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Welcome to our SEN Information report which forms part of the Local Offer for Learners with Special Educational Needs and/ or Disabilities (SEND). Our SEN information report has been produced with parents, carers, governors and members of staff. Our school SENCo (Special Educational Needs Co-ordinator) works closely with parents and outside agencies to ensure the best provision for our pupils with SEN. Useful Links We hope that the following questions and answers help you understand what our school offers for children with Special Educational Needs. 1. Who are the best people to talk to at school about my child’s difficulties with learning, special educational needs or disability? Talk to your child’s class teacher about your concerns. It is likely that the class teacher will have discussed your concerns with the school SENCo/Inclusion manager. You may wish to arrange a meeting with the SENCo. If you continue to have concerns arrange to discuss these with the Head teacher. 2. How will the school let me know if they have any concerns about my child’s learning, special educational needs or disability? Your child’s class teachers may initially telephone you or speak to you at the beginning or the end of a normal school day and arrange a further time to discuss the concerns. The class teachers may also talk to you about any issues at a parent/teacher consultation meeting. The SENCo or Headteacher may contact you and arrange a meeting to discuss your child’s difficulties with learning and any possible support strategies the school might be considering. 3. How will the school consider my views and those of my child with regard to her/his difficulties with learning, special educational needs or disabilities? At St Joseph’s School we believe it is very important for parents/carers to be involved in all areas of their child’s learning and we actively encourage discussions. We believe, where appropriate, that it is essential to understand your child’s views on any difficulties they may experience with their learning. You will be able to share your views and discuss your child’s progress at regular meetings with the class teachers and others. If your child has an identified special educational need you will be invited to a termly meeting with the class teachers, support staff and the SENCo to discuss current progress, support strategies being used and expected outcomes. If your child has a Statement of special educational need or an Education, Health and Care plan (EHCP) you and your child will also be able to share your views at the Annual Review. 4. How does St Joseph’s School ensure the teaching staff are appropriately trained to support my child’s special educational needs and/or disability? At St Joseph’s School we believe that your child’s learning needs will first be met through the high quality teaching delivered by her/his class teachers. We regularly review the school training schedule and professional development for all teaching and support staff to ensure there is the appropriate expertise to support children with special educational needs. The school is able to access training programmes from different organisations including the Tri-borough Training and Outreach team based at QE2 School. Staff work closely with professionals from outside agencies e.g. speech and language therapists and develop their skills through this partnership. The school also liaises with and makes use of the specialist knowledge provided by professional organisations e.g. British Dyslexia Association (BDA) Individual training can also be arranged when necessary. 5. How will the curriculum and the school environment be matched to my child’s needs? At St Joseph’s School we believe that your child’s learning needs will first be met through the high quality teaching delivered by her/his class teachers. We carefully plan our curriculum to match the age, ability, learning style and needs of all children. The class teacher will adapt lesson planning and teaching to match your child’s special educational needs and/or disability. It may be appropriate to adopt different strategies or resources and adapt outcomes to meet your child’s learning needs. Additional specialist advice is sought when appropriate and, when necessary, accessibility aids and technology may be used to support your child’s learning. The school regularly reviews its Accessibility Plan to ensure that all children have the fullest access to the curriculum and the school site as possible. 6. What types of support may be suitable and available for my child? This really depends upon the nature of your child’s needs and difficulties with learning. Our education provisions will match the needs of the four broad areas of need as defined in the SEN Code of Practice 2014; Communication and interaction Cognition and Learning Social, emotional and mental health Sensory and/or physical needs At St Joseph’s School we have a 3 tiered approach to supporting a child’s learning. Universal – this is the quality first teaching your child will receive from her/his class teachers and may include some very minor adaptations to match learning needs. Targeted - it may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning. This takes the form of a graduated four part approach of a) assessing your child’s needs, b) planning the most effective and appropriate intervention, c) providing this intervention and d) reviewing the impact on your child’s progress towards individual learning outcomes. Specific targeted one to one or small group interventions may be run outside the classroom. These will be limited to a number of weeks to minimise disruption to the regular curriculum. You will be kept informed of your child’s progress towards learning outcomes. Specialist – it may be necessary to seek specialist advice and regular long term support from a specialist professional outside the school in order to plan for the best possible learning outcomes for your child. The school may need to prioritise referrals to these services. However, for a very small number of pupils access to these specialists may be through a Statement of SEN or an EHC Plan. The current interventions provided at school include: Speech and language therapy Occupational therapy, Communication skills groups English intervention groups Math intervention groups Counselling 7. How will you support my child to reach his/her learning outcomes? The class teachers and other staff working with your child ensure that your child receives appropriate teaching and support in order to reach these goals. The learning plan, strategies and progress will be reviewed termly. External agencies and specialists may also review your child’s progress and adapt their planning accordingly. 8. What is an EHC Plan and who can request one for one for my child? The purpose of an EHC Plan is to make special education provision to meet the special educational needs of a child or young person, to secure improved outcomes for him/her across education, health and social care and, as he/her gets older, prepare for adulthood. An EHC Plan will contain; the views and aspirations of you and your child a full description of his/her special educational needs and any health and social care needs, establish outcomes for your child’s progress, specify the provision required and how education, health and social care will work together to meet your child’s needs and support the achievement of the agreed outcomes You, your child (where appropriate and aged 16 and over)and/or the school, usually the SENCo or Headteacher, can request that the local authority conduct an assessment of your child’s needs. This may lead to an EHC Plan. 9. How will you help me to support my child’s learning? There may be suggested strategies or activities for you to do at home to support your child’s learning. We sometimes run parent/carer workshops in school to help you understand the strategies used in school. In addition, we may be able to offer you individual training in specific support strategies relevant to your child. The SENCo may also support you with strategies, resources and ideas for supporting your child’s learning at home. You may have an opportunity to meet with other professionals involved in supporting your child. 10. How is support allocated to children and how do they move between the different levels of support in school? The school receives funding from the Education Funding Agency and/or the local authority. These funds include money to support the learning of children with SEN and/or disabilities. The Headteacher, in consultation with the School Governing Body, decides the budget for SEN provision on the basis of the needs of the children in the school. The Head teacher and senior teachers, including the SENCo discuss the effectiveness of the school’s current interventions and provisions and prioritise an action plan, which may include additional or alternative interventions, staff training and equipment needs. This process is reviewed half termly to ensure the best possible intervention is provided to those children who require additional support to learn. 11. How will the school know that the support has made a difference to my child’s learning and how can I and my child be included in this review process? Your child’s progress will be assessed both in terms of his/her regular learning within the class and with regard to specific intervention programmes. The impact of the support given is carefully measured to ensure that the learning outcomes have been achieved and if not, what adaptations are necessary. It may be decided that a further period of support would be beneficial for your child. You and your child will be kept informed and encouraged to be actively involved at all stages of this support. 12. What support will there be for my child’s happiness and well-being at the school? At St Joseph’s School we believe that the happiness and well-being of all our pupils is paramount. All members of staff take this aspect of school life very seriously. You can be confident that in particular your child’s class teachers, the teaching assistants, and the SENCo are available to provide support to match your child’s needs. You should also feel free to contact your child’s class teachers if you have any concerns. 13. How is my child included in all the same activities as his/her peers at school? The school is an inclusive school and committed to providing equal opportunities for all children. School clubs, educational visits and residential trips are available to all children. When necessary the school will make reasonable adjustments to ensure that children with SEN and/or disabilities are included in all activities. You should also feel free to contact your child’s class teachers if you have any concerns. 14. How will the school support my child in transition stages? We liaise closely with the school or nursery your child is transferring from or the school that your child is moving on to. We are able to discuss with the relevant teachers any individual needs and how best to support your child in school. While at St Joseph’s School we take care to ensure that during transition points (between classes each year and at the end of Key Stages) all staff are aware of individual pupils’ needs, learning progress and that most effective support strategies. The school makes arrangements to ensure there is a smooth transition when your child transfers to his/her secondary school of choice. Please contact us for further details. If your child has an EHC Plan, we will participate and/or facilitate its review in sufficient time prior to him/her moving between key phases of education. You will be kept informed of these arrangements and asked to attend the reviews. 15. Who can I contact if I have a complaint about the SEN provision made for my child? Initially speak with your child’s teacher and/or the SENCo. Hopefully they will be able to address your concerns. You can then contact the Head teacher, who may direct you to the school’s Complaints Policy and procedure. 16. If I have any other questions about my child at St Joseph’s School, who can I ask?	https://www.stjosephsschool.org.uk/special-needs-provision/
We at H.B. Fuller embrace a shared set of beliefs and competencies that direct the way we operate and express our fundamental principles about how we will achieve success. We strive to hire talent that demonstrates our beliefs and our competencies. POSITION OVERVIEW Customer Care The Engineer will report to the Customer Care Manager. This role will focus on our Automotive business. While part of the Customer Care group, the Engineer will work to ensure internal processes are aligned with our customer requirements. The focus of the work will require the Engineer to understand both the view of the internal and external customers. This position will be involved in gathering data on customer complaints, customer requirements, customer portals, customer questionnaires and evaluations of HB Fuller. With this information, the Engineer will then need to define actions to address any gaps and set up multi-disciplinary teams to address these points. Furthermore, the Engineer will be responsible to monitor the internal and external performance indicators on customer satisfaction in order to demonstrate whether HB Fuller is compliant with our customer requirements for both product quality and process efficiency. PRIMARY DUTIES o Manage the coordination of HBF´s assessment of customer requirements o Analyze customer´s evaluation of HBF and set up cross-functional teams to define needed actions o Periodically review information found in our Automotive customer portals and communicate internally any concerns or actions needed o Coordinate customer questionnaires for the Automotive A customers o In regards to IMDS & PPAP, the Analyst will be the expert on these subjects and be responsible to coordinate the completion of these documents for the region. This will require working closely with the plants & R&D o Coordinate customer quality requests such as requalification o MOC coordinator between different functions for Automotive projects o Become the Quality Representative for all customer “Q” portals o Analyze the metrics of customer satisfaction and ensure actions are taken to internally to address gaps o Support cross-functional team to review the critical complaints for the business and coordinate actions to ensure they are being put in place to address the complaints on a timely basis o Continuously identify opportunities to further improve customer satisfaction o Participates in regular team meetings to review best practices and issues that impact the team. - Required Skills MINIMUM REQUIREMENTS 7-10 years of experience of commercial/quality customer transaction experience in the Automotive industry IATF knowledge and experience Strong experience working on PPAPs & IMDS Leadership skills for change agent role and for addressing/fixing root causes of complaints Strong customer focus with high analytical ability Fluent in English & German Excellent communication skills, particularly the ability to manage in a matrix organization Team player Excellent organization & time management skills High level of PC skills PREFERRED QUALIFICATIONS IATF auditor certification SalesForce.com and SAP/JDE experience. Lean Six-Sigma or Quality Management certification or course-work.	https://jobs.hbfuller.com/job/mannheim/engineer-eimea-quality/541/12442242
