerous other competencies.
Community
Education
Our educators provide prevention education to high school and college students on topics related to sexual health. | http://www.shantioc.org/ |
Minds Matter NOLA
The Library has partnered with Black Girl Health Foundation to present this day-long series of live interactive workshops that are geared towards helping you take control of your mental health. It will take place on Saturday, October 10 from 10am - 6pm.
With an increased need for access to mental health resources due to racial injustices and the COVID-19 pandemic, Black Girl Health Foundation has made increasing awareness and addressing the stigma around mental health their focus for 2020. This day-long series of live, interactive workshops will feature mental and physical health experts to motivate women to take control of their health and give them the necessary resources to make informed decisions.
Register here. If you cannot attend, a video will be posted to this page after the event.
Schedule
10am: Opening remarks from Black Girl Health Foundation Executive Director Porcha Johnson.
10:45am: A yoga retreat focused on healing naturally through interactive exercise.
12pm: "Moms Suffering in Silence" - A panel discussion that will educate and provide treatment-related resources for mothers. Topics of discussion will include postpartum depression, racial and cultural disparities that affect treatment/therapy for women who are postpartum, and single mother anxiety.
1:30pm: "Healing Past Mental Abuse" - A workshop focused on mental health post-domestic abuse.
2:30pm: "Black Lives Matter" - A panel discussion about maintaining mental health while being black in America. Topics of discussion will include injustice, racial trauma, and pandemic stress.
4pm: "Free Your Mind and the Weight Will Follow" - This workshop outlines the psychological blocks that hinder weight loss and how to overcome them, including negative body image, stress, and depression.
5pm: "Beating Depression Naturally" - A workshop focused on natural approaches to coping with anxiety. | http://www.nolalibrary.org/page/37/for-adults/449/minds-matter-nola |
Wendy is a psychotherapist specializing in grief counseling related to a range of losses. She works privately with individuals, couples and families, and also facilitates group therapy focused on grief psychoeducation and counseling, therapeutic yoga practices for the integration of grief, stress, and life transitions, coping with anxiety and depression and cultivating self-esteem. Wendy maintains a private practice in Bethlehem, PA, and works with community partners to provide accessible services in a broad range of settings.
With a background working on Wall Street as an investment professional, Wendy made a her own life transition to the field of mental health and then to Hospice Bereavement Care work. Wendy completed her master's degree in Counseling and Human Services at Lehigh University College of Education, and she is currently serving as private practitioner working with a broad spectrum of clients. Among her areas of expertise are counseling for Grief, Bereavement & Integrating Loss; Relationships, Divorce & Parenting; Job Loss, Changes & Retirement; Terminal Illness & Loss of Health; Anxiety, Depression & Coping; Stress Management, Health & Well-being; and Personal Awareness & Growth.
In addition to her private counseling practice and her Giving Grief a Voice community program, Wendy has presented at Pennsylvania Hospice Network Annual conferences and to general audiences speaking on the topics of Managing Change and How to Establish a Yoga for Grief program as part of overall bereavement support required of hospices.
Wendy is an integrated therapist. Her therapeutic approach is based on a warm, respectful and collaborative relationship and her objective is to provide support and practical feedback to help clients effectively address personal life challenges. She integrates complementary methodologies and techniques to offer a highly personalized approach tailored to each client. With compassion and understanding, she works with each individual to help them build on their strengths and attain the personal growth they are committed to accomplishing. | https://www.givinggriefavoice.com/about-me |
In 2016, Sakhi developed our Youth Empowerment Program (YEP) as a way to support the healing of young survivors. We recognize that people of all genders and ages are affected by interpersonal and gender-based violence. In addition to supportive services for youth between the ages of 6-24, our program provides a safe space to freely explore issues around identity, family, relationships, and positive sexuality and gender. Sakhi seeks to support young people as they break cycles of interpersonal and gender-based violence.
Individual Youth Mental Health Counseling
Children who witness violence often show the same if not more severe symptoms of PTSD as a family member who experiences violence themselves. To support the needs of young survivors, we offer individual mental health counseling for youth between the ages of 6-24 who have experienced interpersonal, domestic, or gender-based violence. These one-on-one, 45 minute sessions are typically held on a weekly or bi-weekly basis, depending on availability. Frequency of sessions is determined through consultation with survivors. For more information, please contact .
Referrals & Case Management
For youth survivors of interpersonal, domestic, and gender-based violence we provide advocacy in the form of: case management and referrals to housing, legal, and academic tutoring support services.
Youth Programs
Sakhi hosts a variety of programs for families who have experienced gender-based violence. Depending on the varying needs of youth survivors we host support groups for caregivers and youth to provide psychoeducation, strengthen communication, leadership, critical thinking, and conflict resolution skills among young people, build relationships, and support folks in healing from trauma.
We also host after-school peer support groups for teens and young adults to help them navigate survivorship, relationships with family, friends, and intimate partners, academic and career choices, physical and mental health challenges, and more. Youth Support Groups often feature guest speakers and South Asian leaders from a variety of fields and agencies. In the past our programming has included arts workshops, yoga workshops, summer programs, wellness programs, field trips, and ongoing support.
Please contact to find out more about what we are offering at this time.
Key Services:
- Case Management
- Mental Health Counseling
- Community Engagement
- Youth Programming
Community & Mental Health Resources for South Asian Youth
Resources for South Asian Queer Youth working with LGBQ-TGNC people
- SALGA-NYC
- Advocates for Youth
- The Queer Muslim Project Online community for support.
- NQAPIA
- DeQH– Desi LGBTQ Helpline for South Asians
- Ali Forney Center – Transitional/Emergency housing and other resources for LGBQT youth
Trigger Warning: Childhood Sexual Assault – Guide to responding to disclosure: Responding with RAHMA. | https://sakhi.org/youth-empowerment-program/ |
We offer businesses a variety of workshops which we can cater to your individual organisational and employee needs.
Our workshops are flexible and cover Mental Health Awareness and Psychoeducation, or can be tailored more specifically around a particular topic or issue affecting your workplace.
Our workshops can fit into a team meeting for a short overview of mental health, or into a more detailed presentation for up 2 hours. Arrangements can be made for the practitioner to remain available after a presentation for any employees that may wish to hold a more personal and confidential discussion (Note: this is not a therapy session).
We offer these workshops both in person at your location and remotely via Microsoft Teams. | https://www.annacentre.com.au/information-for-employers/mental-health-awareness-information-sessions/ |
Specialized Tools Enhance Care for Young Survivors at CVT Ethiopia
All drawings by Ambassajer Welday.
When children and adolescents have survived traumatic and violent situations, rehabilitative care is a life saver. In the refugee camps in northern Ethiopia, CVT counselors work with hundreds of Eritrean refugee children who have escaped from their homes in Eritrea, most commonly without their parents or other family members.
These children fled because they were facing a future in which their youthful dreams collided with a dark reality: most Eritrean children are forced into indefinite military service. And the young people know the stories of what that life is like: many are beaten, tortured, sexually assaulted. A child conscripted into the military may not see his or her family for years.
As a result, many of these children flee to Ethiopia by themselves, a journey that involves danger and extreme risk. When they reach the safety of the refugee camps, they are faced with not only having to cope with the traumatic experiences they’ve just endured along with daily stressors, but also with permanent separation from their families. Sadly, for some unaccompanied children, the hopeless feelings are too much and they attempt suicide.
Caring for these children takes multiple forms. Sandra Githaiga, psychotherapist/trainer – child specialist, CVT Ethiopia, has focused a large part of her recent work on developing clinical tools designed especially for work with children and adolescents affected by trauma and loss. On joining CVT this year, Sandra assessed and revised existing tools used in counseling sessions by the team, seeking to enhance their effectiveness with children. It was important, Sandra said, to “take into account age appropriate content, cultural context and current literature reviews on evidence-based interventions for Unaccompanied and Separated Children (UASC).”
This analysis and review resulted in a revision of the manual used for group counseling with children and adolescents, a new three-session psychoeducation curriculum (for both children and caregivers), and the development of two new tools for the work with children: a workbook and a storybook – one with the story of a girl named Salamawit, and the other the story of a boy named Tesfay. In group counseling sessions with children, the counselors share the storybooks, incorporating aspects of the fictional child’s story into each of the ten sessions. The workbooks are used for home practice, journaling and reminders of the counseling tools and coping skills used in each session.
The storybook is introduced in the first week of counseling. The children read the story of a refugee child who escaped from Eritrea and came to the camp. The child, for example Salamawit, felt sad and afraid and was trying to cope with the difficult situations she had survived and horrible sights she saw, as well as the separation from her family. She was referred to CVT and came for counseling.
The storybooks contain illustrations by Ambassajer Welday, an artist who is a refugee in the camps. His drawings are engaging for the children and reflect the feelings they experience.
Each week, the children take their workbooks with them to do the home practice exercises and then bring them back to the counseling group the next week. For many children, it is difficult to articulate their feelings, so the storybook is very helpful with normalizing their feelings and allowing them to project. Sandra said, “In Session 2 for example, we explore feelings and take clients through an activity ‘What’s in my Heart?’ This activity allows children to view their world at the moment and develop vocabulary and identify physical and emotional sensations to promote healthy expression and management of emotion. In this exercise, we refer back to the story and the previous discussion we had about Salamawit’s feelings.”
Sandra added, “We use examples like this because with children, non-verbal behavior and cues are very important. They might not be able to explain their feelings, but they can relate to and reference the story.”
These tools have been making a difference. Sandra said, “Overall, the children are feeling more engaged. It used to be a challenge to get the children to arrive on time, but now, we frequently see that the children are waiting at the center when the counselors arrive. We also have materials such as badminton rackets, hula hoops, dominoes, soccer, cards and books they can use before sessions start, so many children arrive early to socialize and play, another way of reinforcing their psychological health.”
Although the new materials are in the pilot process, the counselors are able to observe improvements. Sandra noted that reflecting and introspection behaviors by the children from these activities have developed. “We see the improvement, and the follow-up assessments show the results,” Sandra said. “The feedback I get from the counselors is that the children are much more engaged.”
Child-Friendly Tukuls
In addition, last year CVT finished construction of child-care tukuls in both camps, new structures especially designed to be inviting and welcoming to children and which demonstrate to parents and caregivers that the children will be in friendly, caring hands.
The CVT child-care tukuls give a warm welcome, painted with brightly colored murals that depict animals, children and flowers that catch the eye and let little ones know they can play here. The interiors are spacious, with toys and coloring materials the children can use during childcare, psychoeducation sessions or group counseling sessions.
When not being used for child groups, these tukuls provide space for safe child care for mothers in CVT’s women’s group counseling who wish to focus on their healing in their hour and a half sessions.
Suicide Prevention
The counseling team has done extensive outreach in the camp to educate community leaders and caregivers about the warning signs for children who are suicidal. They have been involved in gatekeeper trainings with religious leaders, teachers and other adults who have regular contact with children, to help them to recognize signs and symptoms of problems, identify and understand risk factors, learn how to respond to a suicidal child or adolescent, and to ensure they know what services are available and where to refer the young person.
Psychoeducation
CVT works in partnership with the Norwegian Refugee Council (NRC), whose social workers are the primary caretakers for unaccompanied children. NRC regularly refers at-risk children to CVT. In addition, CVT holds three-session psychoeducation workshops over a three-week period in the NRC child friendly spaces in the camps. The psychoeducation provides information and support to children to better understand and cope with various stressors.
The three topics include:
1. Identifying and normalizing symptoms – counselors use the storybooks in these sessions to help children identify their feelings.
2. Coping skills – these sessions focus on building skills, identifying emotional red flags such as thoughts of self-harm or suicide, and coping strategies.
3. Personal safety – the team uses these sessions to work on keeping children safe from sexual and gender-based violence (SGBV).
The counselors meet with dozens of children multiple times for psychoeducation every month. “Because there have been suicides and attempted suicides among the children in the camps, we work with children on coping skills; we help them identify red flags,” Sandra said. “We have them think about stress in their lives, the sources of stress in the camp, and help them develop their own coping and safety strategies. We also train caregivers as well to recognize the risk factors for suicide, which include having witnessed or been near suicide attempts by other children. This is a common experience as a result of the group home setting most of the unaccompanied children live in. We want to be very careful about the possibilities of copycat behavior.”
The new tools have been getting positive results and now that training for the counseling team is completed, the new books are in use across the children’s counseling groups. Progress with these children means good possibilities of more progress with others as well.
CVT’s work with Eritrean refugees in Ethiopia is funded by a grant from the U.S. State Department’s Bureau of Population, Refugees, and Migration. | https://www.cvt.org/blog/healing-and-human-rights/specialized-tools-enhance-care-young-survivors-cvt-ethiopia |
Extensive research, much of it based on ACE studies has shown that childhood trauma can have many adverse physical, social, and emotional effects that can persist across the lifespan. This training distinguishes between single incident PTSD and chronic exposure to multiple childhood traumas (e.g., neglect, abuse, witness to violence, etc.) associated with complex trauma. Studies related to the latter informs most of the content presented in this training. This workshop provides an in-depth review of the most common effects of complex trauma and provides specific examples of ways these effects can present later in life. Clinicians will also learn about specific relationship patterns, psychiatric problems, and physical health problems that are commonly reported by adults who have experienced early complex trauma.
This training conceptualizes an individual’s response to trauma as dynamic, influenced by the relationship between factors associated with risk, resilience, and aspects of the individual’s social ecology (environment) that promote and protect against the negative impact of exposure to traumatic events. It is in this context that measures of resilience can be useful in treatment. Measures that can be used with children and for adults are described. Protective factors are identified with an eye for helping clients to modify their thinking, actions, and relational environments to build greater resilience and protection from the effects of neglect and mistreatment in childhood. Case studies are provided to stimulate small group discussion about risk and protective factors, and strategies for strengthening and building upon protective factors. Although this training is designed primarily to help therapists remain trauma-informed and strength-focused in their case conceptualizations, a brief description of currently available evidence-based interventions for treating complex trauma in adults are presented.
As a result of participating in this training, participants will be able to:
- Identify major findings of the Adverse Childhood Events study about the long-term effects of childhood trauma
- Identify common adaptations (e.g., coping styles) associated with early trauma and how they present in later life
- Describe the ACES, PCES, and Adult Resilience surveys and how to use them in therapy sessions with clients
- Describe evidence informed interventions to help survivors of childhood complex trauma develop more effective coping skills and build resilience
Agenda:
8:30am-8:45 am: Introductions & overview of agenda & course format
8:45-10:30 am: Major findings of the foundational Keisler ACEs study & specific risk factors correlated with high ACE scores. Introduction & review of ACES, PCES and Adult Resilience surveys and how to use them. Overview of attachment wounds and trauma responses and what to look and listen for in sessions. How to provide psychoeducation to clients about ACE scores and childhood trauma
10:30-10:40 am: Break
10:40-12:20 pm: Identifying coping styles & helping clients who experienced childhood trauma heal using Evidence-based treatment interventions. Introduction to the 3 major styles of coping and examples and case studies of each. Examples of interpersonal patterns and conflict and communication styles typical in those who experienced early childhood adversity and trauma.
Review, role-play, and practice of interventions for trauma drawn from: Cognitive Behavioral Therapy (including TF-CBT), Somatic theories (EMDR, SE and EFT), & 3rd wave behavior therapies (including DBT, MBCT, and ACT)
12:20-12:30 pm: Wrap up, summary, and Q&A
This is an intermediate level course. The target audience is behavioral health professionals. This is a live synchronous distance learning activity conducted in real time, allowing for simultaneous participation of participants and instructors from different locations.