This page is designed to answer the following questions: - 4.2 Meeting current legislative and regulatory requirements (Level 5 Diploma in Leadership and Management for Adult Care, Professional development, supervision and performance management) NOTE: Although this page has been marked as complete, it has not yet been peer-reviewed or quality-assured, therefore it should be considered a ‘first draft’ and any information should be fact-checked independently. For this assessment criterion, you will be required to evaluate your organisation’s disciplinary and grievance procedures and consider recommending changes to these processes to ensure that they meet current legislative and regulative requirements. As discussed in the previous section, disciplinary procedures are used by an employer to address an employee’s performance or conduct issues whilst grievance procedures are used by employees to address concerns or complaints against their employer. You will need to read through your employer’s current disciplinary and grievance procedures and perhaps make some notes about the key points. You should then take a look at legislation and regulation that relates to disciplinary and grievance procedures and compare your organisation’s procedures to them to ensure that they meet the requirements. Legislation relating to disciplinary/grievance processes include: - Employment Act 2008 - Employment Tribunals (Constitution and Rules of Procedure) (Amendment) Regulations 2008 - ACAS Code of Practice on Disciplinary and Grievance Procedures – not strictly legislation but is taken into account in employment tribunals, so it is advisable to follow this code The government has published guidance for disciplinary procedures on their website, the main points of which are: - Employers should make their disciplinary procedure easily accessible to staff - Employers must send a letter to the employee clearly stating the issue and arrange a meeting to discuss the issue (the hearing) before a disciplinary decision is made - Employees must have the opportunity to appeal a disciplinary decision - Employees can be accompanied by a colleague or trade union representative but must inform their employer beforehand - The companion can speak to the employee and provide information but must not answer questions on the employee’s behalf - If possible, appeal hearings should not be conducted by anyone that has already been involved with the disciplinary process All legislation and guidance put emphasis on employers and employees trying to resolve the issue formally before invoking official disciplinary/grievance procedures.	https://dsdweb.co.uk/level-5-diploma-in-leadership/professional-development-supervision-performance-management/meeting-current-legislative-and-regulatory-requirements/
SPRINGFIELD — Covanta, operator of the Bondi’s Island landfill, said Friday it has begun taking fire prevention steps, including adding a hydrant and thermal imaging equipment, in the aftermath of a prolonged blaze in its leaf and yard waste compost facility. The fire that began Oct. 15 burned tens of thousands of cubic yards of brush, and drew hundreds of firefighters from throughout the region and beyond before it was declared extinguished five days later. Bondi’s Island is located in Agawam on the Connecticut River. Smoke from the fire initially blanketed West Springfield, Agawam and Springfield. Residents were advised to keep their windows closed. Fire officials determined the likely cause of the blaze was spontaneous combustion of the composting materials. In an emailed response to questions from The Republican, Nicolle K. Robles, spokeswoman for Covanta, said there are no remaining hot spots at Bondi’s Island. “The last incident control vehicle left the site at 1 p.m., this past Monday, October 19, after a thorough survey,” Robles said. “A thermal imaging drone was used to be completely certain there were no hot spots remaining.” Covanta has hired an engineering consultant “with vast experience in compost operations to review the operations of the site to ensure we are employing the best practices available,” Robles said. As preventative measures, Covanta has invested in an additional multiport fire hydrant on the top of the landfill. Agawam Fire Chief Alan Sirois said previously that firefighting efforts were hindered by a lack of access to water at the landfill. Firefighters used tanker trucks, artificial ponds and 3,000-foot hoses to get water where it was needed. Covanta is also purchasing thermal imaging equipment that can identify and manage hot spots in the compost, Robles said. Mayor Domenic J. Sarno and City Councilors Michael Fenton and Marcus Williams met recently with Covanta officials to discuss actions being taken by the company. City officials said they are awaiting the results of a full review of the fire by Covanta and state agencies, and recommendations on steps to prevent future fires. “I did not mince my words, but it was a good meeting,” Sarno said. “Again, I voiced my concerns of what and why did this occur. What were/are your routine protocol procedures in checking, moving, and temperature takes of these massive compost piles?” Fenton said he is satisfied with information provided by Covanta and is “relieved” that the materials burned were yard waste and non-toxic. “Covanta has assured the city at the mayor’s urging that they will be making several changes to procedures and safety systems at Bondi’s to ensure this never happens again,” Fenton said. “There needs to be more public discussion of all of this when we receive the state fire marshal’s report.” Edmund Coletta, a spokesman for the state Department of Environmental Protection, said Friday the agency is investigating the current conditions of the landfill, as well as actions leading up to the fire. “Additional environmental assessments or testing of materials like compost or soil may be required of the landfill operator,” Coletta said. “There is no timeframe on when this investigation will be concluded.” Robles said Covanta appreciated meeting with the local officials and “we understand their concerns and outlined the measures we are taking to ensure and incident like this does not happen again.” Sarno, in a recent post on Springfield’s official Facebook page, said the meeting with Covanta included dialogue on fire prevention efforts and “reimbursement on the cost incurred in responding to this incident.” Robles said she did not have any estimates on community costs, nor was she aware of any requests for reimbursement.	https://www.masslive.com/news/2020/10/bondis-island-landfill-operator-taking-fire-prevention-steps-following-prolonged-blaze.html
We follow a detailed advice process following a consultative approach where we understand your needs and objectives and structure the loan accordingly. We provide you with the information necessary to make an informed decision whilst sourcing competitive and appropriate finance. Initial meeting - Your consultant will contact you to arrange an appropriate meeting time. At our meeting we will discuss your financial goal, needs and objectives and identify any concerns you may have. We will give you an indication of monthly repayments for various scenarios and discuss your funding requirements for your unique situation. You will also obtain an indication of your borrowing capacity based on three important criteria. Recommendation - we research the finance market and will provide to you a Statement of Credit Advice. This detailed report includes a summary our discussion, with information around your borrowing capacity, detailed product information, funds to complete, recommended loan structures and products, and disclosure of our remuneration earned. Application process - we manage the application process from submission to settlement. This process includes us communicating with the lenders and you to ensure the finance is available when required. We also communicate with other stake holders, i.e Solicitors, Accountants, Financial Advisers where required and to ensure a seamless experience. Post settlement - Our service continues after the loan has settled. We understand that people’s lives and circumstances change from time to time. We therefore conduct annual reviews with clients focusing on discussing both financial and lifestyle change. We also communicate via various printed and electronic means on a regular basis to ensure we keep you informed of relevant changes in the market and industry.	https://www.uniquefp.com.au/about-us/loan-process/
The men and women of the Medfield Police Department (MPD) have chosen a profession devoted to making our community safe. In the course of a career, officers will encounter thousands of people who seek their assistance or require police interaction. These encounters may take place in person, by telephone or in writing. There are some circumstances where officers may be engaged in the performance of their duties and community members are bystanders to the event. Regardless of the encounter, the public has a right to be treated fairly, impartially and with courtesy and professionalism. We recognize that these interactions can occur under very difficult circumstances such as being the victim of a crime, requesting guidance on neighborhood disputes, traffic stops and arrests. Our department members are trained and equipped to provide these services impartially and consistent with the law. At all times, we expect our members to act with the highest integrity. If you believe an officer has performed his/her duties with professionalism and compassion, a thank you is always appreciated. If you feel as though the actions of the officer did not meet the standards of professional conduct or within the confines of the law, let us know. It is our duty to ensure that all compliments and concerns are heard. Michelle D. Guerette Chief of Police Compliments How Do I Compliment a Member of the Police Department? Any person who wishes to compliment an employee should prepare a description of the incident and member(s) actions and can mail it to the Medfield Police Department located at 112 North St, Medfield MA 02052. Emails can be directed to the Office of the Chief of Police at [email protected]. You may also fill out a form by clicking here. Letters/emails received will be placed in the member’s personnel file and may be considered for a department letter of commendation. Concerns The Medfield Police Department has a trained and certified Internal Affairs Officer assigned to Administration. This person is designated to investigate any allegations of improper performance and present his/her investigation and findings directly to the Chief of Police. The complainant can complete the form located at this link and submit it online. Concerns can also be made in person, via email or telephone. The complainant can expect to be notified that the concern was received and is being investigated. The Internal Affairs Officer will ensure a thorough and transparent investigation and maintain contact with the complainant throughout the process. Concerns will be evaluated to determine if the offense alleged is procedural or criminal in nature and the investigation will be guided by that decision. What Are the Possible Outcomes of a Complaint? Sustained: Sufficient evidence to prove the allegations of misconduct. Unfounded: Based on the investigation, the act(s) did not occur. Exonerated: Actions of the involved member(s) were justified, lawful and proper. Insufficient Evidence: There was not enough evidence to prove or disprove the allegations of misconduct. Policy or Training Failure: Omissions or insufficient policy or training to address the allegations. Where policy and training have been determined to be ineffective, the department will make aggressive efforts to revise or implement policy and/or training to close the deficiency. Will I Be Contacted About the Outcome? Yes. The department receives very few complaints each year. It is the philosophy of our organization that the Chief of Police or his/her designee will contact the complainant directly to discuss the investigative findings.	https://www.town.medfield.net/1987/Compliments-and-Concerns