About The Trainer
Hailey Shafir is a licensed clinical mental health counselor, a licensed addiction specialist, and a board-approved clinical supervisor for newly licensed mental health and addiction counselors. She has more than a decade of experience providing counseling, developing programs for at-risk youth, people struggling with addictions, and providing training and supervision for clinicians. She is the owner of several businesses including Keep Counsel, Plan-it Therapy, IndyWind, and Therapy Cred. Hailey is also a content writer and medical peer reviewer for Addictions.com, the National Drug Helpline, Choosing Therapy, Rehab Adviser, Searchlight, Social Pro Now, and other sites, and has worked to develop online recovery apps and programs for people struggling with addictions and impulse control disorders.
Frequently Asked Questions
Visit our FBMHS Policies & FAQs on Live, Interactive Webconferences for additional information regarding CFBT live interactive workshops, accommodations for disabilities, reporting problems with the training, instructions for registering for a training, etc. | https://familybasedtraining.com/courses/what-didnt-get-to-happen-understanding-the-lasting-effects-of-childhood-trauma-helping-clients-heal/ |
When people think about and talk about the experience of trauma, and managing trauma, there is a tendency to associate the condition with adults, however, trauma is also experienced by children and teens. For many children who experience trauma, reactions and problems do not manifest themselves until adolescence or adulthood.
For teens, the symptoms related to a traumatic event are much the same as those for adults. Effects and reactions to trauma are significant and stressful. Teens who go through a personal event involving trauma, or who are exposed to an overwhelmingly stressful event or series of events, will continue to emotionally and physically re-experience the event and suffer from it repeatedly, possibly for a long time.
Trauma can be life-changing. The activities in the Managing Trauma Workbook for Teens can be a tremendous benefit to any teenager who has experienced stress from a traumatic episode.
Because there are so many ways stress from a traumatic event can manifest itself, symptoms can be very difficult to identify and manage. It is critical to be aware of, and to understand, how symptoms are commonly experienced. Although most or all symptoms do not have to be present, those that are present will typically cause significant distress and/or impairment in a person’s daily functioning.
Our main goal for this workbook is NOT to diagnose a mental illness, or expect the facilitator to make that diagnosis from this book’s content. Our goal is to touch on some of the symptoms and possibilities, create realizations, and provide coping methods which will help people to go forward and perhaps consider the possibility of the need for consideration of medications and therapy.
Our secondary goal is to help teens recognize that other people have the same issues, that no shame is connected to them and that mental health issues of any degree are not to be stigmatized nor should anyone need to feel like a victim of stereotyping. In this workbook, we use the phrase mental health issues in order to include ALL types of trauma symptoms and problems, from just losing one’s temper to indicators of a serious mental illness.
The reproducible awareness modules contained in the Managing Trauma Workbook for Teens will help you identify and select assessments and activities easily and quickly:
Module I: My StoryThis module will help teens share all aspects of their story in a safe way and put it into a positive perspective.
Module II: My Escape-ismThis module will help teens explore the various ways that they avoid and numb themselves to forget their traumatic experience, and provide tools for coping with these symptoms.
Module III: My TransitionThis module will help teens explore ways that they can effectively manage trauma and move on from their traumatic experience.
Module IV: Tools for CopingThis module will help teens explore the various ways that they re-experience their trauma and provides tools for coping with these symptoms.
Module V: Erasing the Stigma of Mental Health IssuesThis module will help teens explore the stigma of having experienced a traumatic event in their lives and the impact that the stigma has on them.
About the Authors:
Ester Leutenberg has worked in the mental health profession for many years as an author, publisher and as an advocate for those suffering from loss. She personally experienced a loss when her son Mitchell, after struggling with a mental illness for eight years, died by suicide in 1986.
Soon after, as a way of both healing and helping others, she co-founded Wellness Reproductions & Publishing with her daughter Kathy Khalsa. Ester began developing therapeutic products that help facilitators help their clients. She is the co-author of theSEALS series for teenagers as well as Meaningful Life Skills for older adults, and the eight-book Life Management Skills series for adults.
Ester, a breast cancer survivor since 2003, has counseled other survivors in overcoming body-loss issues. Her involvements with Survivors of Suicide, the Coyote Task Force in Tucson, various support groups in Sun City Oro Valley and volunteering at two hospitals are among many ways she continues to feed her passion of helping mentally ill people, their facilitators and their families.
John J. Liptak is the Associate Director of Career Services and adjunct instructor in the Counselor Education Department at Radford University. He received his EdD in Counselor Education from Virginia Tech. He has worked in a variety of settings including a federal prison, a mental health center, a job training program, and now in higher education.
Dr. Liptak frequently conducts workshops on assessment-related topics. He has written seven books on career-related topics that have been featured in numerous newspapers including The Washington Post, The Pittsburgh Post-Gazette and the Associated Press. His work has also been featured on MSNBC, CNN Radio and on the PAX/ION television series, "Success Without a College Degree."
At Radford University, he works with college students entering internships or preparing for graduation and entrance in the workplace. Through individual coaching sessions, workshops, and classroom presentations he helps students develop the emotional intelligence skills they need to be effective in the world-of-work. He is teaching a senior-level course that will teach emotional intelligence skills to graduating seniors.
With Kathy Khalsa and Ester Leutenberg, John has written three comprehensive books for teachers and counselors to use with their students and clients: The Self-Esteem Program, The Social Skills Program, and The Stress Management Program: Inventories, Activities & Educational Handouts. With Whole Person Associates, he and Ester continue to co-write books to add to their Mental Health & Life Skills Workbook series, and their Teen Mental Health Series as well as the new Coping Series, the Mind-Body Wellness Series, and the Family Issues Series.
John resides in Radford, Virginia with his wife Kathy, and their Shih Tzu named "MacKenzie." | https://www.cavershambooksellers.com/search/1570253358 |
We have a passion for teaching and training others and promoting positive mental health and well-being. We are able to offer teaching and training in English for anyone based in the Helsinki area. The workshops can be tailored specifically to your organisation’s needs. For example, we can offer training to schools (parents, pupils and/or teachers), healthcare professionals, university students, employees at corporations, NGOs, or social groups of expatriates and immigrants. We can offer short talks or workshops e.g. lasting an hour and covering a basic introduction to the topic and strategies for managing mental health issues. Alternatively we can design full day workshops or even several days of training – for example, as part of university level courses.
Some of the topics we can offer training on are listed below:
- Stress management
- Communication skills
- Relaxation training
- Parenting skills
- Solution Focused Therapy
- Adult Psychopathology
- Older Adult Psychology
- Positive Psychology
- Mindfulness
- Coping with culture shock
- Cross cultural psychology
- Third culture kids
- Pre or post natal mental health issues
- Mental health issues e.g. anxiety and depression
Contact us to discuss your training requirements
Jane or Annabel, | https://compasspsychology.fi/training/ |
St. John’s established in 1870, has three New York City campuses; a graduate center in Hauppauge, NY; international locations in Rome, Italy; Limerick, Ireland; and Paris, France; and study abroad locations around the world. The Princeton Review and other top rankings consistently recognize the University’s outstanding academics, diverse student body, dynamic internship and volunteer opportunities, focus on student life, and diverse study abroad offerings. St. John’s University offers more than 100 undergraduate and graduate programs in its six colleges and schools, with a growing number of programs offered online. The University is accredited by the Middle States Commission on Higher Education and 12 other major academic and professional associations.
A dedication to diversity, equity and inclusion is at the heart of our mission. As a Catholic and Vincentian university, St. John’s is committed to institutionalizing practices of inclusive excellence to ensure that we welcome and celebrate the intrinsic worth of all members of our community. We will become an even stronger university as we enhance equity at every level of our institution. As noted in our Vision Statement, our graduates will excel in the competencies and values required for leadership and service in a rapidly evolving world.
Post-Doctoral Fellowship at Child HELP Partnership in Dissemination of Interventions for Child Trauma
Child HELP Partnership (CHP) at St. John’s University was recently awarded a Treatment and Services Adaptation Center (Category II) grant to join the National Child Traumatic Stress Network. The CHP Center will train and support the delivery of evidence-based, culturally adapted trauma interventions for children exposed to disaster, sexual abuse, family violence, race-based trauma, COVID-19, and traumatic deaths. Through this project, major stakeholders in children’s mental health–school personnel, parents, and mental health providers–will work in partnership to create a continuum-of-care at 18 sites nationwide.
The post-doctoral fellow will learn and implement each of the interventions at the CHP clinic in Queens, NY. Specifically, they will learn and deliver system-level psychoeducation, early intervention delivered after trauma (Skills for Psychological Recovery), and treatment for traumatized children and their caregivers (i.e., Trauma-Focused Cognitive-Behavioral Therapy and Alternatives for Families-A Cognitive-Behavioral Therapy). The fellow will then coach CHP Center sites as they implement the interventions. The fellow also will assist with the evaluation of the project.
Job Requirements
Required:
· Doctoral degree in clinical, counseling, or school psychology (trainees who are ABD are welcome to apply)
· Training and experience in cognitive-behavioral therapy
· Experience working with traumatized children and families
· Interest in outcomes and/or dissemination research
· Strong clinical and organizational skills
· 2-year commitment
Preferred:
· Fluency in Spanish
Below is a detailed description of the job responsibilities:
Clinical work
· Learn and conduct Trauma Psychoeducation and outreach with community partners
· Learn and conduct Evidence-Based Engagement, Trauma Assessment, Skills for Psychological Recovery, Trauma-Focused Cognitive-Behavioral Therapy, and Alternatives for Families: A Cognitive-Behavioral Therapy
Training
· Supervise doctoral students at the CHP clinic on assessments of children and caregivers, including assessments of risk
· Participate in Train-the-Trainer for Trauma Psychoeducation, Evidence-Based Engagement, and Trauma Assessment such that they train CHP Center sites across the country
· Coach CHP Center sites on the Interconnected Systems Framework, the evidence-based system to coordinate school, parent, and mental health needs
Research
· Work on manuscripts and conference presentations
· Mentor undergraduate and graduate students on research methods, data management, and statistical analysis
· Co-author grant proposals
Child HELP Partnership (CHP), a specialized mental health program in child trauma at St. John’s University (www.childhelppartnership.org), has an opening for a post-doctoral fellow. The post-doctoral fellow will report to Dr. Elissa Brown, Child HELP Partnership Executive Director. The fellowship involves clinical work and research in interventions for the prevention and treatment of trauma in children and families.
The Child HELP Partnership mission is to protect children from trauma and its emotional impact. We are dedicated to: (1) Healing children after exposure to violence and disaster by providing evidence-based therapies free-of-charge, (2) Empowering multicultural communities by adapting these services for them, (3) Enhancing Learning of professionals across the country by training them in these evidence-based approaches, and (4) Public education about trauma and prevention. Evaluation techniques are embedded in every aspect of Child HELP Partnership to ensure the effectiveness of all programs.
St. John’s offers a competitive compensation program which is commensurate with your qualifications, experience, and contingent upon the departmental budget. We also offer an extremely comprehensive benefits program to meet the diverse needs of our workforce. Along with exceptional benefits such as medical, dental, life insurance, long term disability insurance, tuition remission, generous 403(b) employer contribution, employee assistance program, and liberal paid time off policies, faculty and staff can also enjoy St. John’s performing arts, libraries, bookstores, dining facilities, campus recreation and sporting events.
Any offer of employment is subject to receipt by St. John’s University of satisfactory references, verification of employment and education.
St. John’s University is an Equal Opportunity Employer and encourages applications from women and minorities. All qualified applicants will receive consideration without regard to race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, or any other characteristic protected by law.
This position is located at 8000 Utopia Parkway, Queens, NY. View the Google Map in full screen. | https://jobs.silkroad.com/StJohnsEdu/Careers/jobs/218807 |
Psychoeducation for patients with schizophrenia can improve a range of outcomes. Our aim was to test a workshop intervention enabling service users to learn more about mental illness and their medication. A Quality Improvement Project was undertaken to create a workshop for patients with a diagnosis of schizophrenia within the Haringey Community Rehabilitation Team (HCRT) . The response was tested using anonymous questionnaires after each workshop. We held ten workshops (total of 47 participants), after which 83% of patients felt that the workshop had helped them to understand more about their mental health, 77% felt they were able to understand the purpose of their medication, 79% felt they were able to understand the side effects, and 70% felt they could have a say in prescribing. Objectives for the Quality Improvement Project were met. This workshop will be used for other patients within the HCRT and is transferable to other community mental health teams.
This is an open-access article distributed under the terms of the Creative Commons Attribution Non-commercial License, which permits use, distribution, and reproduction in any medium, provided the original work is properly cited, the use is non commercial and is otherwise in compliance with the license. See:
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Problem
The Haringey Community Rehabilitation Team (HCRT) is within Barnet, Enfield and Haringey Mental Health Trust (BEH-MHT). This team looks after service users who have a psychotic illness, the vast majority of whom have a diagnosis of schizophrenia. These service users live in community residential care homes as they require additional support to live and function in a community setting. There are over 60 residential care homes for people with mental health problems in Haringey; the team looks after approximately 250 patients who are based in these establishments.
Background
Schizophrenia can be a severe and chronic illness which is often associated with poor compliance with treatment (1). Non adherence is significantly associated with an increased risk of relapse, hospitalisation and suicide attempts (2). It can be the result of a variety of different factors, one of the most important being a lack of insight (3). Other factors may include the stigma of taking medications, adverse drug reactions, forgetfulness, and a lack of social support (4). One method of enhancing compliance with antipsychotics is psychoeducation (5). The National Institute for Health and Clinical Excellence (NICE) defines psychoeducation as 'the provision of information and advice about a disorder and its treatment. It usually involves an explanatory model of the symptoms and advice on how to cope with or overcome the difficulties a person may experience. It is usually of brief duration, instigated by a healthcare professional, and supported by the use of written materials' (6). A Cochrane review undertaken in February 2010 showed that psychoeducation appeared to reduce relapse, readmission, and encourage medication compliance, as well as reduce the length of hospital stay (1). Brief group psychoeducation has been shown to improve quality of life (7).
Baseline
BEH-MHT measures patient satisfaction through a Patient Experience Questionnaire. The questionnaire asks three questions: 1)Do staff explain the purpose of medication to you in an understandable way? 2)Do staff explain the possible side effects of medication to you in an understandable way? 3)Do you have a say in your medication choice? The questionnaire is distributed by care coordinators and doctors to all service users, with a target that each individual should complete it at least once per year. During a six month period (November 2011-April 2012) 65 questionnaires were completed by the patients of the HCRT. A review of the responses highlighted a number of issues. 45% of patients felt that the side effects of their medication were not always explained to them in an understandable way and 60% of patients felt that they never, or only sometimes, had a say in their medication choice. This highlighted that there was inconsistency in the provision of information about medication. Only 34% of service users felt that they always had a say in their medication choice.
See supplementary file: Medication Workshop Results Table.doc
Design
A PowerPoint presentation was prepared for the workshop which covered the topics of mental illness, schizophrenia and medication. The workshop was designed to be very interactive where attendees would be invited to answer and ask questions and to share their experiences. The session was designed to last 1½hours in total with a ten minute break in the middle. At the beginning there was a seven minute warm-up where the facilitators introduced themselves and explained the purpose of the group. Group rules and boundaries were then established (confidentiality, respect for each other's opinions, turn taking etc). The service users were then asked to introduce themselves in turn and say what they would like to get out of the workshop. The first half of the workshop lasted 30 minutes and focused on mental illness, looking at its definition and exploring how common it is. The workshop then focused on schizophrenia; in particular the definition, epidemiology, symptoms, causes and treatment of the illness. This first half of the workshop gave some background and an introduction to the topic of medication. Following a ten minute break, the second half of the workshop lasted 40 minutes. It started off with a coloured card exercise where service users were asked to match up medications to the mental illness in which they are most commonly used. The idea behind this was to illustrate that there are a variety of different medications which can be used to treat different mental illnesses. The workshop went on to look at the different types of medication which could be used in schizophrenia, focusing in particular on antipsychotics. The workshop then examined how these drugs work, the different types of antipsychotics that are used, their side effects, their benefits and the potential risks involved if patients don't take their medication. The final part of the workshop focused on how service users could have a say when it came to making decisions about their medication treatment. This highlighted the importance of informing care co-ordinators, key workers or doctors if they had any issues with their medication. The workshop looked at the pros and cons of taking medication and illustrated the importance of finding the best medication for each service user. The presentation looked at some of the options available if service users were not happy with their medication following a discussion with their doctor. For example, a doctor might consider adding in a medication such as procyclidine if their patient were experiencing extra-pyramidal side effects. At the end there was a three minute closing where service users were thanked for their contributions. During this time information leaflets and anonymous feedback questionnaires were distributed. Service users were also given the details of additional resources they could use if they wanted to find out further information on mental illness or medication. The anonymous feedback questionnaires asked a variety of questions to see if the workshop objectives had been met. Service users were invited to give their comments and suggestions for improvements which could be made to the workshop. As a result the structure and content of the workshop was modified and improved after each session using the feedback from the questionnaires. A junior doctor (JP) was identified as the main facilitator for the workshops. She met with the HCRT manager in May 2012 to identify dates and care homes for the medication workshops to take place in. Different team members were identified to co-facilitate each workshop. 12 workshops were identified to take place from May-July 2012. Each care home manager provided a list of their residents with a diagnosis of schizophrenia who would be suitable to invite. We wanted to include as many people as possible in the workshops, however those service users whose mental states were considered too unstable by the care home/HCRT and would risk disrupting the group were excluded. Invitations were sent out to these service users explaining the details and purpose of the workshop. It was made explicitly clear to care home managers that their residents should come to the workshop of their own volition and should have a genuine interest in finding out more about schizophrenia and the medication used to treat it. In terms of group size we advised that this should be between two to eight people with priority given to service users under the HCRT (at some of the residential care homes there were service users who were looked after by different community mental health teams). The materials required for the workshops were a laptop, projector, coloured cards, feedback questionnaires, pens and patient information leaflets. A protocol was written explaining how the workshops were set up and run. A copy of the powerpoint presentation was made available to the team on the Trust's shared computer drive. Junior doctors on the HCRT rotate every six months and it was felt that each new doctor should continue to take leadership in the workshops with the support of the team and Consultant. The medication workshop was taken to the local clinical governance meetings to help ensure longevity of the project.
Strategy
The 'plan' phase was started by stating that the goal of the medication workshop was to expand patient's knowledge and understanding of the medication used in the treatment of schizophrenia. Our hypothesis was that at least 70% of service users would meet our objectives and that we would test the intervention using anonymous questionnaires. In the 'do' phase the workshop was carried out and feedback questionnaires were distributed to assess the intervention. In the 'study' phase the feedback from the workshop questionnaires was analysed. The 'act' phase consisted of determining what modifications should be made to subsequent workshops as a result of the service user questionnaire feedback and from the facilitator's experience of the workshops. A total of ten PDSA cycles were carried out (one after each workshop) and a number of changes were implemented to the workshops which included; giving a definition of what mental illness is, giving more information on the sexual side effects of drugs and giving more information on drugs used in schizophrenia which are not antipsychotics (e.g. antidepressants).
See supplementary file: PDSA Cycle medication workshop.doc
Post-Measurement
From 10th May - 31st July 2012, ten workshops were carried out for a total of 47 patients, 39 of whom were under the care of the HCRT. These workshops covered twenty of the residential care homes in Haringey. The results from the feedback questionnaires showed that the patients who attended the workshop gave it an average score of 8.3/10 for usefulness (0-Not useful, 10-very useful). 83% (39/47) of patients felt that the workshop had helped them to understand more about their mental health. 77% (36/47) of patients felt that from this workshop they were able to understand the purpose of their medication. 79% (37/47) of patients felt that they were able to understand what the side effects of their medications were from this workshop. 70% (33/47) patients felt they could have a say in their medication from this workshop. Comments on the workshops made by service users were generally positive; people reported to find them 'useful', 'helpful' and 'interesting'.
See supplementary file: Medication Workshop Results Table.doc
Lessons and Limitations
A difficulty that we encountered was that two of the planned workshops had to be cancelled due to miscommunication between the HCRT and the care homes. This meant that only ten workshops were carried out instead of the twelve which were originally identified. The lesson learnt here was the importance of good communication between the care homes and HCRT staff. Another lesson learnt was that service user feedback is very important. Using the PDSA cycle, which encouraged an ongoing process of improvement, allowed us to develop a medication workshop which was tailored to the patients' needs. There were a number of challenges to our quality improvement project. 17% (8/47) of the patients who attended these workshops were not under the care of the HCRT which meant that it was more difficult to compare our workshop results to the original Patient Experience Questionnaire results (November 2011-April 2012). Another limitation was that there was no way of identifying whether these workshops had led to an improvement in the results of the medication questions from the Patient Experience Survey. This is because the Patient Experience Questionnaires are given to service users at different care homes on a sporadic basis and it is not possible to identify which care homes the patients are from because the forms are anonymous. Another limitation was that the feedback questionnaires only tested people's attitudes towards medication and it did not test their knowledge or look to see if their behaviour changed as a result of the workshop.
Conclusion
This medication workshop will continue to be used for patients in the remaining care homes under the HCRT. This workshop is transferable; it could be used in other Community Mental Health Teams (CMHTs) and it could be run by a variety of different healthcare professionals including nurses, pharmacists and doctors. The HCRT is in the process of setting up further psychoeducation workshops for service users, including a Dual Diagnosis Substance Misuse Workshop. Suggestions for further groups have included a healthy eating/lifestyle group and a medication workshop for the staff of the care homes. The results of the feedback questionnaires show that our objectives were all met at 70% or higher with regards to patients understanding more about their mental health, understanding the purpose and the side effects of their medication and understanding that they can have a say when it comes to their medication. The results from the workshop show an improvement in the medication objectives compared with the original results from the Patient Experience Questionnaires (November 2011-April 2012). The feedback was overall positive with people generally finding the workshop useful. A number of the suggestions advised by patients and a number of improvements which were a result of the facilitators' experience of the workshops were incorporated into the project. This was done using the PDSA cycle methodology allowing for an ongoing process of improvement. Psychoeducation is associated with a variety of benefits for patients which include reducing relapse and readmission rates, encouraging medication compliance, reducing the length of hospital stay and improving patient's quality of life (1, 7). This workshop yielded positive results, required few resources and was low in cost to implement which should make it attractive to both clinicians and managers (8).
References
1) Xia J, Merinder LB, Belgamwar MR, Psychoeducation for Schizophrenia (2011). Cochrane Database Systematic Review, Jun 15, 6 2) Novick D, Haro JM, Suarez D, Perez V, Dittmann RW, Haddad PM, (2010). Predictors and clinical consequences of non-adherence with antipsychotic medication in the outpatient treatment of schizophrenia, Psychiatry Research, Apr 30; 176(2-3), 109-13 3) Dassa D, Boyer L, Benoit M, Bourcet S, Raymondet P, Bottai T, (2010). Factors associated with medication non-adherence in patients suffering from schizophrenia: a cross-sectional study in a universal coverage health-care system, The Australian and New Zealand journal of psychiatry, October 44(10), 921-8 4) Hudson TJ, Owen RR, Thrush CR, Han X, Pyne JM, Thapa P, Sullivan G, (2004). A pilot study of barriers to medication adherence in schizophrenia, Journal of Clinical Psychiatry, Feb vol./is. 65/2, 211-6 5) Velligan DI, Weiden PJ, Sajatovic M, Scott J, Carpenter D, Ross R, Docherty JP, (2010). Strategies for addressing adherence problems in patients with serious and persistent mental illness: recommendations from the expert consensus guidelines, Journal of Psychiatric Practice, Sep, 16(5), 306-24 6) CG123 Nice Guidance: Common mental health disorders: Identification and pathways to care, glossary of terms,( 2011). May, http://guidance.nice.org.uk/CG123/NICEGuidance/pdf/English (accessed 2/7/12) page 54. 7) Bechdolf A,Knost B,Nelson B,Schneider N,Veith V,Yung AR,Pukrop, (2010). Randomized comparison of group cognitive behaviour therapy and group psychoeducation in acute patients with schizophrenia: effects on subjective quality of life, The Australian and New Zealand journal of psychiatry, February vol 44/2, 144-50 8) Pekkala ET, Merinder LB, Psychoeducation for schizophrenia (Review), (2002). Cochrane Database Systematic Review, 2 Acknowledgements Staff working in the Haringey Community Rehabilitation Team: Shireen Hussain-Roy (Team manager), Edward Lander, Agnes Tekyi, Patrick Mamattah, Grace Ogundayo, Nick Mangwana, Adam Madarbux, Maxine Richardson, Greg Murray, Maura Duffy Other Staff from Barnet, Enfield and Haringey Mental Health Trust: Dr Nicole Eady (Psychiatry Core Trainee), Dr Guy Thompson (Psychiatry Specialist Registrar), Dr Sujeet Jaydeokar (Consultant Psychiatrist), Professor Ikkos (Director of Medical Education), Dr Liz Sampson (Consultant Psychiatrist, UCL Senior Clinical Lecturer)
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3 Continuing Education HoursJill Ehrenreich-May, Ph.D.
A cutting-edge, practitioner-friendly, and evidence-based treatment for emotional disorders in children and adolescents was published this year by Jill Ehrenreich-May and colleagues.Workshop Description: Designed for children with emotional disorders ages 6-12, the first workshop will focus on the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Children (UP-C). The UP-C contains both a full child- and full parent-directed curriculum with supporting workbook materials directed at youth and parents, respectively. This protocol presents an overarching approach of assisting children to become “Emotion Detectives” through activity-based learning of emotion-focused strategies. Through this child-friendly framework, youth learn and practice skills for “acting opposite” to behavioral action tendencies typically employed when experiencing strong emotions. Child clients are taught to reappraise maladaptive emotional thoughts, flexibly solve emotion-laden problems, be mindfully aware of emotional situations, and practice exposure to interoceptive and situational cues for strong emotions. Parents learn how to facilitate practice of these skills at home, and how to identify and counteract emotional parenting behaviors that tend to perpetuate the cycle of strong, maladaptive emotions and behaviors in their children.Throughout the workshop on the UP-C, developmental distinctions in skill content and presentation from the adult UP and UP-A will be emphasized, with a particular focus on discussion of the parent-directed components of this treatment. Video demonstrations of a group implementing UP-C strategies will be shown to support understanding of UP-C techniques and role-play activities will be employed to help attendees better understand the parent-directed techniques discussed.
List two reasons for utilizing a transdiagnostic approach when treating emotional disorders in children.
Identify the primary mechanism of change in the Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children (UP-C).
Describe the CLUES skills and link them with primary change targets in the UP-C.
Identify and apply the four "emotional" parenting behaviors targeted in the parent-directed sessions of the UP-C.
List and utilize the "opposite" parenting behaviors reinforced with parents in the UP-C.
Jill Ehrenreich-May, Ph.D. is an Associate Professor in the Department of Psychology at the University of Miami with expertise in the treatment of anxiety and depression in youth, and the development, evaluation, and implementation of evidence-based therapy protocols for children and adolescents with such disorders. Her currently funded work in this area includes effectiveness trials regarding treatment of youth emotional distress in community settings (including both community mental health clinics and preschools).
Dr. Ehrenreich-May received her undergraduate degree at the University of Florida and her Ph.D. at the University of Mississippi in 2002. She completed a clinical internship at the University of Chicago Medical Center and until August 2008 was a Research Assistant Professor of Psychology and Associate Director of the Child Program in the Center for Anxiety and Disorders at Boston University.
She currently directs the Child and Adolescent Mood and Anxiety Treatment Program at the University of Miami, which provides UP-C and UP-A related research services to the community. She is currently the Science Committee Chair for Division 53 of the American Psychological Association and a former Child and Adolescent Anxiety SIG Leader for the Association for Behavioral and Cognitive Therapies. Dr. Ehrenreich-May's research is supported by grants from the National Institutes of Health and other funding agencies in the Unified States and internationally.
Workshop Description: This workshop will focus on the rationale, components, and application of the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Adolescents (UP-A). Developed by Dr. Ehrenreich-May and associates and published this year, the UP-A is written as a modular treatment that incorporates a good deal of flexibility in the length and breadth that clinicians may employ to personalize adolescent-directed treatment skills. The UP-A has been successful in treating adolescents with emotional disorders across multiple baseline, open-trial, and randomized, controlled trial investigations (Ehrenreich, Goldstein, Wright & Barlow, 2009; Trosper, Buzzella, Bennett & Ehrenreich, 2009; Ehrenreich-May, Queen, Bilek, Remmes, & Marciel, 2014; Ehrenreich-May et al., 2017, etc.).
The UP-A includes emotion-focused education, awareness techniques, cognitive strategies, problem-solving and an array of behavioral strategies, including a full range of exposure and activation techniques. In addition to a therapist guide outlining the flexible presentation of these skills, an adolescent-appropriate workbook provides an overview of each treatment component, along with examples of its use. Worksheets, figures, and forms are used to enhance the adolescent’s learning through in-session and at-home practice. Parent-directed techniques are included to improve caregiver awareness of how to parent an emotional adolescent in effective ways and to identify caregiver distress-related behavior that may be interfering with this process.
In this workshop, an overview of the rationale and science supporting the UP-A will be presented, followed by a discussion of each UP-A treatment module and its practical application. Video examples and role-play practice will be incorporated to enhance attendee learning and flexibility in the application of UP-A techniques.
List two reasons for utilizing a transdiagnostic approach when treating emotional disorders in adolescents.
Identify the primary mechanism of change in the Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Adolescents (UP-A).
Describe and use the core modules utilized to effect change in emotional disorders when using the UP-A.
Describe and apply the types of opposite action and exposure strategies that may be employed in the UP-A.
Explain the tool clinicians use in the UP-A to promote parent-based observation of "emotional" parent behaviors.
Workshop Description: By 2060, the number of individuals aged 65 and older in the U.S. is projected to double from 46 million to over 98 million. Mental health practitioners are increasingly playing an important role in the psychological care of this growing segment of the population, but often have limited training in geropsychology and may be unprepared to work effectively with older adults. Many practitioners are unaware of the unique ethical issues that can arise in assessment, treatment, and research with older adults. To provide ethical services, practitioners must have a basic knowledge of the unique needs of this population and an ethical approach to identify and respond to their unique needs.
This 3-hour ethics workshop will discuss some of the unique aspects of working with older clients, and will consider the ethical challenges and dilemmas that psychologists face in assessing and intervening with this population. Dr. Dotson will detail the biopsycholosocial changes that can impact practice with older adults, and outline methods to identify and resolve ethical issues that may arise. Through a careful consideration of the APA and ACA Ethics Codes, she will discuss informed consent, confidentiality, elder abuse, and ethical approaches to involve family members in all phases of treatment and management.
Apply APA and ACA ethical principles to working with older adults.
Identify at least three aging-related biopsychosocial changes that can impact practice with older adults.
Identify common ethical issues confronted by practitioners working with older adults, and describe methods of resolving them (e.g., informed consent, confidentiality, and elder abuse).
Describe how to ethically involve family members in the evaluation, intervention, or care management of their loved one.
Vonetta Dotson, Ph.D. is an Associate Professor in the Departments of Psychology and Gerontology at Georgia State University, and is a clinical neuropsychologist who specializes in aging and the cognitive neuroscience of depression. She directs the “Brain Health Clinic” at GSU, where she and her students provide memory screenings and neuropsychological assessments for middle-aged to older clients with memory, cognitive or psychological concerns. The clinic also provides psychoeducation on brain-healthy behaviors to clients and their families, as well as bimonthly free memory screenings, mental health screenings, and psychoeducation for the community.