Example scenario for SUDI Paediatricians involved in SUDI (time ordered flow chart) Take direct responsibility for cases where no hospital clinician is involved. For example if an infant is declared dead at home and does not attend the Emergency Department as per guidance. The following roles are often shared between Emergency Medicine staff and paediatricians if on site. The SUDI paediatrician for the health board should assume an overall responsibility to ensure local awareness of this guidance. Local variations on who takes individual responsibility for the actions should not prevent use of the guidance being implemented. Click the "»" icon on boxes to see more details. Emergency Department - You may be notified by the Emergency Department in advance if they are aware that an infant is being brought in, as per the Emergency Department guidance for SUDI - Clarify with the Emergency Department consultant in charge whether you will take over responsibility for the support of the parents. In some Emergency Departments the staff there will have the initial contact with the family. - - Once death has been pronounced examine the infant and record notes in the History and Examination form. - Inform your department that you will not be contactable by phone or pager whilst with the parents. - If English is not the parent’s first language and they do not speak English well, check whether the interpreter has been contacted. - Check the Child at Risk Register, and inform the local child protection health team in all cases. Initial parent support (If you are involved from the outset) Following agreement with Emergency Department staff, confirm who will undertake these tasks - See the parents as soon as possible to explain what is happening and what will happen with regard to the police acting on behalf of the Procurator Fiscal. - Explain the need for a post-mortem examination for every SUDI and the likelihood that only provisional results will be available immediately after the post-mortem examination. - Allow family to hold their infant and offer to take photographs of child if family wish (Be aware of differing cultural beliefs as suggesting photographing the dead is very offensive to some faiths). - If there is any criminality suspected this should be under supervision by a member of staff e.g. Emergency Department nurse or police officer. - Police and staff should remain sensitive to parents' needs. - - - Once they are ready and after they have spent time with their infant (if they wish) take a history (using the History and Examination form) of the circumstances of the death and including previous medical history. »Explain that this information will be shared with the police to provide background information to the Procurator Fiscal and pathologist to help all involved establish a cause of death if there is one. - Explain to family what will happen next, »i.e. roles of police, Procurator Fiscal, need for post-mortem examination by a paediatric pathologist and possible transfer of baby’s body to the mortuary (perhaps in another town/ city since specialist pathology services are required). There will also be a delay in issuing death certificate. - Offer support leaflets including: Information for bereaved parents leaflet Local bereavement leaflets - Inform parents of the Baby MPS (Mailing Preference Service) online. A free site where parents can register online to stop or at least reduce baby-related mailings of samples, offers advertisements etc. - - Liase with police in providing them with the opportunity to speak with the parents at an appropriate time. - Explain how seeing the infant’s body later can be arranged through contact with the paediatric pathologist at the mortuary. Ensure parents know where there infant is being transferred to and who is taking them. - Parents may wish mementoes hand or foot prints or a lock of hair can be offered to the parents as keepsakes. This can be arranged after the post-mortem examination. This should not be done in Emergency Department as it may interfere with tests that the pathologist may want to perform. - - Make sure parents have the contact number for the health board SUDI paediatrician and your contact name and number. You should also let the parents know when you will contact them and discuss a meeting to discuss the preliminary post-mortem examination findings before they leave. - Ask the parents if they wish you to refer them to any of the support organisations. - Follow up actions (If you are involved from the outset) Agree with the Emergency Department staff who is undertaking these tasks, and if applicable to you; - Inform local area Procurator Fiscal office or on the next working day if out of hours. - Request in writing that you be sent a copy of the post-mortem examination report when available. - - Inform GP immediately or next working day if out of hours. Consider telephoning NHS 24 if out of hours and asking them to contact GP the next day via mailbox number for practice or by telephoning the named GP for the infant. - Inform other departments so no further computer generated appointments for immunisation or developmental checks are sent out. Also inform the hospital medical records department to ensure no clinic appointments are sent. - - Contact family within first few days to check whether they have any further questions. - Contact the paediatric pathologist and ask what further information you can provide. - Also contact the Senior Investigating Officer and ask if they require any further information. »This dialogue between paediatrics, police and pathology should ensure that there is collaboration throughout the process and that the parents are supported in the best possible way without repetition of questioning from each discipline. After the post-mortem examination (If you have agreed to take on support of the family) - Meet with the parents 1-2 weeks after to discuss preliminary post-mortem examination findings and mention that a SUDI review meeting may take place. (in some cases where a natural medical cause of death is found and there are no other factors to consider, there may be no need to hold a SUDI review meeting) - Be available to discuss anything mentioned in the post-mortem examination report either with the Procurator Fiscal and/ or the GP. - - Contact the parents at 4 weeks to offer reassurance whilst waiting for ancillary post-mortem test results - Contact the parents at 6 weeks weeks to offer reassurance and to check whether family are being supported. Offer contact numbers again to refer the parents if required. - Contact when final post mortem result is available and arrange to meet to discuss to mention again that the SUDI review meeting will take place. - Outcome of post-mortem examination should be made available to the Emergency Department staff involved in the resuscitation, once you are aware of them. - SUDI review meeting (if you have agreed to support the family) - Provide information necessary for Healthcare Improvement Scotland to inform the SUDI Review meeting - The SUDI review is a multi-disciplinary case discussion. »The meeting is held shortly after the final post-mortem examination report is available, which may be several months after the infant has died. The other main participants are the GP, health visitor and pathologist who did the post-mortem examination. The meeting will be held at a suitably convenient time for all involved. The purpose is to discuss all aspects of the death, including possible causes or contributing factors to see what lessons can be learnt and to plan support for the family, in particular who will support the parents in any future pregnancy. - The SUDI review meeting will not take place if there is any suspicion of criminality or if a Significant Case Review has to take place through child protection. - - Meet with the parents 1-2 weeks after the SUDI review meeting to discuss the outcome and also encourage them to use support available and ensure that they have the relevant contact numbers. Assure them that they are welcome to make an appointment to see you again if ever they wish. Support during the next pregnancy - Arrange to see the parent’s early on in pregnancy and discuss additional clinic appointments, screening tests that may be offered. - Discuss with the GP and community midwife plans about extra support for the care of the next infant, such as provision of an apnoea monitor and infant resuscitation classes - Whenever appropriate discuss risk factors such as sleep position, smoking and be up to date with the latest research. - Arrange appropriate follow up clinic appointments for new infant as reassurance to parents and to check all is well. Staff support - It may be of benefit to any staff involved to have a team debrief soon after the SUDI has occurred. It may also be useful to debrief again after key points like the SUDI review meeting. - Ensure that staff are aware of staff support such as occupational health if they feel they would wish to make contact. - The staff support leaflet should also be available to all staff involved.	https://www.sudiscotland.org.uk/flowcharts/paediatrics-sudi/
This policy is reviewed annually. 1.Introduction. The purpose of this policy document is to define the principles and aims of the development of good conduct in the EBIS Foundation Stage Department and to provide a framework which: - promotes consistency in school planning and school practice - facilitates development and change - informs new staff, pupils and the wider community 2.Principles. School is a microcosm of society and rules are necessary for the smooth functioning of a school and the safety of the pupils. At EBIS FS Dept. we understand there is a progression from externally imposed discipline to self-discipline. 3.Aims. At EBIS, we aim to provide a quality education for parents and children. In order to achieve this we need to set reasonable and appropriate limits to help manage the behaviour of the children. We will never administer physical punishment or any form of punishment causing pain, discomfort or humiliation. Hitting and hurting are ALWAYS WRONG and unacceptable. Children look up to us; we are their role model; they will see no wrong in hitting if they see adults resorting to it. At EBIS we aim to promote POSITIVE behaviour management by: - Setting a good example, being good role model - Promoting a positive self-image and self-esteem by the encouragement of respect for themselves, for others and for property - Fostering of a caring environment - Acknowledging and praising good behaviour - Giving children the attention they need and value their efforts - Listening to what they want and have to say - Helping pupils recognise socially acceptable behaviour - Guiding children towards eventual self-discipline by encouraging them to increasingly take responsibility for and accept the consequences of their actions - Having the minimum of rules, make them clearly and easy for them to understand 4.Strategies for the Development of Good Conduct. - PSED provides opportunity to encourage, develop and reinforce general good behaviour and to encourage children to begin to take responsibility for their own actions - We always try to understand the reason behind the negative behaviour; there is always a reason for children to misbehave - We do not think of the child as being wrong, rather, it is the behaviour that is wrong - Our strategies encourage self-esteem by giving praise, positive comments and stickers/rewards for good behaviour 5.Strategies for coping with behavioural problems We follow the ‘Problem Solving Steps’ strategy to help children and adults resolve conflicts and emotional or social issues as follow: 1.Approach Calmly Breathe. Place yourself between the children on their physical level. Use a calm voice and gentle touch. If an object is involved in the conflict say something like “I’m going to hold this while we talk about the problem” 2.Acknowledge Feelings Give recognition to the feelings children are expressing by using simple descriptive words. For example “You look upset and ……. you look upset” Make sure the children have ’emptied out’ their feelings before moving on to the next stage. 3.Gather Information Ask the children open ended questions that will help you find out what exactly the problem is. Questions like “What’s happening?” or “What’s the problem?” or “What’s going on?” are useful at this stage. Repeat children’s words back to them to help them clarify their thoughts. 4.Restate the Problem Say exactly what the problem is. Use words like “So the problem is…..” Use the needs and details the children have described. 5.Ask for ideas for Solutions and choose one Together Say something like “What do you think we can do to solve this problem? ‘’How can we make this better? “Listen and let the children come up with their own ideas. Respect and explore all of the ideas even if some of them seem unrealistic. If children say they can ‘share’ explore this idea further so that everyone is clear how the sharing will happen. We need to talk about making ‘good choices’. What is a good choice and what is a bad choice and how can we try to avoid making bad choices. 6.Be Prepared to Give Fallow up Support When children have reached a solution check that they are both Ok with it. Summarise what is going to happen by saying something like “so you’re going to…. and you’re going to…..” Then acknowledge that the children have solved their problem by saying words to the effect of “You did it! You solved the problem!” This helps to build children’s confidence in their capabilities as problem solvers. 