From 2009-2016, Dr. Dotson was an Assistant Professor and then Associate Professor of Clinical and Health Psychology at the University of Florida (UF), where she established the Cognitive Neuroscience of Aging and Depression laboratory and supervised clinical trainees in the Adult/Geriatric Neuropsychology specialty clinic within the UF Clinical and Health Psychology Clinic.
She completed her doctoral training in the same program in 2006 with a specialization in neuropsychology and a certificate in gerontology. She completed her postdoctoral training at the National Institute on Aging Intramural Research Program. She is currently a member of the American Psychological Association’s Committee on Aging.
Dr. Dotson’s research focuses on understanding the underlying neurobiology of depression and its relationship to cognitive changes and functional deficits in older adults. This work is translational in nature, with the goal of improving the diagnosis and treatment of mood disorders. Her research has been supported by grants from the National Institute on Aging, National Institute of Mental Health, and the McKnight Brain Research Foundation.
Workshop Description: Greater public awareness of sexual harassment and assault against women has been achieved by recent social movements. Sexual harassment and assault are serious public health problems that occur across the lifespan, and can result in significant psychological difficulties including post-traumatic stress and depression. Mental health clinicians frequently treat adults and adolescents who have experienced these forms of interpersonal violence. This workshop will review the social context surrounding the experience of sexual trauma, and consider some of the ethical dilemmas commonly encountered by practitioners when treating survivors. In addition, participants will learn how research findings in this field, as well as a close consideration of the APA and ACA Ethics Codes can help guide effective clinical and ethical decision-making.
More specifically, the workshop will review factors that influence the conceptualization of trauma. The sociocognitive model of risk perception of sexual violence will be reviewed, as will the clinical implications for assisting survivors of trauma with understanding the many barriers that can preclude assessing, acknowledging and responding to risks for violence in dating and social situations. Common social reactions to disclosure of trauma will be discussed, and strategies for supporting survivors through the process of disclosure and help-seeking will be detailed.
In addition, the workshop will consider ethical dilemmas that may occur in treatment, including conflicts between client autonomy and beneficence when a client does not want to disclose their assault. The workshop will consider how confidentiality issues are addressed, and the importance of maintaining an ongoing informed consent during treatment.
Finally, participants will learn ways to engage in effective personal reflectivity and consultation. Mental health clinicians often have strong emotional reactions to the report of harassment or assault by their clients, and the workshop will consider how such reactions may complicate effective ethical decision making during treatment.
Describe the common psychological sequelae of sexual harassment and assault.
List the factors that influence the conceptualization of trauma among survivors of sexual harassment and assault.
Explain the processes that influence risk perception for violence.
Describe the patterns in disclosing trauma, including common social reactions to disclosure.
Identify the standards of the APA and ACA Ethics Codes that should be considered when working with survivors of trauma, and apply those standards to guide effective clinical and ethical decision-making skills when working with this population.
Lindsay Orchowski, Ph.D. is an Associate Professor within the Department of Psychiatry and Human Behavior at the Alpert Medical School of Brown University and a Psychologist at Rhode Island Hospital. She is the Deputy Title IX Coordinator for the Medical School and maintains a therapy practice serving primarily victims of trauma.
She completed her Ph.D. in Clinical Psychology at Ohio University with specializations in Child Psychology and Applied Quantitative Psychology. She completed a Clinical Internship at Brown University. Following a fellowship funded through the National Institutes of Health at the Centers for Alcohol and Addiction Studies at Brown University.
Dr. Orchowski has published extensively on violence prevention, and is nationally recognized for her work developing violence prevention approaches for middle school, high school, college and military populations. Her research is funded by the Centers for Disease Control and Prevention, the National Institutes of Health, and the Department of Defense.
She is an Associate Editor for Psychology of Women Quarterly, and her book entitled "Sexual Assault Risk Reduction and Resistance: Theory Research and Practice" will be published by Elsevier in 2018.
Psychologists: All four workshops provide Category IV continuing education credit for psychologists in Georgia, as these workshops have been approved for American Psychological Association (APA) continuing education credit by the Georgia State University (GSU) Counseling and Testing Center. Dr. Dotson’s and Dr. Orchowski’s workshops will each fulfill 3 of the 6 hours of required ethics, while participation in both of these workshops will fully meet the ethics requirement for psychologists in Georgia. The GSU Counseling and Testing Center is approved by APA to offer CE credit to psychologists in Georgia.
Professional Counselors: The Licensed Professional Counselors Association of Georgia, LPCA, has approved these workshops: 3 CE Core hours for Dr. Ehrenreich-May's morning workshop (Approval #7716-18); 3 CE Core hours for Dr. Ehrenreich-May's afternoon workshop (Approval #7722-18); 3 CE ETHICS hours for Dr. Dotson's workshop (Approval #7717-18); and 3 CE ETHICS hours for Dr. Orchowski's workshop (#7718-18).
Other Mental Health Clinicians: All participants in the workshops will receive an attendance certificate. The hours earned at these workshops may count toward “related” CE hours for other disciplines. Please consult with composite board rules to evaluate if these workshops meet their CE criteria.
Regular Registration: registration (postmarked or received 9/29/18 and after) for one workshop is $80; two workshops is $150; three workshops is $220; & four workshops is $290.
Students/Interns/Fellows: the cost for students, interns, and psychology postdoctoral fellows is $30 per workshop (documentation of status required).
To cancel, call 404-413-6229. Refunds will be granted minus a $35 fee per workshop ($15 for students/interns/postdocs) if notification is received at least 7 days before each workshop. No refunds will be given after that time. For returned checks, a $30 fee will be charged.
The new GSU Law School is located at 85 Park Place NE, in downtown Atlanta. This is at the corner of Park Place and John Wesley Dobbs Avenue. Visitor parking is available for $7 (daily) in the T or M Deck. Also, the Law School is easily accessible from the MARTA Peachtree Center Station. See below for more details.
There are several commercial (non-GSU) parking lots in the area, including 141 John Wesley Dobbs Avenue Parking Lot located at the corner of Peachtree Center Avenue and John Wesley Dobbs Avenue, Atlanta, GA 30303: $5 subject to availability.
On the North and South line, travel to the Peachtree Center Station on the North/South rapid rail line. Look for the Ellis Street exit in the station. Go up those escalators then take the Peachtree Street West exit out of the station. Turn right. The Law School is less than a block from the station at the corner of John Wesley Dobbs Avenue and Park Place, next door to the Georgia-Pacific Center. | https://psychologyclinic.gsu.edu/continuing-education/ |
Post Traumatic Stress Disorder (PTSD)
Post Traumatic Stress Disorder – A mental health condition that’s triggered by a terrifying event – either experiencing it or witnessing it. Symptoms may include flashbacks, nightmares, and severe anxiety, as well as uncontrollable thoughts about the event. PTSD symptoms are generally grouped into four types: intrusive memories, avoidance, negative changes in thinking and mood, and changes in physical and emotional reactions. With effective therapies and caregiver participation, PTSD symptoms can be significantly reduced or cured all together. The key to healing children with PTSD is first found in addressing the child’s source of trauma. Through psychoeducation (parents and child learning what normal trauma responses are), skills building (developing a sense of skills to deal with extreme anxiety), and trauma narrative (revisiting the narrative in a healthy manner), parents and children can work together to overcome PTSD long-term. | https://myhomeschoolhub.com/start-homeschooling/special-needs/post-traumatic-stress-disorder-ptsd/ |
Problem Management Plus
Problem Management Plus (PM+) is a brief (5x90 minute) evidence-based intervention, published under WHO's mhGAP Programme. PM+ is shown in two randomized control trials to reduce symptoms of common mental health problems, such as depression, anxiety and posttraumatic stress disorder, including for women affected by gender based violence in Kenya. PM+ helps people to self-manage practical (e.g. unemployment, interpersonal conflict) and common mental health problems (e.g. depression, anxiety, stress, grief). PM+ strategies include approaches for managing stress, managing problems, behavioral activation and strengthening social supports. Additional components include psychoeducation, motivational interviewing and relapse prevention. PM+ is ‘transdiagnostic’, meaning it can be used to treat different symptoms and mental health problems without clinical diagnosis. PM+ was specifically designed to be delivered by non-professional mental health workers, such as trained and supervised Community Health Volunteers.
Poster presentation at the Human Resources For Health Conference, Dublin, Ireland. November 2017. | https://www.wvi.org/maternal-newborn-and-child-health/publication/problem-management-plus |
25 Aug How Desensitization Works: The HPA Axis in Treatment for Trauma and Anxiety
The Hypothalamus-Anterior Pituitary-Adrenal Cortex (HPA) axis has been a cornerstone in understanding mental health. This course will review the evidence provided by research and teach participants how to integrate it into their practice.
Areas of focus for the course will include the neurological and physiological impacts of each part of the HPA axis. The interactions between each part of the HPA axis will be taught. Most of the material will be focused on giving the clinicals the tools to be able to provide psychoeducation to clients on the subject while avoiding confusion or patronization. The clinical use of analogy, visual handouts, and videos will be completed.
- Learner will be able to identify the function of each piece of the HPA axis
- Learner will be able to explain the interactions between the HPA axis including negative feedback
- Learner will be able to provide psychoeducation on the HPA axis in verbal or visual format.
Leo DeBroeck is a Mental Health Practitioner and Child Mental Health Specialist in Washington State (USA). He is CBT Plus certified through the University of Washington and Harborview Sexual Assault and Traumatic Stress Centre. He has completed his Masters of Science in Clinical Psychology at Eastern Washington University with his thesis on factors in suicide. He has experience working with children and adolescents at an intensive inpatient program in Spokane, Washington for several years.
Leo works full-time at a community health centre as a therapist with a team of Marriage and Family Therapists, Clinical Social Workers, Advanced Registered Nurse Practitioners, and Psychologists. He has worked in several different levels of care for mental health treatment including long-term inpatient care, WISE wraparound intensive services, school-based therapy services, and outpatient clinical settings. He also works as a quarterly faculty lecturer for Eastern Washington University’s satellite campus at Bellevue College. He teaches night classes to graduate and undergraduates in foundations of psychotherapy, trauma: assessment, management, and treatment, cognitive and behaviour change, and others. He has published peer-reviewed scientific research on young adults related to suicidality.
He has written several children’s therapy books, which are published on Amazon, for use in therapy settings addressing grief, addiction, neglect, abuse, and others. He is the president and founder of Counsellor’s Choice Award, LLC which reviews and promotes scientifically validated therapeutic tools and books.
This online workshop will give you instant access to the seminar content (1-hour) accessible via streaming on our website, as well as supporting material, including PowerPoint slides and references. You can view the course content in your own time, there is no time limit on access.
The duration of this workshop is 1 learning hour.
A certificate of completion will be generated upon finishing the course and completing a short evaluation quiz. Please consult your professional organisation/association to confirm whether you are able to claim any CPD points/hours for this online workshop. | https://www.tatratraining.com/courses/how-desensitization-works-the-hpa-axis-in-treatment-for-trauma-and-anxiety/ |
I have extensive experience working with eating disorders, depression, anxiety, alcohol/substance use disorders, addictive behavior, self-esteem, borderline personality disorder, relationship difficulties, identity development, and the LGBT community.
Dialectical Behavioral Therapy
I offer a weekly 2 hour Dialectical Behavioral Therapy (DBT) Group for those needing to learn new coping skills to manage their emotions. This group is especially helpful for individuals who have been diagnosed with Borderline Personality Disorder, however, everyone can benefit from learning and utilizing these skills. Please contact me for more information.
Expressive Arts Groups
I also offer several Expressive Arts Groups focused on trauma, body image, disordered eating, self-esteem, and self-discovery. These groups provide a safe space for individuals to process their feelings and experiences and share with others. Group members often find that it is easier to process their feelings and express themselves through art when words just aren't enough. Please contact me for more information.
Outreach and Consultation
I regularly present or conduct workshops with students, community groups, businesses, and other organizations on a variety of topics related to mental health including communication, stress management, wellness, authenticity, and life improvement.
I am also available for consultation as needed.
Supervision
I provide supervision necessary for licensure to clinical psychologists in training. Please call for additional information. | https://www.drlaurenyerkes.com/services |
For over a decade, the Center for American Indian Health has partnered with Southwestern tribes to pioneer suicide prevention strategies that are culturally relevant within their communities. Our suicide prevention work aims to reduce risk, address safety, and empower individuals to build resilience and coping mechanisms that improve mental health and wellbeing. We work with Native communities, partners at the Indian Health Service, and local mental health paraprofessionals to develop and adapt culturally-grounded suicide surveillance systems, suicide prevention interventions, crisis care and case management. These strategies allow communities to monitor suicide rates, provide psychoeducation and mental health promotion, and connect people at-risk of suicide with mental health services and community resources. | https://caih.jhu.edu/programs/category/suicide-prevention |
27 Jul Franciscan Institute Trauma Team
Contact Person(s):
Dr. Karen Moore
Email: [email protected]
Availability: By Appointment
Service Cost: FREE
Address: 41 Bengal Street, St. James
Website: https://www.franinstitute.org/
Service Areas
Trinidad & Tobago, Online, Mobile, Phone,
Work Numbers:
- 1(868) 231-8979
Mobile & Whatsapp
- 1(868) 734-7620
Introduction
Group interventions: COVID-19 issues, special focus on medical personnel; COVID-19 issues in general; grief and loss.
These groups are time-limited and on a repeating cycle. Workshops, psychoeducation sessions on various topics to key target groups, e.g., clergy, community leaders, health care personnel, etc. These are on request. | https://www.findcarett.com/franciscan-institute-trauma-team/ |
The NASUWT has a record second to none for supporting teachers where problems arise with pupil indiscipline.
We know that unchallenged, low-level disruption is corrosive, taking its toll on the health and wellbeing of teachers. The education of all pupils is affected.
Hundreds of teaching hours can be lost each year dealing with such behaviour. And, when violence and disruption occur, they must be challenged. No teacher should go to work with the expectation that verbal and physical abuse are part of the job.
The NASUWT supporting and empowering teachers
Teachers have a right to expect:
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a safe environment in which to work;
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access to appropriate training;
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appropriate resources to enable them to respond to pupils’ behavioural needs at an early stage;
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access to external advice, support and specialist provision;
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parents to take responsibility for the behaviour of their child;
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effective school leadership, working in partnership with staff to maintain high standards of behaviour;
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respect for their professional opinion and any concerns they have to be taken seriously;
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the support of a non-discriminatory pupil behaviour policy, drawn up in consultation with the NASUWT, which promotes acceptable standards of behaviour;
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regular monitoring and review of data on pupil behaviour to ensure that the behaviour policy is working effectively.
Make sure your school is meeting these expectations.
Actions for teachers facing pupil indiscipline
What to do if you are verbally abused and threatened:
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Report the incident in accordance with the school’s behaviour policy.
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Make sure the incident is entered into the school’s accident/incident book.
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Keep a copy of any written report that you make.
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Seek advice and support from the NASUWT as soon as possible.
What to do if you are abused on social media:
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Keep a record of the incidents, including screenshots of any abusive or offensive material, to be used as evidence.
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Avoid retaliating to, or personally engaging with, the pupil.
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Do not submit a written report to anyone or make a statement to the police without the advice and support of the NASUWT.
The NASUWT has published updated guidance on dealing with the trauma of online abuse as a teacher, encompassing a detailed overview of the actions you should take if you are subjected to online abuse by pupils or students.
Behaviour management professional development and support from the NASUWT
We provide members with:
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free professional development seminars on pupil behaviour management for all teachers. These seminars equip new teachers with practical advice and provide more experienced teachers with the opportunity to discuss and reflect on their practice. You can view upcoming courses on our Behaviour Management Courses page;
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advice and guidance on behaviour management, including top tips for teachers on maintaining high standards for pupil behaviour;
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in-school support - the NASUWT will arrange to meet with members, in their workplace or off-site, to discuss any concerns they have either on an individual or collective basis and identify strategies for dealing with any issues of pupil indiscipline members may be experiencing.