7.Positive Reinforcement Concentrate on the positive! Give plenty of praise for all positive behaviour no matter how small or simple it is. This places a larger emphasis on positive behaviour and gives the child a sense of achievement, a sense of pride that they have done something good and that it has been recognised. It also sets an example for the others to follow. It shows children that positive behaviour gets more attention than negative behaviour 6.Department Behaviour Chart – Stage 1 Every class is equipped with its own traffic light behaviour chart system. The children are made very aware of the behavioural expectations of the classroom (e.g. no physical contact, no running, etc) and all names begin on the green, if a child engages in any undesirable behaviour they are given a warning and moved onto the yellow if they improve their behaviour they are moved back onto the green but in the event that they continue to engage in undesirable behaviour they are moved onto the red and their parents are informed via the link book. This system provides the children with something very visible which enables them at a glance to understand that they need to improve their behaviour or to feel pride in achieving good behaviour. Stage 2 If the child is repeatedly on the red apple (10 times during a two week period) we need to implement stage 2 of the behaviour policy. A meeting will then be scheduled with the parents, teacher and key stage Pastoral Carer to place the child on an individual behaviour chart. This chart is filled in by the class teacher, specialist teachers and the parents at home. Stage 3 If there is No improvement in behaviour after using the individual behaviour chart for two weeks the child must be referred to the Pastoral Office for a plan to be put in place for the teacher and home. Stage 4 The Pastoral Office guidelines and plan for home and school must be implemented for at least two weeks. If after this two week period there is NO improvement in behaviour a follow up meeting must be scheduled with the parents to gain consent for the involvement of the Psychologist in group and individual sessions. Cases for immediate referral to the Pastoral Office: - Cases of ‘Physical Exploration of one another’ must be referred directly to the Pastoral Office - Severe tantrums which may lead to physical harm inflicted on the child involved or other children in the class must be extracted immediately and referred to the Pastoral Office 7.School recording and monitoring procedure - Minor issues are usually dealt with by form teachers or other members of staff where appropriate. Each issue is dealt with on an individual basis. The teacher makes note of it in the link book to inform parents if judged necessary. Teachers must also record the incident in the classroom accident/incident record book judged it necessary. - Issues of an on-going nature that are disruptive and or consistently failing to reach our levels of expectations should always be recorded in the incident book and be discussed with the Head of FS. Parents will eventually be asked to meet with the FS head and teacher to discuss relevant strategies. Observation by the school Specialist Support Team may become relevant. - Major issues. Teacher should go to the nearest available Senior Management to deal with the situation. Parent/carer must be informed immediately by phone. Record in the accident book is essential. [Records in the incident/accident book should, when possible, be signed by witnesses as well as by parents] 6.Biting Biting can be an uncomfortable subject for parents of both the biter and the child who is bitten. Please do discuss any concerns you may have regarding this issue with me. If a child is known to bite I need to know it in advance. Children bite for a variety of reasons. This may be because they are teething, frustrated, exploring using their mouth, asserting their independence and wanting to gain control, maybe of a toy or they could be stressed. It may also be because they want to gain attention. We need to establish when and why they are biting by observing the child closely to see if certain conditions or situations trigger the behaviour and then work with them to try and avoid the incidents occurring. This may involve altering the child’s routine, giving them more one to one attention, purchasing additional resources so sharing is not such a major issue or if it is because a child is teething provide suitable teething resources. Ensure that if a child is bitten they are comforted and given lots of attention. Ensure that any first aid is applied correctly if required and the incident is recorded. Parents should sign it if possible. If a child bites, remove them from the situation. Explain to them, according to their age and understanding that biting is unacceptable behaviour. For younger child this may be by tone of voice and facial expressions rather than lots of words. It may be necessary to exclude the child from an activity and use “time out” until they are calm enough to return. Encourage the child to apologise to the child they have bitten and work with them to develop strategies to help them deal with the reasons. 7.Bullying At EBIS, we recognise that bullying can occur in many forms all of which can have a profound effect on the victim. Issues of bullying and peer pressure are addressed generally in PSED/Circle Time sessions. Bullying in the FS can be: - Physical (pushing, kicking, hitting,biting ..) - Verbal ( Name -calling , sarcasm, rumour spreading and teasing) - Emotional (Excluding, ridicule, humiliation, tormenting) - Racist (taunts, graffiti and gestures, religious remarks) Being bullied can result in the victim having depression, low self-esteem, shyness, poor academic achievement, isolation and in extreme cases threatened or attempted suicide. If a bully is left unchecked they will learn they can get away with violence and aggression. A bully has a higher chance of acquiring a criminal record and not being able to have good relationships when they become an adult. If we have any concerns that a child in our care is being bullied at or is bullying, we need to discuss the matter with parents immediately. We will work with them to support their child and resolve the problem. If a child is being bullied: - We will reassure them that the bullying is not their fault - Tell them that we care about them and are 100% on their side - They will be given lots of praise, encouragement and responsibilities to help them feel valued - We will work with the child and parents to help the child develop techniques to deal with the bully-assertiveness, walking away etc If a child is the bully: - We will discuss the matter with parents, not in front of your child, to see if there are any problems that may have triggered the bullying - We will reassure the child that we still care about them but it is their behaviour we don’t like and we will work with them to help change this - We will work with the child to find ways to make amends for their actions - We will develop a reward structure for good behaviour We must always be vigilant in the playground and classrooms so that we notice if any child is unhappy, worried or appears to be isolated. Minor issues are usually dealt with by form teachers, or Heads of Department where appropriate. Any serious allegations or worries would be dealt with by the Head of FS in consultation with parents. Each issue is dealt with on an individual basis. We must take great care that whilst we address the perceived behaviour and situation we differentiate between first hand observation and reported behaviour. 8.Damage to Property If property is damaged intentionally, the parent may be asked to reimburse the school for a replacement at the discretion of the Head Teacher.	https://www.isc.edu.eg/ebis/ebis-early-years-foundation-stage-behavior-policy/
Vigil Mechanism Policy Hero Realty Private Limited (hereafter referred to as “HRPL” or “Company” in this document) believes in promoting a fair, transparent, ethical and professional work environment. While the HRPL code of conduct defines the expectations from employees in terms of their integrity and professional conduct, the vigil mechanism defines the mechanism for reporting deviations from the standards defined in the code. The Vigil mechanism is implemented not only as a safeguard to unethical practices. This mechanism is intended to provide mechanism for reporting genuine concerns or grievance and ensure that deviations from the Company’s Business Conduct Manual and Values are dealt with in a fair and unbiased manner as provided in Section 177 (9) and (10) of the Companies Act, 2013 and the Companies Rules, 2014. The mechanism is also intended to cover the Whistleblower Mechanism aspect. Definitions of some of the key terms used in this mechanism are given below: To ensure effective implementation of vigil mechanism, the company shall: All employees, directors, vendors, suppliers, contractors and consultants, including auditors and advocates who are associated with HRPL can raise concerns regarding malpractices and events which may negatively impact the company. All matters not covered under this mechanism can be reported directly to your one over manager or your Human Resources contact. The whistleblowers are expected to speak up and bring forward the concerns or complaints about issues listed under Section IV “Coverage of the vigil mechanism”. The Ethics Helpline is established for this purpose and the reporting channels which can be made available to the whistleblower are covered in Appendix A. The reporting channels are managed by an independent third party. Complainants will be provided a reference number for their complaint that can be used to provide any additional information or seek feedback or updates on actions taken by the company. The Ethics Helpline will prepare the report based on the information provided by the whistleblower and will share the incident report with the Ethics Committee in next 2 business days. In case any member of the Ethics Committee is the subject of the complaint or have perceived conflict of interest, the incident report would be sent to the remaining members of the Ethics Committee. Any member of the Ethics Committee, or any Board Committee formed to investigate any complaint who may have a perceived conflict will recuse themselves from further discussions or meetings on the subject. Complainants may also directly report concerns to any of the Ethics Committee members as stated under this policy. Directors may report their concerns or complaints to Audit Committee directly. In addition, under exceptional circumstances where a complainant wants to complain directly to the Chairman of the Audit Committee, he or she may do so at the email address provided on Appendix A to this document. For any complaints made to the Chairman directly, it is mandatory for the complainant to disclose their identity and provide their contact information. The Chairman of the Audit Committee may choose to discuss the matter with the complainant prior to initiating any review or investigation. HRPL expects individuals involved in the review or investigation to maintain complete confidentiality. Disciplinary action may be initiated against anyone found not complying with the below: The Company holds the right to amend or modify the policy. Any amendment or modification of the policy would be done by an appropriate authority as mandated in law. The updated Vigil mechanism would be shared with the employees, suppliers and vendors thereafter. \|S. No.\|\|Reporting Channel\|\|Contact Information\|\|Availability\| \|1.\|\|Phone\|\|011-47467000\|\|7 AM to 11 PM on weekdays\| \|2.\|\|[email protected]\|\|24 hours a day\| \|1.\|\|Fax\|\|011-47467070\|\|24 hours a day\| \|4.\|\|Post\|\|264, Okhla Industrial Estate, Phase-III, New Delhi-110020\|\|24 hours a day\| The current Ethics Committee of Hero Realty Private Limited described in the Ethics committee company’s section of the Vigil mechanism would be as follows: The incident reports will be shared with:	https://www.herohomes.in/quality-policy.php
Steps We Take We make the financial planning process clear and easy for you to understand and keep you informed along the way. Your First Discovery Meeting Your first discovery meeting is of no cost to you. It is an opportunity for you to meet with our Adviser to discuss what you hope to achieve that will require money, planning and advice.We take the time to get to know you. We want to understand your individual needs and the things you aspire to do. We will discuss your current situation to find out what's working and not working for you financially. We will also discuss any pressing concerns you may have.To ensure we get a thorough understanding of your circumstances, we ask a lot of questions. It is important to do this so that we can help you maximise the probability of achieving the things that are most important to you. Your Advice Engagement Meeting Following our discovery meeting, we will arrange to meet with you again to discuss your advice engagement presentation, which will highlight the following:- - Our understanding of your individual goals and aspirations and why they are they important to you; - Your current financial position, including your income and expenses, lifestyle and financial assets, debts and personal insurances; - The areas of advice that are relevant to you and how these can help ensure you are on the best financial path; - Confirm what steps need to be taken from here and the cost of our advice for an initial 12 month period. This is a fixed dollar fee based on the complexity of work required. If you choose to work with us, we ask you to sign the 'Terms of Engagement' acceptance letter and we commence the preparation of your personal financial plan. It is at this time we collect 50% of our engagement fee. Your Advice Preparation / Presentation Now that you have chosen to work with us, we undertake a more detailed data collection to ensure we have thoroughly understood your current financial position. We use this information to prepare our comprehensive financial analysis and develop the recommended strategies to assist you in achieving your fundamental needs and personal aspirations.We then document our recommended advice in your personal financial plan (called a Statement of Advice) and present this to you in our next meeting. Your Advice Implementation Our team takes care of all the paperwork with your assistance and will keep you informed of any progress along the way. If you have any questions at all, do not hesitate to contact the office. Our goal is to make this part of the advice process as simple and straightforward as possible for you. We will continue to monitor and follow up the financial institutions to ensure the efficient and timely implementation of our advice to you. As required, we will also liaise with your other professional advisers, for example your accountant in relation to tax planning or your solicitor for estate planning. When we have put your financial plan in place, we will confirm completion in writing. Our Ongoing Relationship After our first 12 months of working together, we will arrange a Progress Meeting with you. At this meeting we will discuss if there have been any changes to your situation that now need to be incorporated into your financial plan. We will asses how you are tracking towards achieving these goals and also discuss any new issues or changes that may have arisen over this period.We will prepare a new 'Terms of Engagement' proposal to explain the fees that will apply for the next 12 months. We expect that the level of ongoing services you need will change from year to year, so the fee quoted will be based on the complexity at that time.Over time there will inevitably be changes to your circumstances. Perhaps your financial and lifestyle goals may alter or Governments will will change legislation relating to tax, superannuation and social security. All of these events will have implications for your financial plan and we want to ensure the advice we provide remains appropriate to your needs.It is also important to review your investments on a regular basis and rebalance portfolios as required. This helps to ensure your investment approach continues to align with the level of risk that you are comfortable with and is structured to achieve the long-term return objectives previously agreed with you.Once again, our aim is to maximise the probability of your achieving the things that are most important to you.	https://www.huonfinancial.com.au/what-we-do/steps-we-take