Where schools fail to address teachers’ concerns, the NASUWT, with the support of members, will ballot for members to refuse to teach and supervise the pupil(s) concerned, in order to protect members’ health and welfare. | https://www.nasuwt.org.uk/advice/in-the-classroom/behaviour-management-for-teachers-in-the-classroom/supporting-members-to-tackle-pupil-indiscipline.html |
Purpose:
To outline the process for handling concerns or complaints
Executive summary:
RMS strives for the very best in medical and patient care. There may, however, be times when our patients, members of the public, clients or members of supporting services wish to raise concerns with us or make a complaint.
The process for handling such concerns and complaints involves listening to the complainant, understanding the nature of their concern or complaint, investigating the issue, and working towards a resolution, including any measures needed to prevent reoccurrence, and keeping the complainant informed of the progress of their complaint throughout the process.
The aim of the concerns and complaints process is to resolve issues as part of a continuous quality improvement process.
Policy
Complaints may be broadly divided into two types:
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- Concerns raised about any aspect of clinical care or the actions of the care provider.
- Non-clinical complaints.
Reporting complaints
People may complain in various ways. This may be a verbal complaint at the time of concern, a telephone complaint, written complaint either by letter or email or it can be texted.
The most direct route is the feedback email address as this is held in high piroirty. Most complaints are genuine concerns, however, some complaints and issues are raised on the basis of a misunderstanding or misinterpretation of fact and some are motivated by malice.
RMS has a strict policy of asking that any concerns other than those that can be resolved quickly are put in writing by either the complainant or the person receiving the complaint. This is necessary to protect both the complainant (to ensure their concerns are clear and recorded) and to protect us (so we can ensure we understand the nature of the concerns clearly).
Complaints procedures should not be activated on the basis of ‘hearsay’.
Handling Complaints
Wherever possible, we will try to resolve an issue immediately to the satisfaction of all concerned.
The most senior person on duty at the time of the complaint should facilitate this. Where this has not been possible, the complainant should place concerns on the [email protected] email with the following format.
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- Your name (optional)
- Contact details (optional)
- Date of cause of concern (date the complaint was generated from)
- Details of the complaint
Whom deals with the complaint?
RMS takes complaints seriously and the Director will be notified of the compliant and may deal with the complaint directly. Otherwise the Director will appoint a investigation officer, whom will report direct back to the Director.
Providing an apology
This is an important concept. Saying ‘sorry’ is not an admission of liability. It is necessary to recognise that the complainant is not satisfied and for that we should apologise.
Complaints procedure:
Verbal complaints made at the time of contact
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- Refer the complainant to the most senior person in attendance
- Ensure the conversation takes place in a private area
- Listen to the complainant in full (recording the complaint on a complaints form)
- Ask how best to resolve the issue
- Reach an agreed resolution – including an apology if appropriate
- If a resolution is not reached invite the complainant to complete the [email protected] with the details of the complaint to enable us to investigate further.
Written complaints / unresolved verbal complaints
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- Director to review the complaint
- Written confirmation of receipt of the complaint to be sent if contact details received
- Open a complaint file to keep all documentation
- Arrange meeting/telephone conference with the complainant to gather information, understand the nature of the complaint more fully and further attempt a local resolution of the matter
- If not resolved, director to discuss the case formally and possible resolutions: clinical complaints to the Medical Directorate
- Complaint will either be acknowledged with no further action, dismissed or escalated
- If acknowledged with no further action or dismissed, a written reply will be sent within 31 days outlining the decision and providing further advice.
- If escalated, complainant will be invited in to meet with a director
- A written reply with resolution to be sent within 31 days of such meeting and providing further advice if the complainant remains dissatisfied.
Investigations into escalated complaints
Investigations will be conducted jointly by the nominated director and a further person as considered appropriate. Where the complaint involves clinical or serious matters any individuals involved MAY be suspended until the results of an investigation are complete.
This should not be seen as punitive measure but is often essential to protect the individual. | http://remotemedicalservices.co.uk/about-complaints.php |
At Patcham Junior School we recognise the right of every child to learn in a safe, secure and supported environment where they feel free from the fear of intimidation, harassment or ridicule from other individuals or groups of individuals. We understand the long-term damage bullying behaviour can have on young people. We therefore have a zero-tolerance policy towards this type of behaviour. We will do everything we can to make Patcham Juniors a bullying free school.
What is bullying?
Bullying is the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power.
We look for 4 key factors when identifying behaviour as bullying:
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Repetition – the behaviour is not a one off.
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Intentional – the behaviour was not an accident, or incidental.
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Hurtful – the behaviour is harmful (see below for further information on what this means)
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Power – there is an imbalance of power.
School structures and systems for tackling bullying behaviour
At Patcham Juniors, if a report of bullying is made we follow procedures as set out below. Further information can be found in our policy here:
|Name|
Stage 1
Pro-active Strategies
At Patcham Juniors we discourage bullying throughout the whole curriculum and daily life by:
- PSHCE (Personal, Social, Health and Citizenship Education) and SEAL (Social and Emotional aspects of learning) work about bullying and friendships.
- Whole school assemblies about bullying.
- Participating in anti-bullying week each November.
- Regular school council meetings.
- Monitoring pupil and parent surveys.
- Whole school Worry Box.
- Advocates – Selected children voice the opinions of others.
- Time to Talk – Opportunity for children to talk to trained teaching assistants about their concerns at lunchtimes.
- Anti-bullying Working Party – Cross section of staff to review and refresh the anti-bullying procedures in school.
- Playground Buddies.
Stage 2
Incident reported – Accusation of bullying?
- If an allegation of a bullying incident has been made to any member of staff, an initial discussion would take place between the member of staff and the person making the allegation (could be alleged victim, friend or witness).
- A decision will be made to investigate if bullying has occurred.
Stage 3
Investigation
Has bullying occurred? or is this a prejudicial based incident?
- As soon as possible, action is taken to interview the alleged victim and to interview the accused pupil separately, ensuring confidentiality.
- If the member of staff dealing with the situation considers it to be bullying or a prejudicial based incident, it is referred to the Deputy Headteacher (DHT) or the Headteacher (HT).
- He will ascertain the gravity of incident and record details in CPOMs.
- If it is a bullying or prejudiced based incident – complete record in CPOMs. Record will indicate details about the nature of the bullying incident and a description of the incident.
Is this another type of behaviour incident?
- Where an incident has occurred and a child has little understanding of the seriousness of his or her action, the child would spend a period of their playtime or lunch time in the Calming Down Room (see Behaviour Policy).
- If the event occurred on the playground at lunchtime, the incident may first be detected by a lunchtime supervisor. If the incident needs attention from a senior teacher, the child would be sent in to the Calming Down Room and the incident would be recorded in CPOMs.
Stage 4
Action – Short Term
- Discuss with the child: If it is deemed to be bullying or a prejudicial incident the DHT or HT would discuss with the child, the seriousness of their actions.
- What has happened;
- What the impact has been on those involved;
- What needs to happen to put things right or to make things better in the future.
- DHT or HT will make contact with the child’s parents/carer to outline the situation, the school’s position on the situation and to request parental/carer support. The parent/carer will be invited to discuss the situation further. The incident and any subsequent meetings will be recorded in CPOMs.
- Following any further incidents, a discussion with the Governors, the Head Teacher/Deputy Head Teacher and parents (if appropriate) would take place and the child may be excluded for a period of time depending on the severity of the incidents.
Stage 5
Action – Long Term
- The victim will be supported with counselling or small support group run by TA – e.g. Time to Talk or with the school counsellor.
There will be a period of checking with the parents and students involved e.g. 1 week, 4 weeks and 3 months.
- If checking shows unresolved issues it will be investigated further and more support will be put in place to support the child.
At Patcham Juniors we aim to help the child carrying out the bullying come to terms with their actions and the reasons behind their behaviour. We recognise that bullies can themselves be victims. | https://www.patchamjun.org.uk/information/anti-bullying |
The Health and Safety Executive (HSE) is a regulator which aims to prevent workplace death, injury or ill health.
The HSE investigate reportable injuries, diseases, dangerous occurrences and concerns raised by workers, the public or others to help improve health and safety standards.
Under the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 2013 (RIDDOR), duty holders must report certain serious workplace accidents, occupational diseases and specified dangerous occurrences (near misses) to the HSE.
The HSE does not investigate everything that is reported to them, only the most serious work-related incidents, injuries or cases of ill health. It does, however, consider all health and safety concerns and makes risk-based decisions when deciding what actions to take.
When investigating, the HSE will gather and establish the facts; identify immediate and underlying causes and lessons to be learned; take actions to prevent reoccurrence; identify any breaches of legislation; and consider appropriate enforcement.
The level of investigation carried out by the HSE depends on the seriousness of the incident or complaint. An investigation may range from an enquiry by a single inspector about a minor incident or a complaint to a large enquiry involving a team of inspectors. It is also important to be aware that other agencies may be involved, for example, the police and a coroner where there has been a work-related death.
Following an investigation, the HSE has a range of enforcement powers including:
- Providing information and advice face-to-face or in writing
- Serving notices on duty holders
- Withdrawing approvals
- Varying licences, conditions or exemptions
- Issuing simple cautions; and
- Prosecution
Duty holders have a right to challenge or appeal any enforcement action taken by the HSE and the appropriate route to take in this respect is dependent on the type of enforcement action taken.
Duty holders therefore have significant responsibilities to ensure that their business is compliant with health and safety regulations and to put measures in place to reduce health and safety risks as far as possible. A failure to do so can have serious consequences for the duty holder and their business.
If you have any concerns regarding the compliance of your business; a complaint that has been made; reporting an incident to the HSE; or an ongoing investigation by the HSE, our HSE specialist lawyers are on hand to assist. Please call 01616 966 229 and we will be pleased to assist with any queries. | https://www.stephensons.co.uk/site/blog/professional-discipline-blog/hse-how-and-when-do-they-investigate |
Manly Life Church is committed to the well-being of each person within its community. The well-being of each person encompasses his/her spiritual, emotional, social and physical development and safety, which means each person has a right to feel safe, secure and accepted at our programs.
Bullying behaviour is recognised as being anti-social and unacceptable and as such not only affects the victims of bullies and the perpetrators but also those who witness bullying. Left unchecked, bullying behaviours can have a profound long-term effect on the culture of a ministry.
The policy applies to all members of our Ministry, which includes kids, leaders, parents/caregivers, and members of the church.
Manly Life Church aims to create a safe, supportive and a caring Christian environment free from intimidation, where difference is respected. We will not tolerate any behaviour that contradicts this philosophy.
Definition of Bullying
Bullying is repeated psychological or physical oppression of a less powerful person or group of persons by a more powerful person or group of persons (Rigby, 1996) that creates a risk to mental and/or physical health and safety. Bullying is ongoing in nature.
Bullying can take many forms. It can be physical and psychological, direct, as in name calling and hitting, and indirect, as in exclusion and rumour spreading. It may manifest itself in the form of emotional, social, verbal/ textual and/or physical incidents.
It can include cyber-bullying which is a form of bullying carried out through an internet service such as e-mail, chat-room, discussion board, online social networking or web pages. It also includes bullying through mobile phone technologies such as SMS, voice recording and/or video, webcam and still photography.
Rights and Responsibilities
Members of Manly Life Church have a right to:
- Be safe during Ministry events, free from fear of bullying, harassment and intimidation
- Know that their concerns will be addressed
- Be given appropriate support
Members of any Ministry Team have a responsibility to:
- Refrain from engaging in bullying behaviours
- Report bullying of self and/or others
- Assist with implementing the Manly Life Church anti-bullying plan
- Encourage respect, tolerance and difference.
- Be alert to signs of distress or suspected incidents
- Listen non-judgementally to reports of bullying
- Ensure the immediate safety of the victim
- Immediately report suspected bullying to their Ministry Coordinator
Ministry Coordinators must:
- Provide access to the Anti-Bullying Policy to all members of their team
- Provide and follow procedures and protocols for the management of reported bullying incidents
- Provide restorative support and guidance to victims of bullying
- Provide restorative intervention with and restorative support for those who bully
What Bullying Is Not
Many distressing and unacceptable behaviours are not examples of bullying even though they are unpleasant and require leader intervention and management.
Mutual conflict – in mutual conflict situations, there is an argument or disagreement between persons but not an imbalance of power. Both parties are upset and usually both want a resolution to the problem. However, unresolved mutual conflict sometimes develops into a bullying situation with one person becoming targeted repeatedly for ‘retaliation’ in a one-sided way.
Single episode act of nastiness or meanness, or random acts of aggression or intimidation – single episodes of nastiness or physical aggression are not the same as bullying. If a person is verbally or physically abused on one occasion they are not being bullied.
As the church has a duty of care to provide all children/persons with a safe and supportive environment, single episodes of nastiness or physical aggression will not be ignored or condoned.
Responding to Reported Bullying
Different responses may be appropriate depending on the nature and level of seriousness of bullying.
The Bullying Test
The bullying test will be used initially to determine if the incident is in fact bullying.
The investigator asks: Does the incident involve an imbalance of power, words or actions which are unprovoked and intended to hurt, harm or frighten and has it occurred on more than one occasion? If the answer is yes, then it is bullying. If it is not a bullying incident it could be:
- Conflict – may require conflict mediation
- Discipline – may require disciplinary action
- Learning – may require learning support
- Welfare – may require investigation, support or referral.
The Level Test
The following guidelines are used to decide whether the incident is a low level or high level incident
Low level
- Victim is not typically teased or harassed and/or
- Bully is not a repeat offender and/or
- Bullying behaviour appears less harmful
High level
- Victim is often harassed and/or
- Bully often engages in such behaviour and/or
- Bullying behaviour is causing distress or harm
Ministry Leaders will ensure:
- Procedures and protocols are followed
- Parents (where bullying involves children) are informed and included in discussions
- A restorative approach is taken
- Methods of intervention will be appropriate for the level of seriousness of the bullying act
Procedures and Protocols
Should an instance of bullying be reported, the Ministry Team Coordinator will implement an Investigation within a timely manner and will ensure procedural fairness and confidentiality. Appropriate and timely support, management and resolution of reported bullying incidents will be offered to all persons involved.
Documentation gathered may include:
- What was allegedly said and done to the complainant
- The date, time and the place where the incident(s) happened
- Names of witnesses to the incident
- The reaction of the complainant
- Notification of the incident to the parents of those young people involved
Follow up actions by the Ministry Team Coordinator will ensure:
- Assessment of the level of seriousness of the bullying act
- The use of the method of shared concern (see below) if it is a first offence for the offender or the use of an appropriate method of intervention (see below) according to the level of bullying and whether there is group involvement
- The application of appropriate consequence if it is a subsequent or serious level offence
- Resolution of the problem in a restorative and fair manner
- Possible referral of the perpetrator(s) and victim(s) for further Pastoral Care
- Monitoring of the situation
- Advice to the complainants that they may take the matter further if they are not satisfied with the way the complaint is handled
- Appropriate feedback to the parents of children involved
Methods of Intervention to Restoration
There are six approaches taken to the intervention of bullying for restoration. Use the first approach in the case of most incidents, but you may choose a different approach depending on the personality type of the people concerned and the type of bullying that has happened.
- The Method of Shared Concern
This approach involves working first with the victim and then with witnesses and finally with the suspected bully, in one-to-one meetings. When progress has been made, a meeting is held with the suspected bully to plan how the problem might be resolved. Subsequently they are joined by the victim to negotiate an agreed solution.
- Strengthening the Victim
This approach aims to teach the victim to act more assertively. It is limited to bullying which is verbal.
- Mediation
This approach requires the persons in conflict to work with a mediator, to find a mutually acceptable way of resolving their problem. It requires the willingness of the parties involved to meet and seek a solution.