Until recently I worked on the GOV.UK team at the UK government digital service. One thing this team is really good at is responding to incidents and learning from them. I've been thinking a lot about this lately as my new team is still formalising how to respond to incidents, and as a result it's a lot more chaotic when stuff actually goes wrong. But it doesn't have to be this way. I think most teams would benefit from treating incidents as a normal thing that occasionally happens, rather than something scary and bad. What should you do during an incident? An incident can be any unexpected interruption to a service people care about. For example: - the service is completely unavailable - something is unacceptably slow - functionality is broken in a way that stops people using it - you discover a security vulnerability or breach During the incident you don't always need to understand the root causes. The goal is to restore normal service as quickly as possible, and communicate what is happening to the people affected (and management). However, you want to be able to understand the root causes later on, so you should keep a record of actions you took and things you observed. Without this it can be impossible to understand what happened, particularly if some of the actions you took actually made things worse (this can happen). So write stuff down. Don't panic It's easy for one person to overlook important details during an incident. Ideally there should be more than one person responding so you can discuss what to do next. On the other hand, having multiple people crowding around one desk just increases the pressure on one person without actually helping them. If this is happening, nominate a person to lead the incident and let them request help as needed. The importance of the comms part depends on the impact to users. If the GOV.UK website goes down, that blocks access to government information and services, and people notice. So they always assign one person to update the status page and field questions from people who are not actively resolving the incident. Run a postmortem after the incident After the incident you should get everyone who was involved in a room to talk about what happened and why it happened that way. This is the postmortem (AKA incident review). Here's a rough agenda for a postmortem: - Remind everyone how the postmortem works - Get someone to read out the timeline of how the incident unfolded (if you didn't produce one during the incident, write it up before the meeting so people can review ahead of time) - Read out key details: what the impact was, how long it took to restore service, and whether there's any further investigation or fixes needed - Discuss causes and key decisions that were made, and write down any recommendations you have - Decide which recommendations are worth doing, and who should make them happen You can write up a report of the postmortem as you go. If you captured the timeline during the incident all you have to do is write up your conclusions and recommendations. Blameless postmortems are effective postmortems It's very tempting in these meetings to latch onto a single root cause and focus exclusively on that, but that's overly simplistic. An incident can involve complex systems of software and people, and there are many factors that influence the way the incident plays out. There's a thing called the retrospective prime directive which we stuck on the walls of our meeting rooms, which says: Regardless of what we discover, we understand and truly believe that everyone did the best job they could, given what they knew at the time, their skills and abilities, the resources available, and the situation at hand. Some people roll their eyes at this, because it paints a rosy picture of everyone being perfect all the time, but that's not really the point. The goal of the postmortem is to learn from what happened and avoid the same problems happening again. Assigning blame is a very ineffective way to do that, because it encourages people to hide their mistakes and not address them. It's also very easy to look back on an event and assume the outcome was obvious, when it really wasn't at the time (this is called hindsight bias). So it helps to assume people responded in a reasonable way, and think about what information and tools they had access to when they made decisions. Summary Everyone accepts some level of risk in order to get software out the door, so we shouldn't panic when incidents actually happen. The best thing we can do when something goes wrong is to learn from it, and I think blameless postmortems are one of the best tools we have for actually improving the way we do things. GOV.UK would not be as resilient as it is if not for this continuous feedback and improvement. I think you can also learn a lot from reading other people's incident reports (see this collection of postmortems for some interesting ones). How do you handle incidents where you work?	https://dev.to/matmooredev/its-ok-for-things-to-go-wrong-1dg0
Defining a critical incident: – is any incident or sequence of events which overwhelms the ordinary coping mechanisms of the school and disrupts the running of the school. Examples of crises affecting the Riversdale school community could be, the death of a member of the school community through sudden death, accident, terminal illness or suicide, an accident involving staff or students on or off site, physical attack on staff member(s) or student(s) or intrusion into the school, serious damage to the school building through fire, flood, vandalism, disappearance of a member of the school community, an accident or tragedy in the wider community. Critical incident management team:- The critical incident management team in Riversdale Community College comprises of a group of staff members with practical skills which can be drawn upon in the event of a critical incident arising. The team will meet annually in September to review the plan. The following staff members form the critical incident management team for this academic year:- Leadership Role:- Mr. Barry (in the event of Mr. Barry not being available, Mr. Fennessy assumes the role. If both principal and deputy are away from the school the team assistant principals assume the role Counselling Role:- Ms. Mulhall. Family Liaison Role:- Mr. McDaniel. Chaplaincy Role:- Ms. S. Robinson. (Local clergy and other spiritual leaders are also available to support.) Communication Role:-Ms. B. McLaughlin. Within the school staff the following teachers are qualified and available to provide counselling services:-Ms. A. Mulhall. A network of guidance counsellors in other Dublin 15 schools are also on call to assist in the provision of counselling support. Dublin Education and Training Board, Psychological Support Service are also on call to assist. Key administrative tasks in the critical incident management process:- It is imperative that an up to date list of contact numbers be maintained and regularly update numbers for students, parents/guardians, staff, and emergency support services. Ms B. McLaughlin has undertaken to draw up this list and will be updated on an ongoing basis. These lists are to be kept in the main office. Procedures to be followed in the event of a critical incident (Day One) - Information: – Gather accurate information about the incident, what happened, where, when, extent of injuries, location of those injured/not injured, how many involved and their names, what agencies have been contacted already. - Appropriate agencies Examples of agencies that could be contacted include, emergency services, medical services, psychological services, Board of Management, E.T.B (see appendix 7) - Convene a meeting of the critical incident management team:- The agenda for the meeting could include the following (1) Agree a statement of facts for the staff, students and parents. (2) Ensure that Co. Dublin VEC are advised of the situation (3) Delegate responsibility to the Critical Management Team (4) Ensure a phone line remains open to deal with enquires from all concerned parties (5) Organise time table for the day, it is important to adhere to normal school routine as far as possible (6) Organise a staff meeting and arrange for supervision of students during the staff meeting (7) Decide if an outside professional is to be invited to the staff meeting. - Arrange supervision of students:- - Hold a staff meeting:- All staff should be invited to attend this meeting including Caretaking staff, Special Needs Assistants, School Completion, Office Staff etc. Items to be covered at the staff meeting include (1) An account of the facts as known (2) An opportunity for the staff to express their views and feelings (3) Establish an agreed approach on how the facts will be shared with students, parents. (4) An outline of the schedule for the day (5) Give information to staff relating to the outside agencies and others involved and the supports being put in place for students, staff and parents. (6) Vulnerable students to be identified. (7) Relevant handout material to be distributed. - (Appropriate material is kept on file in the critical incident file in the main guidance office.) - Organise timetable for the day. - As far as possible maintain normal routines. This procedure is based on sound psychological reasoning which is a practical and appropriate coping mechanism in the event of a critical incident taking place. - Inform parents/guardians of (a) children directly involved and (b) parents of children not directly involved. - Children directly involved:- - Critical incident team agree who should share information with parents and how this should be done. - To avoid duplication make a list of parents already contacted and those who must still be contacted. - The information shared must be relevant, factual and practical. - The Parents’ Room/HSCL office is to be set aside for distressed students to meet with their parents/guardians. Room 29 may be used in the event of a larger venue being required. - All staff should be mindful of parents who are on their own when they arrive in the school and please ensure that they are supported. - Give telephone numbers for enquiries. - Children not directly involved: - The parents of other children in the school should be informed of the incident and that their child may be upset. - Send a letter to parents stating the facts and brief details of the incident. - It may not be appropriate at this point to disclose the names of those involved. (See Appendix 8 for sample letter). Inform students Careful preparation is important when meeting students to inform them of a critical incident. Consideration should be given to the age of the pupils and the optimum group size. It is best to do it in class groups or sub-groups. The suitability of the ‘messenger’ should also be considered, remembering that it is generally thought that support is best given by the adults known to the child. In our case this should be a tutor, year head, guidance counsellor or any other teacher who may know or have a special relationship with the class. If at all possible the teacher should be accompanied by another professional and not meet the class on his/her own. The key points/actions in the process are listed below. - Give facts and avoid speculation. This will help to dispel rumours which can cause unnecessary stress. - Allow pupils to ask questions, tell their story and express feelings. - Help students realise that overwhelming emotions are natural and normal following a critical incident. (See Resource Documents in appendix 1, 2 and 3 on reactions to grief and critical incidents.) Make contact with the bereaved family Dealing with the media It is the role of the principal to deal with the media. (Or should the principal so direct this role may be delegated to another staff member or to D.D.L.E.T.B. Head office). Any other staff member who speaks to the media will be speaking in a personal capacity and will not be representing the school or the agreed procedures within the critical incident plan. Prepare a written statement to include: • the facts about the incident • what has been done already • what is going to be done • positive information or comments about the deceased person. Some points to remember if you are asked to give a live interview: - consider assigning the task to someone skilled or familiar with dealing with the media - take some time to prepare - remember that everything you say is on record and, therefore, keep it simple, factual and brief - decline if you are not ready or think it inappropriate. Consider setting aside a room for the media. This may help to control their access to staff and students. Brief staff and students and advise them on dealing with the media. Organise the reunion of students with their parents, if necessary - Inform students that their parents/guardians will be collecting them as soon as possible. - Facilitate distressed students and their parents by providing a private room where they can meet following an incident. This could be a very emotional time. - Where appropriate offer help with transport, especially for younger children. Summary Checklist for Principals - Gather the facts – Who? What? When? and Where? - Contact appropriate agencies or delegate this to key staff. - Convene the Critical Incident Management Team. - Organise for the supervision of students. - Inform staff . - Agree on a statement of the facts. - Identify high risk students. - Appoint someone to deal with phone enquiries. - Organise timetable for the day. MAINTAIN THE NORMAL (Timetabled) SCHOOL ROUTINE WHEN AT ALL POSSIBLE (This is particularly important and will assist with the grieving process). - Inform parents/guardians. - Inform students. - Make contact with the bereaved family. - Organise support. - Respond to the media. MEDIUM-TERM ACTIONS (24 – 72 Hours) Review the events of the first 24 hours - Re-convene Critical Incident Management Team and other key staff members who may have become specifically involved. - Briefly check out how each person on this team is coping. - Decide arrangements for support meetings for parents/students/staff. - Decide on mechanism for feedback from teachers on vulnerable students. - Have review staff meeting with all staff if necessary. Ensure all staff are kept up to date on any developments. - Be sensitive as to how all staff are coping on a personal and professional level. - Establish contact with absent staff and pupils. - Update media, if necessary. Arrange support for individual students, groups of students, and parents, if necessary - Provide a suitable room. Room 8 will be made available. - Hold support/information meeting for parents/students in order to clarify what has happened. - Offer advice and reassurance. Inform them about support services and provide relevant handouts. (See Resource Documents in Appendix ). - Any teacher who feels uncomfortable with involvement in support meetings has the choice of opting out. - Arrange, in consultation with outside agencies, individual or group debriefings or support meetings with parental permission. See Appendix 4 for sample letter for parental consent. Plan for the reintegration of students and staff (e.g. absentees, injured, siblings, close relatives etc.) - Name key person(s) to liaise with above on their return to school. Plan visits to injured - Key person(s) to visit home/hospital would be any member of the Critical incident Team, year head, tutor, or other staff who may have a specific relationship or role. Liaise with the family regarding funeral arrangements/memorial service - Designate staff member to liaise with family, to extend sympathy and clarify the family’s wishes regarding the school’s involvement in funeral/memorial service. This liaison role should be undertaken by HSCL and/or Chaplain. - Arrange a home visit by two staff representatives within 24 hours, if appropriate. - Have regard for different religious traditions and faiths. - Attendance and participation at funeral/memorial service - Decide this in accordance with parents’ wishes and school management decisions and in consultation with close school friends. School closure - Request a decision on this from school management. LONGER TERM ACTIONS Monitor students for signs of continuing distress A referral to outside agencies through the Riversdale guidance service may be necessary. Reactions to a Critical Incident. For example, if over a prolonged period of time, a student continues to display the following, he/she may need assistance from : - uncharacteristic behaviour. - deterioration in academic performance. - physical symptoms – e.g. weight loss/gain; lack of attention to appearance; tiredness; restlessness. - inappropriate emotional reactions. - increased absenteeism. Evaluate response to incident and amend the Critical Incident Management Plan appropriately - What went well? - Where were the gaps? - What was most/least helpful? - Have all necessary onward referrals to support services been made? - Is there any unfinished business? Formalise the Critical Incident Plan for the future - Consult with D.D.L.E.T.B. psychologists, and all relevant personnel involved about this. Inform new staff/new school pupils affected by Critical Incidents where appropriate - Ensure that new staff are aware of the school policy and procedures in this area. - Ensure they are aware of which pupils were affected in any recent incident and in what way. - When individual pupils or a class of pupils affected by an incident are transferring to a new school, it would be useful to brief the Principal of the new school. Decide on appropriate ways to deal with anniversaries (be sensitive to special days and events) - Anniversaries may trigger emotional responses in students/staff and they may need additional support at this time. - Acknowledge the anniversary with the family and liaise on any proposed commemoration. - Be sensitive to significant days like Birthdays, Christmas, Mother’s Day, Father’s Day. APPENDIX 1. The following is taken from NEPS booklet “Responding to Critical Incidents:-Advise and Information Pack for Schools” DEALING WITH THE AFTERMATH OF A SUICIDE OR SUSPECTED SUICIDE Introduction When a person dies through suicide, those who know the person experience a deep sense of shock. The unexpectedness of the death and the taboo associated with suicide can leave a school community feeling unsure of how to proceed. Again, the key to this is planning. The term ‘suicide’ should not be used until it has been “established categorically that the student’s or teacher’s death was as a result of suicide” (ASTI Guidelines 1997). The phrases ‘tragic death’ or ‘sudden death’ may be used instead. The following is a guide to how a school can support the bereaved family, school staff and students. Family - A staff member should contact the family to establish the exact facts and the family’s wishes about how the death should be described. - Acknowledge their grief and loss. - Organise a home visit by two staff members. - Consult with the family regarding the appropriate support from the school e.g. at the funeral service. Staff - Convene a staff meeting to brief staff on the above details. It may be necessary to do this in two shifts therefore ensuring staff are available for support to students and for cover at all times. Remember to include auxiliary staff. - Students need to be with people they know and trust. If possible, it is better if the teachers provide support for the students. The external “expert” visitor should therefore be primarily used to brief the teachers. - Help teachers to prepare for breaking the news to students. Close friends and relatives of the deceased in the school need to be told first. This needs to be done in a private location. - Outline the possible reactions.* - Give them information from the schools pack on dealing with the students in the classroom and on reactions to grief. - Identify high-risk students and what supports are available. - Remind them of the school’s critical incident plan. - Decide on the strategy to deal with queries from parents/guardians. Prepare a letter setting out the facts, how the school is dealing with the events and how parents or guardians can support their child. - Ensure that a quiet place can be made available for students/staff. - Hold further staff briefings during the day to update information, to offer support and to further identify high-risk students. * See Resource documents Appendix 3. for Reactions to Grief. See also Sample Letter to Parents (1). Students - Give the facts as they are known. - Create a safe and supportive space for the students where they can share their reactions and feelings. - Advise them on their possible reactions over the next few days (see Resource document 4.5). - Avoid glorifying the victim and sensationalising the suicide. - Advise the students of the support that is available to them. - Take any talk of suicide seriously and provide support or refer on immediately. - Students may wish to confide in and seek support from each other rather than adults. Facilitate this if appropriate and if it is possible. However, information should be provided about how to get further help if they, or their friends, should need it. Indicators of high risk students - Close friends and relatives of the deceased - Pupils with a history of suicide attempts/self harm - Pupils who experienced a recent loss, death of a friend or relative, family divorce or separation, break-up with a boyfriend/girlfriend - Pupils who have been bereaved by a suicide in the past - Pupils with a psychiatric history - Pupils with a history of substance abuse - Pupils with a history of sexual abuse - Non-communicative pupils who have difficulty talking about their feelings - Pupils experiencing serious family difficulties, including serious mental or physical illness - Less able students. Schools should be vigilant around the time of the inquest and the anniversary of the student’s death. Assessing for suicide potential This is a brief note indicating how to go about making an immediate assessment as to whether a student is at risk. Where there is a serious question mark or concern about a student, then referral should be made to a person trained in risk assessment. Have a sensitive but direct and open discussion with the student. If a student has been reported to be talking about suicide, they should be asked openly “Are you thinking about killing yourself?” This will offer the student the opportunity to talk about their feelings and their thoughts. If they affirm that they have been thinking about it, then this should be explored by raising the following issues with the student. Previous attempt: Has the student attempted suicide before? You might ask “Have you ever tried to harm yourself before?” If the answer to this is “Yes”, then the risk increases. Personal/family history: The level of risk increases with the number and seriousness of family difficulties e.g. parental separation, recent bereavement, serious illness etc. Physical/emotional history: A student who has experienced major personal difficulties, whether as a result of physical (recent hospitalisation, chronic illness) or significant emotional difficulties (depression, loneliness, guilt, anger etc.) is more at risk. Plan: Does the student have a plan, for example, has written suicide notes, has a particular day in mind to carry out the act, has a gun, or pills to take? The more concrete the plan the more serious the threat. Means: Does the student have the means and place to do it. Are the means available lethal? Will the student be in a place where they can be rescued? For example, do they intend to carry out the action when both parents are at work and their siblings are at school. The greater the number of “Yes” answers, the higher the risk and the greater the need for immediate onward referral of the student. Parents should be informed at once and asked to bring the student to their GP or to another service. (If a student is under 18 years teachers are obliged to inform the parents even without the student’s consent). Appendix 2 The following (appendix 2.) is taken from NEPS booklet “Responding to Critical Incidents:-Advise and Information Pack for Schools” (Adapted from Critical Incidents: Managing Loss and Trauma in Schools: A Wiltshire Psychological Service and School Improvement and Support Information Booklet.) How teachers can support students in school following a critical incident General considerations - Students should be given opportunities to discuss the incident and express their thoughts or feelings in a secure environment. The teacher needs to be aware of the importance of handling the discussion in a confident but sensitive manner. However, normal routines should be returned to as soon as possible. - Students should be encouraged to resume sports and other extra-curricular activities. - Help students re-establish support systems, identify with them who they go to for different kinds of support. - It is appropriate that the class curriculum is adjusted or adapted. For example, teachers should avoid presenting new learning material for a while following an incident as concentration may be impaired. - Use opportunities which arise within ordinary class work, where coping and support can be reinforced. - Students could be encouraged to discuss how to avoid future crises and lessons learnt from their experiences. There will be opportunities within the school’s personal, social and health education programmes for structured discussion. Meeting with individual students - Take your cue from the student. When they feel like talking, try to find the time to listen. If the time they choose is not appropriate, explain that you would like to talk with them and name an alternative time and place. - Don’t be afraid to mention the incident or the deceased person’s name. It is important to acknowledge what has happened for the student. - It is alright to ask the student what he/she needs, what helps or what doesn’t help. - Let the students know that it is normal to laugh and cry. Reassure them it is okay to lighten the mood by remembering old times and stories. - Believe what the students say. Feelings must be acknowledged, believed and discussed. Try not to make comments such as “you don’t really mean that” or “it will be okay soon”. Appendix 3. A classroom session following a critical incident (Adapted from Critical Incidents: Managing Loss and Trauma in Schools: A Wiltshire Psychological Service and School Improvement and Support Information Booklet.) A classroom session is an important intervention following a critical incident that affects large numbers of students. Sessions containing up to 30 students can be effective. It is recommended that the classroom teacher take an active role, if possible. Students may feel safe and secure with their classroom teacher rather than being with an adult they do not know. Teachers may be able to lead these sessions and a D.D.L.E.T.B. psychologist can act as a co-facilitator. If the teacher feels uncomfortable with this role the psychologist may take more of an active role. Teachers should have the opportunity to opt out of this work if they wish. A class session needs to be tailored to the developmental level of the class. The time required will vary depending on the class experience and age. The process involves: • providing facts and dispelling rumours • sharing stories • sharing thoughts and feelings • normalisation of thoughts and feelings • empowerment • closure. Providing facts and dispelling rumours State the facts clearly. Talk in concrete rather than abstract terms. Dispelling rumours helps students understand the reality of the events. Helping students hear the facts is an important prerequisite for coming to terms with what has happened. Sharing stories Students are asked to tell their story of the event. As a result they will feel less alone because of their common shared experiences. Helping them verbalise their experiences helps their recovery. For those students who find it difficult to verbalise their experiences or for students with learning difficulties it may also be helpful to allow them to express their feelings and recount their experiences in other ways. Writing stories or using art can be particularly helpful, especially for younger students. Give the students a choice as to how they want to represent