- Restorative Practice
This approach requires the offender to reflect upon his or her unacceptable behaviour and experience regret and to act to restore the damaged relationship with both the victim and the community. It relies on the readiness of the victim to accept the offender’s restorative action.
- The Support Group Method
This approach involves the person who have been identified as bullying someone being confronted at a group meeting with evidence of the victim’s distress. The victim is usually not present.
- The Traditional Disciplinary Approach
This method uses the imposition of sanctions or punishments on the offender. It can be used in cases of violence or criminal behaviour or in cases for which counselling approaches are unsuccessful.
Where a Person Repeatedly Bullies Others
A first time incident will be dealt with using the Method of Shared Concern. Subsequent incident(s) will incur successively the following scaled responses:
- Suspension from attending Church Activities
- Expulsion from attending Church Activities
The person should be notified of their position in the process at each incident. | https://manlylife.org/members-hub/the-character/anti-bullying-policy/ |
These guidelines have been devised to assist parents and community members seeking school related information and /or to communicate concerns.
Download "Supporting Students through effective communication with the school" [5/2020, PDF]
From time to time parents or other members of the school community may need to approach the school in order to:
- Discuss the progress or welfare of their own child
- Express concern about actions of other students
- Enquire about school policy or practice
- Express concern about actions of staff
It is therefore necessary to have procedures that will clarify matters as soon as possible to ensure a safe and harmonious school environment is maintained. The best results usually flow from all facets of the school community working together.
These guidelines aim to:
- support class programs and student learning
- provide a guide that supports community and staff and ensures that concerns are dealt with in an open and fair manner
- ensure that the rights of students, teachers and parents are respected and upheld support matters sensitively and confidentially
- help reach an agreed solution or resolution if appropriate.
It is important that if a parent/carer has a concern or issue that is causing them anxiety or worry that they feel they are able to approach the school and have the issued appropriately addressed. It is important that the school is given the opportunity to hear and respond to issues in an appropriate manner. We would ask parents/ caregivers to make an appointment.
CONCERN
The academic progress of own child
APPROPRIATE ACTION
Directly contact the child's teacher either by note, by phone message or in person to arrange a suitable time to discuss any queries.
CONCERN
The welfare of own child
APPROPRIATE ACTION
* For minor issues directly contact your child's teacher to clarify information
* For more serious concerns, contact the school office. State the nature of your concern and arrange a suitable time to talk with class teacher or appropriate staff member.
* To convey information about change of address, telephone number, !emergency contact , custody details, health issues etc. please contact lthe school office.
CONCERN
Actions of other students
APPROPRIATE ACTION
* Contact the class teacher by note. The class teacher will check and clarify details of the matter and share this information with you as soon as possible.
* The class teacher will liaise with the stage supervisor or principal for playground problems requiring clarification from students or additional support.
CONCERN
School policy or practice
APPROPRIATE ACTION
* Contact the school office. State the nature of your query. This information will be passed on to the appropriate staff member. The staff member will contact you to explain the relevant details or to make an appointment to discuss the matter further.
CONCERN
Actions of a staff member
APPROPRIATE ACTION
* Contact the school office and state your concern. This information will be passed on to the principal.
* The principal will contact you as soon as possible and explain upcoming strategies/ arrangements in response to the concern. This may include meeting directly with the principal and staff member concerned.
Please note the following:
Students are to walk independently to their place of learning. No access to classrooms without a prior appointment.
All enquiries are to be directed to the school office. Parent access to students will be from the school office.
All parents and visitors must sign in at the school office. This excludes attendance at organised school events. No parent should directly approach another person's child.
Use of the Inclosed Land Act
In very rare cases, where people wishing to express their concerns do so in an aggressive, threatening or violent manner, the principal or nominee has the legal authority under the "lnclosed Lands Act" to
- direct the person to immediately leave the grounds
- call the police to remove the person should he/she refuse
- withdraw future permission (by letter) for the person to enter the grounds without permission of the principal
- Seek further legal avenues.
This includes phone calls, emails made to or about staff or directed towards staff or the school (Legal Issues Bulletin No 31, NSW Government, Education & Communities).
Department of Education & Communities Complaint Procedures is available on the departmental website and outlines procedures that the school will follow to handle more complex complaints. | https://tempe-p.schools.nsw.gov.au/supporting-our-students/parents--carers-and-the-community/supporting--students-through-effective--communication-with--scho.html |
In the changing regulatory environment, are your logistics processes ready for a GDP inspection?
Maintaining a high standard of GDP logistics compliance is a difficult task.
take a snapshot view of your performance.
Standards can vary globally and in some cases can be contradictory. The aim should be to comply with all regulations set by the countries on your logistics route. If this is not possible, ensure that your reasoning is documented and that you are meeting globally established standards.
Be aware of changes to regulations and stay up to date with investigations and enforcements. This will also give insight to upcoming areas of focus for regulators.
SOPs allow for the continuous improvement of standards of service and also provide evidence of your commitment towards protecting patients. Failure to write SOPs will signal to regulators that your company is not serious about effective compliance.
However, writing SOPs and then failing to follow them will show regulators a wilful disregard of standards.
Review and update SOPs regularly and maintain a master file of previous versions.
If you don’t document it, you have no evidence that you have actually done it.
Clean, clear and organised documentation can ensure that you are investigation ready. Ensuring that documents are updated and reviewed at regular intervals also evidences the development of your GDP compliance policy.
If you are keeping your documentation in order, you should be better equipped to deal with any issues of non-compliance and pin-point gaps in the process.
Preventive and corrective actions both have an important role in the effective running of quality systems. To be inspector ready, ensure that your CAPA log is being reviewed and addressed regularly.
Corrective actions should be dealt with in a timely manner, with the incident fully recorded and evidence of how the issue was addressed.
Preventive action should be a key focus to ensure that potential problems or non-conformance are understood and that a plan is being developed. An inspector will respond positively to proactive measures to address any future instances of non-compliance.
Preventive maintenance programmes are essential to prove equipment is working to the correct standard and is being monitored or repaired when necessary. Calibration must also be completed and monitored to eliminate any discrepancies between different equipment’s data recording.
All records of maintenance and calibration should be up to date and ready for review.
Fresh eyes can point out gaps in your processes or high risk areas. Requesting review from different levels of stakeholders can also ensure compliance objectives are understandable and clear.
Experts can give specific guidance on areas of concerns or can offer specialized advice, for example, in preparing employees for interactions with inspectors.
Ensuring that you are carrying out snapshot audits of your GDP will allow you to stay on top of this complex issue.
Select one area to focus on and review your process and documentation. Ask if it is being followed and if it is effective.
Or create a theoretical incident of non-compliance. Using the process you have, are you able to understand, address and manage the incident?
Every company may face instances of unpredicted non-compliance. Having a fully formed process for GDP compliance can ensure that if an incident happens you are able to mitigate and manage the impact. You will also be able to evidence your actions to an inspector and maintain acceptable compliance standards.
Like this article? You might also be interested in our Pharma Logistics Compliance: 2018 Report. | https://www.pharmalogisticsiq.com/regulations/articles/7-steps-to-make-your-logistics-compliance-gdp-inspection-ready |
Critical Incident Policy
A critical incident is a sudden and unexpected occurrence that overwhelms the usual coping capacity of the school and the school community. This includes the death or life threatening injury of student or staff member, major accident, missing student or staff member.
For all student/staff deaths the school should continue with normal routine as much as possible, maintaining a calm and supportive atmosphere. This reinforces the predictable and secure aspects of their life. Giving explicit details about the manner of the dying should be avoided – the focus should be on the loss of the person and the students’ feelings.
Once news of a critical incident is notified to the school, the following steps will occur:
Principal will:
- Confirm death or incident and obtain as much factual information as possible.
- Inform Critical Response Team and Staff (if outside school time, follow agreed communication procedure to inform staff)
- Arrange Crisis Response Team meeting and staff meeting/briefing.
- Contact other professionals and other agencies as required (e.g. NEPS, ETB, parish priest, HSE etc.)
- Prepare written and oral communication between school and family/staff/students/parents/media etc. When dealing with the media the purpose of a media statement should be very clear.
Crisis Response Team
This consists of the following: Principal, Deputy Principal, Guidance Counsellor, Chaplain and A-post holders. During the meeting the following will occur:
- Identify counselling and support structures within the school.
- Determine if outside agencies and support services are required.
- Agree a structured system within the school for accessing counselling and support on the day and following days.
- Identify locations for support services.
- Arrange substitution for Chaplin and Guidance counsellor to ensure availability for counselling and support up to the funeral.
- Prepare the following:
- Information pack for staff (from NEPS Resource Materials for Schools)
- Letter for parents (from NEPS Resource Materials for Schools)
- Identify vulnerable students/staff
- Agree designated persons to visit the family to offer sympathy on the school’s behalf. Discuss the family’s wishes for school involvement and support in the funeral. Confirm funeral arrangements.
- Arrange a meeting for the staff
- Arrange for an assembly/prayer service for the class group(s) affected.
- Arrange follow up meeting to get feedback on how the day went and to deal with any outstanding issues e.g. return of siblings/friends to school, inform new staff, inquest/anniversary etc.
- Determine procedures for funeral arrangements if necessary.
School Chaplain and Guidance Counsellor will:
- Outline services available to affected students/staff
- Be available to students/staff seeking counselling/support in the days/weeks following.
- Set up crisis team room in the school.
- Assist class teacher of the class/year group affected in breaking the news.
- Give guidelines to staff in dealing with students in distress i.e. information on grief responses, identifying those with need of counselling and support.
- Cater for the most affected students in Crisis response room.
- Organise a Year group prayer service, once all students have been notified.
- Contact parents of students who may be requesting to go home.
- Encourage those who feel able to go back to class.
- Meet any distressed parents and staff.
- Liaise with local clergy re funeral.
- Set up a book of condolences and light remembrance candle.
During the staff meeting/briefing the following should be considered:
- Acknowledge staff grief.
- Acknowledge that not all staff may be able to address classes.
- Identify friends of the deceased student.
- Identify vulnerable students.
- Distribute and discuss information pack.
- Discuss how and by whom the students will be informed of the death.
- Discuss funeral arrangements if necessary.
- Caution against staff speaking to media
Students need to be told the following:
- That a fellow student /staff member has died/been seriously injured
- Normal grief reactions are ok
- That it is ok to be ok
- Arrangements for counselling and support services within the school
- The school routine for the day.
- Discussion regarding funeral arrangements, school policy etc.
- Caution against students speaking to media or using social media.
- Remind students to speak to one of the support team or a teacher if they are worried or concerned about themselves or any of their friends.
Parents/Guardians need to get the following information:
- Inform parents of the death/serious injury/incident (e.g. letter to all parents)
- Parents need to be made aware of:
- Difficult time ahead for some students
- Normal grief reactions.
- The availability of counselling and support services for students within the school.
- The availability of school principal/support team to parents if they are concerned about their son/daughter.
- Advise parents of funeral arrangements and the school policy regarding funeral attendance etc.
Death by Suicide
In response to the aftermath of suicide the school aims to:
- Commemorate the deceased who shared an important part of his/her life with the school
- Support and reduce distress of survivors
- Minimize risk of follow-on suicide
- Maintain same practice as if student had died from illness or accident
Critical incidents will be managed using the Guidelines for Schools and Resource Materials for Schools which have been developed by NEPS (National Educational Psychological Services).
The management of each Critical Incident will be determined depending upon the type of incident and how many people are affected by the incident as per the NEPS guidelines. | https://www.staidanscork.ie/index.cfm/page/critical-incident-policy-st-aidan_s- |
The Texas Division of Emergency Management (TDEM), Exercise Unit developed this guidance for developing a successful tabletop exercise. The development of a tabletop exercise should follow the guidance set forth in the Federal Emergency Management Agency (FEMA) Homeland Security Exercise and Evaluation Program (HSEEP). For questions about the TDEM Exercise Program or recommendations for improvement, please contact us via e-mail at [email protected].
The Basics
A tabletop exercise (TTX) is a facilitated discussion following a scripted scenario in an informal, stress-free environment. It should be based on current applicable policies, plans, and procedures. The tabletop exercise design process facilitates conceptual understanding, identifies strengths and weaknesses, and/or achieves changes in policies and procedures. These improvements are important for successful responses to disasters in the future. The success of the exercise depends largely on group participation and most importantly in the honest appraisal and identification of problem areas and the willingness to find resolution of those problems.
General Characteristics
The exercise begins with a general setting, which establishes the stage for a hypothetical situation. In your exercise, the facilitator initiates discussion by providing intelligence or situation updates. These updates describe major events that may be directed to individual players or participating departments, agencies, or organizations. Recipients of the updates then discuss the action(s) they might take in response to the situation or incident.
The facilitator utilizes key questions focused on roles (how the players would respond in a real situation), responsibilities, plans, coordination, the effect of decisions on other organizations, and similar concerns to drive the discussion. A tabletop exercise is focused on discussion of roles and responsibilities rather than simulation. Equipment and resources do not deploy during a tabletop exercise.
Application
A tabletop exercise has several important applications: low stress discussion of coordination and policy that establishes a collaborative environment for problem solving; and providing an opportunity for key agencies, organizations, and stakeholders to become acquainted with one another, realizing their interdependencies, and their respective responsibilities.
Leadership
A facilitator leads the exercise discussion, decides who gets a message or problem statement, calls on others to participate, asks questions, and guides the players toward sound decisions.
Participation
Exercise planners should choose players carefully to adequately represent their discipline, agency, or organization. Players ideally should have the authority to speak on behalf of the stakeholders they represent. Whole community participation is desired as these agencies are expected to respond during a real-world incident.
Duration
This exercise should be scheduled over at least three hours; however, the length is ultimately at your discretion. During the exercise, discussion times should be open-ended, and players encouraged to take their time in arriving at in-depth decisions without time pressure. Although the facilitator maintains an awareness of the time allocated for each area of discussion, the group does not have to complete every item in order to meet the objectives or for the exercise to be a success.
Key Steps to a Successful Exercise
The optimal time to plan a tabletop exercise is three months or twelve weeks. All recommended actions in this guide assume that you will follow this recommendation and allow plenty of time for planning before the desired exercise date. This section outlines the key actions that will be taken in the exercise planning process.
Below is a list of documents provided in your tabletop exercise:
Threat and Hazard Identification and Risk Assessment (THIRA) – helps your community understand their risks and what they need to do to address those risks by answering the following questions:
- What threats and hazards can affect our community?
- If they occurred, what impacts would those threats and hazards have on our community?
- Based on those impacts, what capabilities should our community have?
Plans, policies and procedures – Review the planning documents that will be tested in the exercise. Are current plans addressing the threats and hazards identified in the THIRA?
After-Action Reports – give insight into what happened, why it happened, and how it can be done better of previous exercises or real-world incidents.
The exercise planning team (EPT) is vital to the success of any exercise. The planning team is responsible for guiding the development process, obtaining the necessary venue and resources, and should be able to achieve buy-in from their organizations and community leadership for the exercise.
It is recommended that you think carefully about who should be on the planning team and attempt to keep the total number of planning team members manageable. Six to ten members is recommended. Think about the exercise goal, what it is you want to achieve with the exercise, identify those departments and agencies that would be involved in responding to your scenario, and invite those representatives to be members.