their experiences. Have a box of tissues at hand. Sharing thoughts and feelings Help the students identify what they thought and felt at the time of the incident, or when they first heard of the incident. It may be helpful to share your own feelings, thoughts and fears that you experienced during the crisis or just after hearing the news. Normalisation of thoughts and feelings Explain that their reactions are normal responses to abnormal circumstances. Let the students know that in time, for most people, the reactions or symptoms will go away. Inform the class that if the symptoms don’t go away they need to seek help. Distribute handouts on reactions to grief to the students, if appropriate. Empowerment Help the students identify strategies that they can use to help manage symptoms. For example, talking to family and friends, getting enough sleep, exercise etc. If appropriate, students can brainstorm ideas that might help prevent a similar situation happening again. Overall, it is important to help the students regain a sense of control. Closure End the session by focussing on the future. Depending on the nature of the incident, help the class/group decide what would bring about a sense of closure, for example, organising a memorial, writing cards or letters. Reiterate the message that their reactions are normal responses to abnormal circumstances. Tell students what further supports will be put in place if needed. Grief (Adapted from “Grief in Children: Someone to talk to”. Barnardos p. 64 – 65.) It is acknowledged that while there are distinct stages/phases in the grieving process different people may go through these stages in different sequences and at different paces. Generally the grieving process in adults is thought to take about two years while with children and adolescents it may be over a more extended time-frame with different issues arising as they go through developmental milestones. Denial, numbness, shock (up to 6 weeks) • Death of the person may be denied • Emerging feelings may be suppressed • Refusal to talk about the death • Bereaved keeps very busy to avoid thinking about the death • Bereaved may show signs of confusion and forget everyday routines • Children in shock may display either silent withdrawal or outbursts of crying/screaming. Acute grief/searching and longing for deceased (6 weeks to 4 months) • Acute sadness – crying • Physical pangs of pain including loss of appetite and disturbed sleep • Emotional pain accompanied by dejection, hopelessness, lack of concentration • Fears of life after death, nightmares, ghosts • Disorganisation • Strong guilt feelings and questioning of self and others, particularly in the case of a sudden death • Feelings of anger at the departed for leaving them • Bereaved may reject offers to comfort them. Adaptation to life without the deceased (6 months to 18 months) • People begin to adjust to their lives without the lost person • Sense of isolation • Fearful of forgetting the deceased • Less crying and irritability • Exacerbation of existing personality problems. Children with low self-esteem may be at a greater risk of emotional behavioural difficulties. Re-organisation • Getting on with life • Returned sense of humour and play • Able to participate emotionally in new relationships • Changed relationship with the deceased – able to think of the deceased without pain • Reduction in physical/emotional symptoms • Less guilt. Children’s understanding and reaction to grief according to age (Adapted from “Children’s understanding of death” Barnardos. p. 28 – 32.) The following are guides only – children will differ in their reactions and grasp of events for a range of reasons other than age alone. Infants (0 – 2 years) • Infants do not understand the meaning of death • They may display anxiety when separated from a loved one • They may appear upset, subdued and uninterested in their surroundings. Ages 2 – 5 years • No understanding of the permanency of death • May search for the missing person • May feel responsible for the death in some way • May become apathetic and depressed • May regress to an earlier stage of development e.g. thumb sucking, bedwetting, tantrums or may become clingy etc. • May develop fears of going to sleep • May worry that other loved ones may die. How you can help - Continuity of normal routine e.g. mealtimes and bedtime - Offer physical comfort - Explain the death in clear simple language, using words like “dead” and “died”. - Do not use terms like “gone to sleep” or “passed away” - You may need to repeat the same information again and again - Permit them to ask questions and be consistent in your answers - Reassure them that they had nothing to do with the death and of the well-being of other family members. - Ages 5 – 7 years - Beginning to realise the permanency of death, but their idea of life after death is still vague - May have concerns about how the deceased is feeling or thinking in the grave - May have a lot of questions about aspects of the death e.g. how the person died, what they looked like, the funeral, heaven, coffins etc. - The reaction of their peers is important, may feel ‘different’ to them - Their peers may be awkward about the death and avoid contact - They may become the target of bullying. - How you can help - Encourage the child to talk and cry about the deceased if they wish to, otherwise respect their silence - Answer questions and provide as much factual information about the death as possible - Reassure them that thinking and feeling ceases after death - Be vigilant in relation to bullying. - Ages 9 – 12 Years - Understand the finality and universality of death - Awareness of their own mortality and may worry about their own death - May display psychosomatic symptoms - May wish to stay at home close to parents - May display anger. - How you can help - Dispel fears about their own health or the health of other loved ones by offering reassurance - Encourage them to go to school - Allow them to express their anger, offering appropriate ways to do so. - Adolescents - Fully understand the finality, universality and inevitability of death. Their experience of death is similar to adults - May feel a range of feelings: guilt, regret, anger, loneliness etc. - Death adds to the already confused array of emotions - May appear to not care about the death - May seek support outside of the family. How you can help - Offer them time to listen - Allow them to express their grief in their own way - Be prepared for mood swings. Note: If parents are grieving themselves, they may be emotionally unable to support their other children. In this instance, another supportive adult in the child’s life, e.g. other family members, friends, neighbours may need to offer emotional support. It should be remembered that for children with special educational needs, their understanding of what has happened will be in line with their developmental age. Appendix 4 The range of ‘normal’ reactions to a Critical Incident (Adapted from Somerset Educational Service pack.) Each individual has his/her own way of dealing with feelings, loss and tragedy. There is no right or wrong way to react and any or all of the following can be experienced. FEELINGS BEHAVIOUR Fear Bedwetting Guilt Nightmares Shame Thumb sucking Anger Over dependency Regret Social withdrawal Loneliness Tantrums Anxiety Mood swings Shock Loss of concentration Yearning Forgetfulness Numbness Irritability Confusion Tearfulness Isolation Insecure feelings Separation anxiety School refusal Physical/Verbal aggression Misuse of drugs, including alcohol PHYSICAL THOUGHTS Tiredness Disbelief Sleeplessness Denial Headaches Sense of unreality Gastrointestinal Problems Preoccupation with images of the event/person Bowel/Bladder problems Loss or increase in appetite Appendix 5 Guidelines for input with pupils on coping with their reactions to a Critical Incident This might also be used as a handout for pupils and parents as appropriate. Coping with a critical incident can be difficult and stressful. It can affect the way we feel, think and behave. The following information will help you understand some of the feelings and reactions you may experience within hours, days or weeks after an event. There are also some suggestions on what may help you during this time. Feelings and thoughts You may experience: Shock at what has happened. Things may feel unreal. Shock sometimes causes people to deny what has happened. This doesn’t mean you don’t care. You may feel like withdrawing, crying or becoming hysterical. Fear about the unpredictability of everything especially life, of a similar incident happening again, of breaking down or losing control, of being alone. Guilt – feeling responsible in some way for what has happened even though you are being told you could not be, for not being able to make things better or not being able to help others, for being alive or better off than others. Shame for not reacting as you thought you should, for needing support from others. Anger at someone or something, wanting to blame someone or something for what has happened, at the injustice of the event. Confusion about the event, about how you should react, about having mixed feelings about everything. Pain at the loss of the person, of associating this with other incidents, bereavements or losses that you may have experienced before. Left out by people not acknowledging your involvement in the incident or your relationship with the person who is injured or deceased. Physical and behavioural reactions It is quite normal to experience, tiredness, sleeplessness, nightmares, headaches, loss or increase of appetite, bowel/bladder problems, loss of concentration, irritability. Sometimes people feel generally unwell. Remember: • You need to look after yourself • You are normal and are having normal reactions to an abnormal event • There are people you can talk to • You may not experience any of the above feelings. There is little you can do to avoid these uncomfortable feelings and thoughts but there are things you can do to help you recover. What can help? - Talk – Try to talk about what happened and how you feel. Don’t bottle things up. Sharing your experience with others who have had similar experiences may help. Let someone know if you are not coping well. If it is difficult to talk, keep a journal of how you are feeling or draw your experiences or emotions. - Thinking over the incident – You need to process the incident and allow it more into your mind over time. With time you may need to talk about it, write about it. You may find that you dream about it over and over again. All this eventually helps you to accept what has happened. - Attending memorials – Going to the funeral or service. - Eating properly – Try to eat a regular meal three times a day. - Exercise and relaxation – Make sure you take some exercise and also find ways to relax and rest. - Be careful not to use drink or other drugs to help you cope – They may numb the pain temporarily but will lead to other problems. Seek help if, four to six weeks after the event, • you cannot cope with or feel overwhelmed by your feelings • you (continue to) have nightmares • you experience sleeplessness • intrusive thoughts about the event persist • you begin to have problems in school • you have been using excessive drinking, smoking or other drugs to help you cope since the event. Appendix 6 Guidelines for meeting with parents When a critical incident occurs, many parents are very anxious about how their child will react and what they can do to help. It is often useful for the school to arrange a meeting after school to allay parents’ fears. It also reduces the number of individual calls and visits to the school from concerned parents. It is recommended that the Principal heads the meeting and the psychologist attends to talk about the psychological impact of trauma. The following are recommended areas to be covered at the meeting. - Acknowledge what has happened, offer condolences and give space for sharing of feelings and emotions if appropriate. - Outline what has been done to date and a plan for the next days and weeks. (How the students are reacting in general. What help has been provided and by whom and what help will be provided in the future). - Outline what are the normal reactions to a critical incident and provide handout. - Go through Children’s Understanding of Grief and provide handout. - Suggest ways in which they can help their child (Give Frequently Asked Questions by parents). - Give time for people to vent their concerns and provide answers, if possible. - Advise that you will all be available at the end of the meeting for 15 minutes if anyone has any further concerns or questions. Appendix 8 LETTER TO PARENTS (1) (Sample letter in the event of a tragedy) Dear Parents, The school has experienced (the sudden death, accidental injury) of one of our students. We are deeply saddened by the death/events. (Brief details of the incident, and in the event of a death, perhaps some positive remembrances of the person lost) We have support structures in place to help your child cope with this tragedy. (Elaborate) It is possible that your child may have some feelings that he/she may like to discuss with you. You can help your child by taking time to listen and encouraging them to express their feelings. It is important to give them truthful information that is appropriate to their age. If you would like advice or assistance you may contact the following people at the school. (Details) Yours sincerely, LETTER TO PARENTS (2) (Sample letter requesting consent for involvement of outside professional/s) Dear Parents, Following the recent (tragedy, death of X) we have arranged professional support for students in school who need particular help. (X ……) is available to help us with this work. This support will usually consist of talking to children, either in small groups or on a one-to-one basis and offering reassurance and advice as appropriate. Your son/daughter has been identified as one of the students who would benefit from meeting with the psychologist. If you would like your child to receive this support please sign the attached permission slip and return it to the school by………………… If you would like further information on the above or to talk to the psychologist, please indicate this on the slip or telephone the school. Yours