Planning team members will be involved in the details of exercise development and therefore should not be players in the exercise. Suggestions for planning team members to consider are:
- Community leadership and management
- Emergency first responders (Law enforcement, fire services, emergency medical services)
- City/County operations and maintenance (Public Works, road department)
- Spokesperson/Public Information Officer
- Private business/industry – Key members of your supply chain
- Information Technology/Communications
- State/regional/local health departments
- State/regional/local emergency management agencies
- State/regional/local homeland security/counterterrorism agencies
- State/local fusion centers
- Subject Matter Experts (SMEs) (Railroad, weather, hazmat, agriculture…)
- Regulating agencies
- Non-governmental institutions (Churches, school districts, universities, volunteer agencies, Amateur Radio Emergency Service)
- Federal partners
- Others
The Concept and Objectives (C&O) Meeting is the formal start to the exercise planning process. It helps planners determine the exercise program priorities to be addressed, design objectives based on those priorities, and identify exercise planning team members. Note: At times the C&O Meeting is combined with the Initial Planning Meeting. Expected outcomes of a C&O Meeting are:
- Confirmation of exercise planning team members
- Agreement regarding exercise concept (scope, type, mission area[s], priorities), exercise objectives, and aligned core capabilities
- Exercise planning timeline, to include target exercise conduct time frame, with milestones
- List of assigned tasks prior to the next planning meeting, to include reaching out to additional planning team members and developing detailed exercise objectives
Note: The C&O and IPM can be combined to shorten the planning timeline and be less burdensome resource-wise. Should the meetings be run concurrently, the tasks listed for both should be completed.
The IPM serves to identify exercise design requirements, assumptions and artificialities, scenario variables (e.g., time, location, hazard selection), and exercise logistics, such as exercise location, schedule, duration, participants, and other relevant details. Expected outcomes of the IPM are:
Exercise scenario framework
Clearly defined exercise objectives and aligned core capabilities
Format of exercise (see below for discussion)
Finalized exercise planning timeline with exercise conduct logistics
Confirmation of expected level of effort for all participating organizations
List of assigned tasks prior to the next planning meeting
Exercise formats for consideration:
Plenary: In a plenary format, the players organize as a single group without regard for functional area grouping (e.g., owners, management, local representatives; facility security; engineering; law enforcement). This format requires only a single facilitator, as well as one or two evaluator/data collectors; however, a co-facilitator may ease the burden of a single facilitator. This format is generally best for 25-30 players when there are a limited number of people available to fill the roles of facilitator and evaluator/data collector.
Multi-Table: Under a multi-table format, there are multiple individual tables organized by discipline, agency, organization, or functional area. First, a lead facilitator frames the scenario and poses discussion questions to all players. Group discussions occur at the individual tables, ideally facilitated by someone with functional area expertise. If feasible, it is desirable to assign both a facilitator and an evaluator/data collector to each group so that the facilitator can focus on addressing issues related to exercise objectives, while the evaluator/data collector focuses on capturing general discussion issues.
Breakout Rooms: A tabletop exercise with breakout rooms is advisable for very large exercises with many participants. It requires a large facility with a gathering room for all participants and individual rooms for group discussions. The lead facilitator frames the scenario and poses the problem statements to all participants. Groups of participants break out into assigned rooms and solve stated problems and answer questions. Each room is led by a group facilitator. Once discussion objectives are met, groups return to the assembly to report their findings. At least one or two evaluators are needed in each breakout room to capture the exercise discussion.
In this phase, members of the planning team should complete the assignments given during the first two planning meetings and continue to socialize and build support for the exercise within their own organization and community. Actions should include logistics necessary to secure a venue for the exercise date and developing player handouts or situational manuals (SitMan), facilitator guidance, and evaluation criteria with the agreed upon objectives and core capabilities.
Venue Logistics
Make sure the room is large enough to accommodate all participants and observers and is accessible to both internal and external invitees. It would be beneficial if the required space was open the evening prior to the exercise to setup and work through any technical issues. There should also be an area for the facilitator(s) and evaluator(s)/data collector(s) to meet prior to and after the exercise.
The room must also have adequate audio/video capability in order to run your presentation. A room with adjustable lights is necessary for seeing the projector screen(s) and having at least two wireless microphones to pass around the room is recommended. It is always beneficial to book a backup room at another location in case of unforeseen cancellations or other last-minute issues.
Scenario
Reach out to subject matter experts from the National Weather Service or your local meteorologist, hazardous materials specialist, state/federal law enforcement agencies if you plan a terrorism-related exercise and similar experts to help you write a realistic scenario.
Presentation
Identify a person to develop the PowerPoint presentation for the exercise. Working with SMEs, lay out the scenario and questions to be discussed.
The MPM is the opportunity to discuss exercise staffing and logistics, review the developed documents and presentation, the proposed scenario and discussion questions, and determine the exercise invitation process.
Exercise Staffing:
Facilitators. Facilitators provide situation updates and moderate discussions. They also provide additional information or resolve questions as required. Key Exercise Planning Team members may assist with facilitation as subject matter experts during the exercise. The planning team should identify a primary choice for facilitator during this planning meeting and who should be responsible for confirming whether they can attend. The planning team should also identify table facilitators if using a multi-table or breakout room format.
Evaluators/Data Collectors. Evaluators and/or data collectors are assigned to observe and document certain objectives during the exercise. Their primary role is to document player discussions, including how and if those discussions conform to plans, polices, and procedures. The planning team should identify individuals with the skill sets or subject matter expertise to fill these functions. The planning team needs to identify one or more members of the team to collect the input from the evaluators/data collectors following the exercise and put it into a draft AAR/IP.
Exercise Staff. Any exercise should have enough personnel to register participants, manage refreshments, support information technology, etc.
Discussion questions: The discussion questions provided in the SitMan or handout are suggested general subjects you may wish to address as the discussion progresses. These questions are not meant to constitute a definitive list of concerns to be addressed. You should add, delete, or modify any of the discussion questions to most effectively address the objectives of your exercise and the needs of your organization. The final questions should be based upon the objectives for the exercise and included in the SitMan.
When determining what discussion questions to include, be sure to keep in mind the time frame allotted for each module, as well as for the overall exercise. It is also recommended the planning team select half a dozen additional individual questions or sub-questions for the facilitator to address if a module is running ahead of schedule. These additional questions should be included in the facilitator and evaluator guidance in italics but should not be included in the SitMan.
Logistics: At the MPM, the planning team should confirm exercise logistics, such as estimate number of participants, exercise schedule, and venue. It is highly recommended that refreshments be provided. Depending on start and end times, that could include light snacks, breakfast, lunch, or all the above. This will depend on resources, but experience has shown that exercise participants are much more inclined to engage with exercise materials if they are not hungry. The planning team should determine at the MPM what refreshments, if any, will be provided, and who will be responsible for providing them.
Attendees:
Players. Every exercise will have players. They are personnel who discuss their regular roles and responsibilities during the exercise. They describe what their response to the scenario would be, answer questions, and interact with the facilitator and other players. Players should be chosen carefully to adequately represent their discipline, agency, or organization and must have the authority to speak on its behalf.
Observers. Observers do not generally directly participate in the exercise; however, they may ask relevant questions or provide subject matter expertise if called on by the facilitator.
The invitation should come from your organization’s management in the form of either an email or signed/scanned letter. The invitation should include the exact date, time, location, and duration of the exercise; directions to the facility; security/access requirements; and should state whether food/refreshments will be provided.
Be sure to address all staff and facility access requirements and other needs in the invitation letter. For example, the facility used for the exercise might require a “visitor request form.” In this case, you would ensure all external players fill out the form and return it to you or the appropriate office well before the exercise date. If special parking directions are required, you must include that as well. You can explain the process in words or provide a map.
This is also the phase in which all the discussion question modifications should be made. During this period, the documents should be made into as final a version as possible. These documents should be sent to the planning team for review prior to the Final Planning Meeting (FPM).
In addition to modifying the exercise documents, the planning team members should finalize any logistical details and continue to build support for the upcoming exercise. Members of the planning team should also confirm the facilitator(s), evaluators/data collectors, and exercise staff during this period.
The FPM should focus on ensuring that all elements of the exercise are ready for conduct. No major changes to the exercise’s design or scope should take place at or following the FPM. The FPM ensures that all logistical requirements have been met, outstanding issues have been identified and resolved, and exercise products are ready for printing. Be sure to review the discussion question (and back-up questions) sets in the SitMan and facilitator and evaluator guidance to confirm the modifications made earlier in the process. In summary, the following items should be addressed during the FPM:
Conduct a comprehensive, final review of all exercise documents materials
Run through the presentation slides and confirm content
Resolve any open exercise planning issues and identify last-minute concerns; and
Review all exercise logistical activities (e.g., schedule, registration, attire, special needs)
At a minimum, print one handout for each participant and facilitator and evaluator guidance for each facilitator and evaluator/data collector. It is recommended, however, that you print about twenty percent more handouts than the number of participants that you are expecting.
Exercise conduct involves activities such as preparing for exercise play, managing exercise play (presentation, facilitation, and discussion), and conducting immediate exercise wrap-up activities. Members of the exercise planning team assigned to support exercise setup should visit the exercise site at least one day prior to the event to arrange the room, test A/V equipment, and discuss administrative and logistical issues. On the day of the exercise, planning team members should arrive several hours before the start of the exercise to handle setup activities and arrange for registration.
The presentation typically starts with brief remarks by representatives from the exercise planning team or other high-profile individuals in attendance. After the opening remarks, the presentation moves into a brief introductory and explanatory phase led by the lead facilitator. During this phase, attendees will be introduced to any other facilitators, given background on the exercise process, and advised about their individual roles and responsibilities.
The facilitator generally presents the multimedia briefing, which describes the scenario and any relevant background information. The facilitator also leads the discussion, poses questions to the audience, and ensures that the schedule remains on track.
In a plenary format, players are organized as a single group, without regard for functional area grouping (management, local representatives, engineering, law enforcement). The facilitator(s) briefs the modules and moderates the questions for the entire group.
Under a multi-table or breakout room format, there are multiple individual tables/rooms organized by discipline, agency, organization, or functional area. A group facilitator first frames the scenario and poses discussion questions to all players. Group discussions occur at the individual tables/rooms, ideally facilitated by someone with subject matter expertise.
After the breakout sessions take place, the entire group typically reconvenes to address any key issues, cross-disciplinary issues, or conflicting recommendations that were identified during group discussions. A player from each group briefs the key points of their discussions to the group at large. Under all formats, players should discuss their responses based on their knowledge of current plans, procedures, and capabilities.
The lead facilitator is responsible for keeping the discussion focused on the exercise objectives and making sure all issues are explored within the time allotted. A good facilitator should possess:
The ability to keep side conversations to a minimum, keep discussions on track and within established time limits, control group dynamics and strong personalities, and speak competently and confidently about the subject without dominating conversation
Functional area expertise or experience
Awareness of appropriate plans and procedures
The ability to listen well and summarize player discussions
If feasible and/or appropriate, co-facilitators who are knowledgeable about local issues, plans, and procedures may assist the lead facilitator. Also, designating a recorder to take notes allows the facilitator to focus on key discussion issues.
Prior to the exercise, instruct the evaluators/data collectors to keep an accurate written record of what is observed. To be reliable, they should take notes as players discuss actions, make decisions, and discuss their capabilities during the exercise. Collect this information at the conclusion of the exercise as these notes will form the basis of the analysis for the AAR/IP. At the conclusion of the exercise, it is also beneficial for the after-action process to conduct a hot wash involving players. A hot wash allows players to self-assess and discuss their performance in the exercise. The hot wash also provides the evaluators/data collectors with the opportunity to clarify points or collect any missing information from the players before they leave the exercise.
To supplement the information collected during the player hot wash, the evaluation team distributes participant feedback forms to elicit responses from participants regarding the observed strengths and areas for improvement. At a minimum, the questions on this feedback form should solicit the following:
Substantive information on the most pertinent issues discussed and potential corrective actions to address these issues.
Impressions about exercise conduct and logistics.
Once the hot wash is finished, collect all the participant feedback forms. Information collected from feedback forms contribute to the issues, observations, recommendations, and corrective actions in the AAR/IP. After completing the exercise, instruct the evaluators/data collectors to consolidate the data collected during the exercise and transform it into narratives, or exercise write-ups, which address the course of exercise play, demonstrated strengths, and areas for improvement.
The end goal of the exercise is to produce an AAR/IP with recommendations for improving preparedness capabilities for your organization. The Improvement Plan will provide timelines for improvement recommendation implementation and assignment to responsible parties. This plan should be an ongoing effort by your organization and community. For your reference, there is an AAR/IP template available.
The planning team member(s) identified at the MPM to lead the after-action process should collect the notes and exercise write-ups and transform them into a draft AAR/IP. After drafting the AAR/IP, the documents should be circulated to the planning team for review and comment. Distributing these documents for review prior to the meeting helps to ensure that all attendees are familiar with the content; are prepared to discuss exercise results, identified areas for improvement and corrective actions; and have ample opportunity to comment and work toward consensus. The planning team lead on the AAR/IP should then adjudicate the comments and print copies for the planning team to review at the After-Action Review and Improvement Planning Meeting (AAR/IPM).
The AAR/IPM serves as the forum to review the draft After-Action Report and the Improvement Plan. During the meeting, participants should seek to reach final consensus on strengths and areas for improvement, as well as revise and gain consensus on draft corrective actions. Additionally, as appropriate, AAM participants should develop concrete deadlines for implementation of corrective actions and identify specific corrective action owners/assignees. It is recommended that the planning team members who drafted the AAR/IP walk through the document and encourage the planning team to discuss and finalize each item. The planning team should also discuss any sensitivities in the document and determine how the document will be distributed.
Once any final modifications to the AAR/IP determined during the AAR/IPM have been made, the document should be circulated to the planning team for final approval. The AAR/IP is then considered final, and may be distributed to exercise planners, participants, and other preparedness stakeholders as appropriate. | https://tdem.texas.gov/exercise-development/ |
This policy relates to critical incidents involving staff and pupils and seeks to ensure that such incidents can be dealt with effectively and promptly, and that appropriate systems and responsibilities are in place to do so. The school places no obligation on members of the school community to intervene in any critical incident if this action places their own or another person’s safety at risk.
Policy Statement
The school recognises that critical incidents can greatly affect people and that co-ordinated and systematic procedures are necessary to facilitate the provision of a rapid, appropriate and comprehensive response at the immediate time of the incident as well as post-incident support to members of the school community affected by the incident. Details relating to any critical incident will be treated in a confidential manner.
St. Marnock’s N. S. aims to protect the well-being of its pupils and staff by providing a safe and nurturing environment at all times. The school has formulated a number of policies and procedures to be followed with a view to ensuring the physical and psychological safety of both pupils and staff during the normal course of the school day and in the event of a critical incident.
Such policies would include:
- Health and Safety Policy
- Anti Bullying Policy
- Code of Behaviour Policy
- S.P.H.E. Programme
Definition of a Critical Incident:
A critical incident may be defined as: “an incident or sequence of events that overwhelms the normal coping mechanisms of the school, and disrupts the normal running of the school”.
Critical incidents may involve students, staff, the school or the local community.
Examples of a critical incident might be:
- The death of a member of the school community, through sudden death, accident, suicide or terminal illness
- A serious accident or tragedy in the school community
- The disappearance of a member of the school community
Aim of Plan:
The aim of the Critical Incident Plan is that in the event of such an incident the plan will help staff and management to react quickly and effectively and to maintain control of the situation. The plan will also help the school to return to normality as soon as possible and limit the affects of the incident on staff and students.
Critical Incident Management Team
St Marnock’s N.S. has set up a Critical Incident Management Team consisting of the following personnel:
- The Principal, and the Deputy Principal
- The School Chaplain
- Nominee of the Board of Management
- Nominee of the Parents’ Association
The Critical Incident Management Team may co-opt other members of staff to assist them, should they deem it necessary.
The Principal will act as Team Leader or in his absence the Deputy Principal.
Role of Team Leader:
- The team leader alerts team members to the crisis and convenes a meeting of the team
- Co-ordinates/delegates tasks of the other team members.
- In case of bereavement, liaises with the bereaved family
Other areas of responsibilities, which may be delegated by the team Leader to members of the Critical Management Team would include:
- Contacting Emergency support services
- Briefing and advising the staff and noting their feelings and concerns.
- Organising the supervision of pupils in the school
- Keeping staff updated on information/developments /progress
- Meeting pupils to brief them on the situation
- Liasing with external agencies for support or referrals
Record Keeping:
All team members will keep written records of phone calls, letters, meetings interventions etc.
Confidentiality:
The school is conscious of its responsibility to protect the privacy and good name of people involved in any incident and will be sensitive to the consequences of any public statements.
Critical Incident Management Plan
Management Team
Principal Anthony Fitzgerald
Deputy Principal Gerry Greene
Board of Management Nominee Elizabeth Crilly
Parents’ Association Nominee Orlaith Tully & Elaine O’Hanlon
NEPS Psychologist Sinead Hearne
The Critical Incident Management Team may co-opt other members of staff and the board of management to assist them, should they deem it necessary.
Short Term Actions and Roles Assigned
Day 1
- Convene meeting of Critical Incident Team and allocate tasks.
- Gather accurate information
- Make contact with effected parties
- Contact appropriate agencies
- Convene a meeting of key staff
- Arrange supervision of pupils
- Hold staff meeting
- Organise a time table for the day
- Inform parents
- Inform pupils
- Deal with the media
Medium Term Actions and Roles Assigned
Days 2 & 3
- Review the events of the 1st day
- Arrange support for individuals/groups as required
- Plan the re-integration of pupils and staff
- Plan visits to injured
- Liaise with family regarding funeral arrangements
- Plan the school’s involvement in the funeral service
- Plan attendance of school community at funeral service
- Arrange for school to be closed if necessary
Long Term Actions and Roles Assigned
Beyond the 3rd Day:
- Monitor pupils and staff for continuing signs of stress
- Evaluate response to incident and amend Critical Incident Plan appropriately
- Decide on appropriate way to mark anniversaries
Emergency Contact Numbers
|Gardai||6664600|
|Ambulance||999|
|HSE (Health Service Executive)||6352500|
|Presbytery, Portmarnock||8461081|
|St. Anne’s Parish Centre||8461561|
|Fire Brigade||999|
|N.E.P.S. Psychologist (Sinead Hearne)||0872633264|
|Doctor Madden||5676300|
|Doctor O’Flynn||8461335|
|Doctor Flanagan||8461300|
|Department of Education & Science||8734700|
This policy was formulated by the Principal in consultation with the staff, Board of Management and Parents’ Association and ratified by the Board of management. It will be reviewed at intervals and amended in the light of experience. | https://stmarnocks.scoilnet.ie/blog/policies/critical-incident-policy/ |
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Disclaimer
I confirm all the information I have given is true and accurate to the best of my knowledge. I understand that:
AIB will need to handle personal details about me – which could include sensitive information to deal with my complaint effectively.
AIB may need to share information about my complaint and any records pertinent to this request with the business I have complained with, and/or with other relevant organizations.
AIB may publish examples of where things can go wrong, based on real cases, but AIB will always respect my privacy and keep my personal information confidential. | https://portal.albaraka.bh/forms/complaint_form.aspx |
On November 14, 2015, an event held at Shots nightclub hosted by the Trent African and Caribbean Student Association (TACSU) was shut down before it finished. This was an Afrobana after party.
For both TACSU members and Shots staff, this was a distressing incident that caused tension and anger. Representatives from both sides met in early December for a mediated discussion in order to work on resolving the issues.
Both sides shared their concerns. TACSU felt they were being treated differently from other patrons, and perceived that this could be due to racism, while Shots staff members said they were dealing with liquor license violations and some incidents of aggression. There was confusion over why there was a separate TACSU event line, for example.
It was intended to expedite entry into the event, but it wasn’t effective as most people arrived at the peak entry time. Furthermore, there wasn’t clear communication between Shots staff members and event organizers, so it wasn’t clear what the issues were or why the event was being shut down.
TACSU acknowledged there were some individuals who caused problems, but they would also like to emphasize that they were just individuals, not the whole community.
TACSU had a concern about reinforcing stereotypes and how the behaviour some individuals were being projected onto the entire group. TACSU said they were now much more aware of the challenges in running a licensed establishment as well as concerns about liquor license violations and staff safety.
Shots managers acknowledged that they now better understand how their staff’s actions on the night of the event could be interpreted, regardless of intention, and that experiences are different for those who constantly face systemic racism.
They emphasized that they have many different student groups holding events at the bar, and that they are committed to successful student events as well as student safety and the well-being and safety of their staff members.
Both groups wanted to move forward and find solutions, particularly in terms of better communication between student groups and the nightclub, better and safer event planning, and better awareness of the impact of systemic racism and how, even if it is unintentional, staff members’ actions can be interpreted as discriminatory.
This event caused distress for both students and the bar staff, which both parties want to prevent in the future. The mediation came up with the following solutions: Shots has existing anti-oppression training, and sensitivity training for security. To supplement this, the manager will meet with Shots staff and ensure that they understand how their actions were interpreted, and that they have a better understanding of the effects of systemic racism.
In order to facilitate better planning and communication, Shots will amend their student event booking process to include a face-to-face meeting with organizers prior to the event. During this meeting, they will address any concerns the group has, and cover issues such as licensing laws, venue expectations, door procedures, and how any problems will be handled.
They will also ensure that the student group understands the consequences for the venue if the licensing laws are violated.
They and the student group will identify student executive members who will be key contacts, and they’ll work out a communications plan for the duration of the event (e.g. having executives’ cell numbers so they can be texted if needed, asking an executive member to help with a situation if there is a problem with an individual, etc.).
They will also conduct debriefs with student groups after events.
TACSU will ensure communication with their members about expectations for attending an event and consequences for an establishment if licensing laws are violated. This will include ensuring that their members respect the space.
TACSU will also ensure that there is planning and communication done well in advance with the venue. They will look at ways to discourage pre-drinking, too, and will encourage coming to the venue earlier to help avoid long lineups or tension at the door. They will also work with venue staff to deal with any problems if they arise during the event.
Shots will liaise with the TCSA every year to help with planning clubs/groups event training, risk management including how to have safer events, understanding of working with licensed establishments, and understanding the needs of students.
It’s hoped that this will in fact show leadership among off-campus venues for better event planning with student groups.
This mediation developed productive ideas moving forward. Better understanding of both sides on the one hand of the impact of systemic discrimination, and on the other of the challenges in managing a licensed establishment, helped create awareness between the two parties.
Everyone involved was thanked for their hard work in building these solutions together, and both sides hope that implementing these initiatives will improve communication, help create safer events for both students and venue staff, increase understanding of the challenges faced by licensed venues, and heighten awareness of systemic racism that many students face. | http://www.trentarthur.ca/what-happens-next-tacsu-and-shots-nightclub-mediation/ |
On Thursday, October 20, Graphic Packaging contacted the Department of Environment, Great Lakes and Energy (EGLE) and the City of Kalamazoo to self-report a minor incident involving a sump that overflowed paper fiber and water into the city’s stormwater system. The overflow occurred at 1810 Pitcher Street, near a section of the Kalamazoo River undergoing a Superfund cleanup unrelated to Graphic Packaging.
In Graphic’s notification to the state and city, we explained this release was clarified process water. In other words, it would be similar in nature to a cardboard box being broken down by a rainstorm and washing into a stormwater drain. Even though the incident was minor, we recognize and understand concerns community members may have when they hear about an inadvertent discharge.
We are working with the City of Kalamazoo to take all appropriate corrective actions to prevent any future discharge at this site. Those efforts include reviewing the retention area design in collaboration with the city officials who are involved in the site plan review to ensure the approved designs are operating as expected. We are also committed to communicating with area residents on an ongoing basis to ensure their voices and concerns are heard. | https://kalamazoorecycles.com/graphic-self-reported-minor-sump-discharge-on-october-20/ |
This ‘Enhanced Tenants & Residents Association’ (ETRA) ‘meeting is a chance for residents to speak to Hackney representatives about issues on the estate e.g. cleaning, repairs, antisocial behaviour.
This meeting will be hosted on Zoom as we are still not able to meet in person due to Covid-19.
If you would like to attend please email the residents group (TRA) committee on [email protected] and we will send you the link and details.
We are committed to working inclusively, if you have any access requirements please contact us to discuss how we can help.
Agenda:
|Agenda Item||Suggested
|
Timing
|Lead|
|1||Welcome and Introductions||5 mins||Emley (TRA)|
|Approval of minutes from last ETRA meeting (December 2019)
|
|2||Community Safety|
|· Update on actions taken in recent months
|
· Outline of community safety action plan for whole estate
· Address current estate concerns
· CCTV update
· Introduce Neighbourhood Watch
|25 mins||Bianca Rembrandt Community Safety and Principal Enforcement Officer (Hackney)|
|3||Update on Older Blocks|
|· Update on previous concerns re cleaning/repairs
|
· Update on flood affected flats and when residents due to return
· ASB in Bramfield, Theobalds, Datchworth
|15 mins||Annette Reid Housing Officer (Hackney)|
|4||Update on Newer Blocks|
|· Update on progress with ongoing snagging issues
|
o Broken doors
o Fire access key misuse
o Smoke vent alarms
o Slippery courtyard
o Heating costs increase – competitive price?
o Graffiti in lifts
o Possible CCTV for bike stores
o Pigeons
o ASB – drugs and prostitution
· Address current issues
o Cycle store by Kimpton broken into again in May 2020
o Mail theft
o Lifts keep breaking
o Kimpton Court address did not register on emergency services system in June 2020
o Dogs fouling in courtyards
|25 mins||Bronwen Thomas Project Officer Regeneration (Hackney)
|
and representative from New Build Team
|5||Timeline for phases 3&4 and Section 20 notice|
|· Projected timeline for refurbishment of Southside blocks and building of new blocks
|
· Section 20 notice (only relevant to leaseholders in Southside blocks). Overview of concerns raised and plan for Hackney to address concerns.
|10 mins||John Morris Consultant (Source Partnership)|
|6||Any other business?
|
|5mins||Emley (TRA)|
|7||Dates of next meetings & close
|
|5 mins||Emley (TRA)|
**Please note that this meeting will only deal with estate related issues. We will have another resident meting on 2nd September to discuss building community on Kings Crescent, ideas for events and activities etc. Feel free to email [email protected] with any ideas or suggestions for community building or to find out more about how to get involved!**
Previous infomation:
These meetings are usually attented by Annette Reid, the Estate Manager for the older parts of the estate and a representitive for the newer parts of the estate. Other departments that might be invited, depending on the concerns at the time, include cleaning team, antisocial behaviour team, community safety team, regeneration team etc.
If you have questions or concerns you would like addressed in the meeting please email or call us with the details by Monday 29th June so that we can add your item to the agenda: email: [email protected] or call 07926568497
Please also ensure you have notified the relevant Hackney department of any estate concerns:
Repairs: [email protected]
Cleaning: [email protected]
Anti-social behaviour: [email protected]
Copy in: | https://kingscrescent.org/calendar/etra-meeting-july/ |
Educational Requirements:
∎ Master of Science (MSc) in Physics, Chemistry, Mathematics, Applied Mathematics, Applied Physics, Applied Chemistry, Bachelor of Science (BSc) in Electrical & Electronics, Mechanical, Mechatronics, Aeronautical, Computer Engineering, IT, CSIT, CSE, Software Engineering
∎ Skills Required: Analytical, Computer Literacy, proficiency in English, Team player
Experience Requirements:
∎ At least 5 year(s)
∎ The applicants should have experience in the following area(s): Compliance, Quality
∎ The applicants should have experience in the following business area(s): Airline
Job Responsibilities:
∎ Manage database of all IOSA Standards and Recommended Practices,
∎ Continuous monitoring of all IOSA Standards & ensuring their conformity
∎ Arrange meeting with all depts., concerns, and keep minutes of meeting,
∎ Follow up actions of the meetings,
∎ Prepare action plan for the year and for the project,
∎ Monitor that all departments have taken action as per plan,
∎ Prepare and monitor conformance reports,
∎ Prepare report if any deviation is found,
∎ Conduct audit/inspection on regular basis & Prepare audit/inspection report accordingly
∎ Evaluate Corrective actions taken by the departments/Concerns
∎ Continuous monitoring of audit finding until all findings are closed
∎ Maintain meeting plan with departments/Concerns
∎ Keep updated the Director Corporate Standard and IOSA
Salary: Negotiable
Compensation & Other Benefits:
∎ Lunch Facilities: Full Subsidize
∎ Salary Review: Yearly
∎ Festival Bonus: 2
∎ Complementary Air Ticket to USBA routes
Job Source: Bdjobs.com Online Job Posting.
Application Deadline: 7 Aug 2021
Company Information:
∎ 26 Jul 2021
∎ US-Bangla Group
∎ Address : House # 77, Sohrawardi Avenue, Baridhara Diplomatic Zone, Dhaka-1212.
∎ Web : www.us-bangla.com
∎ Business : Group of Companies (Airlines, Real Estate, Education, Medical, Leather Products, Electronics, Fashion, Courier/Air Express, Food Products, Media)
Category: Hospitality/ Travel/ Tourism
: | https://dohaj.com/job-details/senior-executive-deputy-manager-standard-us-bangla-group-622511 |
Cyber Security Analyst
An exciting and growing UK tech company in the South West is looking for an experienced Cyber Security Analyst to join them and continue their sustained growth.
This is a great opportunity to help establish and provide a critical cyber threat detection and response capability. You will be focused on operational security tasks, but a broad technical skillset would be beneficial to assist in wider information security and incident management activities.
The Role
You will primarily be responsible for utilising your Cyber Security expertise to help establish in-house SOC capabilities. Specifically, this could include:
Prevent & Detect
- Cyber risk awareness and continual assessment of the threat landscape
- Undertake vulnerability analysis and limit the impact of known cyber risks with pre-incident planning and preparation activities
- Support technical changes impacting security, manage external testing like CHECK and assist with any remediation
- Monitor, analyse and defend against malicious or unusual activity that could be indicative of a security incident or compromise
- Capture appropriate information for any investigation and develop the supporting forensic processes
Investigate
- Conduct security incident investigations
- Analyse suspicious activity to determine the nature and extent of the threat
- Identify and perform security incident triage by understanding how attacks unfold, and how to effectively respond
- Understand our network and services, the latest threat intelligence including specifics on attacker TTP (Tactics, Techniques and Procedures) to perform effective triage
Respond
- Provide a first point of contact for security-related incidents impacting Services
- As soon as an incident is confirmed, perform actions such as isolating endpoints, terminating harmful processes, preventing them from executing, deleting files etc
- In the aftermath of an incident, work with relevant teams to ensure secure restoration of systems and services
- Coordinate a response to remediate the issue
The Candidate
Due to the nature of the projects you will be involved in, the successful candidate must be willing to obtain and maintain a valid UK Security Clearance.
Essential skills include:
- Demonstrable experience in Cyber Security
- Detail-orientated, customer-focused, self-motivated, team player with good time management
- Willingness to be flexible and assist in other areas of the business where necessary
Beneficial Skills
- Professional certification such as CISSP, SANS or similar
- In-depth knowledge of security standards such as ISO 27001 / NIST / SANS
- Strong knowledge of networking fundamentals and good systems admin knowledge of Linux
- Experience with security technologies such as; firewalls, Proxies, SIEM solutions, vulnerability scanning, patch management, endpoint security controls, DLP solutions, mobile device security etc.
The Package
Salary up to £60K per annum + package, with flexible / hybrid working available.
To Apply
Follow the instructions on this page, or email your CV to Sam at Copello to arrange a call.
Upload your CV
Send us your CV today and let us find you the perfect job
We want to hear from you…
If you are looking for a preferred recruitment company to work with to find you your next opportunity or to source prime talent in the market, get in touch! | https://copello.co.uk/jobs/32574-cyber-security-analyst/ |
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