sincerely, ………………………………………………………………………………………. I/We consent to having our daughter/son met by a psychologist employed by Dublin & Dun Laoghaire E.T.B. I/We understand that my daughter/son may meet the psychologist(s) in an individual or group session depending on the arrangements which are thought to be most appropriate. Name of student: Class/Year: Date of Birth: I would like my daughter/son …………………………… to avail of the support being offered by the psychologist. Signed………………………………………(Parent/Guardian) Appendix 9 RESOURCES FOR SCHOOLS INTO/Ulster Teacher Union (2000). When Tragedy Strikes: Guidelines for Effective Critical Incident Management in Schools. ASTI (1997). Guidelines for Schools on How to Respond to the Sudden Unexpected Death of a Student. City of Dublin VEC Psychological Services. Coping with a Major Crisis. City of Dublin VEC Psychological Service. When Something Terrible Happens… County Dublin VEC, Psychological Support Service Critical incident Management information Pack (Counsellors Networking Day, Marino institute May 2006 Pat Donnelly, Barnardos (2002). Someone to Talk To: A Handbook on Childhood Bereavement. Luke Monaghan (1999). Suicide Bereavement and Loss: Perspective and Responses. Siobhan Foster Ryan and Luke Monaghan (2001). Echoes of Suicide. The Irish Association of Suicidology, National Suicide Review Group (2002). Suicide Prevention in Schools: Best Practice Guidelines. William Yule and Anne Gold (1993). Wise Before the Event. Coping with Crises in Schools. Pub. Calouste Gulbenkian Foundation. Available from Solas, Barnardos Christchurch Square, Dublin 8. Death – Helping Children Understand. RESOURCES FOR CHILDREN Perkins and L. Morris (1991). Remembering Mum. Pub. A & C Black (Children under 7 years). J.M. Krementz (1991). How It Feels When a Parent Dies. London: Orion Children’s Books (age 7 – 11). S. Wallbank. My Father Died and My Mother Died. Cruse – Bereavement Care (11 years –). Judith Bisignano (1991). Living with Death (A Workbook for 12 – 15 year olds). Pub. Good Apple, USA. Noirin Hynes and Margarita Synott. Death and Dying: A Resource Pack. Available from the Marino Institute of Education. RESOURCES FOR PARENTS Helen Fitzgerald (1992). The Grieving Child – A Parent’s Guide. Pub. Simon and Schuster, New York. Christy Kenneally. Sorry for Your Trouble – Helping the Bereaved (a tape). Allison Wertheimer. A Special Scar: The Experience of People Bereaved by Suicide. Pub. Routledge, London 1991. Sharry, John & Reid, Peter & Donohue, Eugene (2001). When Parents Separate: Helping Your Children Cope. Pub. Veritas Publications, Abbey Street, Dublin.	http://www.riversdalecc.com/cir-plan/
In order to deal fairly and transparently with incidents of poor spirit, overly aggressive play and other problems, this discipline policy has been developed for MissUC league teams and players. The overriding objectives are to maintain a fun & safe atmosphere at all games and to maintain good relationships with our field providers and the public. Participation in a MissUC league or tournament signifies acceptance of this policy. This policy complements the “Code of Conduct” and applies whenever you are representing MissUC, which means the whole time you are at the playing field — before, during & after your game. There are several guiding principles. First, when discipline is warranted, the actions undertaken must be objective, noticeable & timely. This means that incidents will be investigated & resolved as quickly as possible and if sanctions are applied, they will be available to everyone concerned. Second, teams are collectively responsible for the actions of their members and, if warranted, sanctions will generally be applied to the whole team. This means that each team captain should choose his/her teammates with care and ensure that all are aware of the “Code of Conduct”. Repeat offenders will be dealt with more harshly than first time offenders given their full awareness and understanding of the implications. Third, very serious incidents, as specified below, will result in immediate expulsion. Captain’s Responsibilities - Team captains must: - bring the captain’s handbook to each league game - know the rules of Ultimate and bring the rulebook to each game - understand the MissUC policies outlined here and ensure that their teammates are aware of them - meet with the opposing captain before each game to clarify rules (captain’s clause) and other issues which may become problems - take action immediately to defuse the situation upon becoming aware that tensions are rising - in their absence, appoint a Co-Captain to administer the above responsibilities - It is the responsibility of team captains to report incidents of poor spirit and dangerous play to their league convenor (tournament director) as soon as possible using the on-line “Incident Report” (in-person). Unreported problems will not be investigated or resolved. Poor Spirit & Dangerous Play - Offensive and/or unsportsmanlike conduct, (e.g. taunting, name calling, swearing, issuing threats) will not be tolerated. Overly aggressive and/or rough play (e.g. intimidation, charging into stationary players, repeated fouls) will not be tolerated either. If reports of such behaviour are received and found to be valid, the following steps will be taken: - First report– player and/or team receives a formal written (or email) warning - Second report– player and team receive a second warning and the game in which the incident occurred is forfeited - Third report– player and/or team is suspended from MissUC league(s) and event(s), per the discretion of the Executive Director. Player and/or team can also be expelled from MissUC by a special meeting of the general membership, as called by the Board of Directors. The names of players and teams expelled will be listed on the MissUC website. Note: Multiple reports are a guideline indicating MissUC’s assumption that players can be offered the opportunity to improve their fair play. However, the Mississauga Ultimate Club reserves the right to suspend or expel a player or team from the Club (league) without prior reports, warnings and without a refund. - Anyone who throws a punch or is involved in a fight, whether as instigator or in retaliation, will be suspended from the Club (league) immediately without refund and considered for expulsion. Additional sanctions may be applied to the instigator’s team. - Dangerous Play may also include the playing of a game with an exposed and bleeding wound. Failure to leave the field and properly bandage the wound before returning is considered dangerous play. Furthermore continued play after a serious injury (i.e. large cuts, shortness of breath, heavy blow to the head) with the expressed concern of teammates and opponents, is also considered dangerous play. Public Conduct - Any team or player(s) involved in an incident, which jeopardizes or results in the loss of MissUC field permits or partnerships, will be suspended from the Club (league) without refund and considered for expulsion. Such incidents may involve complaints by the public in regards to improperly parked cars, excessive noise, drinking alcohol, loose dogs, rudeness, and urinating in public. - The consumption of alcohol and recreational drugs is NOT allowed at the fields, whether before, during or after a game. Any team involved in such an incident will be suspended from the Club (league). Repeated incidences will be considered for expulsion. - Be considerate of the playing field. For your team’s safety, pick up all trash before the game, especially shredded cans, broken bottles & sticks. Before leaving, make sure that both teams have cleaned up their sidelines and “stooped & scooped” (if appropriate). - Teams which play on an unauthorized field will be suspended for one game on the first offence and expelled from the league on the second offence. Regardless of whether or not MissUC has obtained a field permit, you are playing on an unauthorized field if: - the ground is so soft/soggy that playing will ruin the field; or - the league convenor has officially cancelled the game in accordance with the rain policy; or - the property owner has prohibited MissUC from using the field or green space. League Issues - Default: Teams that default twice in a season without reasonable notice will be suspended from the league without refund. To avoid a default, it is merely necessary to notify the opposing captain in advance that you cannot field a full team for the game and ask to reschedule it at a later time. Definition of Terms - Suspension: a player or team that is suspended will not be eligible to participate in any MissUC leagues, events, or programs for a period of time as defined by the Executive Director and/or Board of Directors. Should the time period extend to the end of the membership year the suspended player or team must seek Club approval to renew their membership. - Expulsion: a player or team that is expelled is no longer eligible to participate in any MissUC leagues, events, or programs.	https://www.missuc.ca/discipline-policy/
Ms C removed her child from school and requested a transfer to a new school as she was concerned about the impact of the school environment on her child's wellbeing. The school raised concerns about her child's absence and scheduled a meeting to discuss this. Ms C subsequently found out that the school nurse had contacted her child's GP to request information just before this meeting and a report had been faxed to the school. Ms C complained that the head teacher inappropriately made this request. In particular, the GP records stated the requested information was required for an inter-agency meeting with child protection concerns involved, when the meeting did not involve other agencies and there were no child protection concerns. The council said the request was made by the school nurse who only asked the GP practice if someone could call the school to discuss if there was anything in the child's medical history relevant to concerns about their ongoing wellbeing and absence from school. The council said there were no child protection concerns but it was not possible to seek this information from Ms C as she refused to have any contact with them. However, when we asked for evidence of the lack of communication, the council acknowledged that in fact Ms C did have contact with both the school and council officers during this period. After investigating these issues and reviewing the records from the school and GP we found that although it was clear that inaccurate information was received by the GP about child protection concerns, it was not clear that this was due to the actions of the head teacher and we did not uphold this aspect of Ms C's complaint. However, we were critical that the council did not make any record of the request for information and did not inform Ms C or the child about this. We also found failings with the council's complaints handling. Recommendations We recommended that the council: - take steps to ensure that decisions to seek sensitive information about a pupil are adequately recorded and the pupil and/or parents are consulted (unless there is a clear recorded reason for not doing so); - apologise to Ms C and her child for the failings identified; - remind staff of the definition of a complaint in their complaints handling procedure; - review their complaints handling tools to ensure staff are prompted to identify relevant evidence when planning an investigation; and - audit a sample of recent correspondence to ensure that correspondence meeting the definition of a complaint is being handled under the correct process.	https://www.spso.org.uk/decision-reports/2016/december/decision-report-201507576-201507576
Conflict Resolution for Student Employment Issues If you believe that you have been discriminated against or harassed because of your race, color, sex, religion, national origin, sexual orientation, disability or age, you should seek out the advice and assistance of the Human Resources Office. Conflict Prevention You may be able to reduce or prevent conflict by setting up a good dialog with your supervisor. Keep your supervisor informed about your work progress along with any other issues that may arise during your work experience. In addition, make sure that you understand your supervisor's expectations by asking questions when things do not seem clear so that you can determine if both you and your supervisor are in agreement. Sometimes conflicts are inevitable, and we recognize that there is a power differential between a supervisor and an employee. If you have difficulty with the process outlined below, you can meet with the office of Student Employment, the CARE Team, or the Campus Grievance Officer to discuss your options and to get some coaching on how to work through the conflict resolution process. Conflict Resolution In the event a student employee feels unjustly treated with regard to pay, termination, or other employment-related circumstances, that student should follow the steps outlined below: 1. First, seek recourse directly with your supervisor. Be clear about your concerns and the desired outcome you would like to have. Below are some sample questions to help you clarify the situation before meeting with your supervisor. - Describe the incident in as much detail as you can. Dates of specific events are helpful. - How did you feel about what happened - at the time and now? - What was not acceptable to you about that interaction or situation? - What outcome would you like to have? - What are you willing to do to create an outcome that you would prefer? This step must be completed within 30 days. Your employer has 5 working days to respond to your concerns. Support for Step 1 is available through the Student Employment Office: - We can review your preparation and ensure you understand how to proceed in the meeting with your supervisor. - We can identify an advocate to help you prepare for your meeting with your supervisor. - We will review the conflict resolution process with you and make sure you understand the options available to you. - We can arrange for a facilitator for this meeting. 2. If you are unsatisfied with the meeting with your employer, you may ask the Associate Director of Student Employment/Financial Aid to review your case. This request must be made within 30 days of following Step 1. The Associate Director will ask you for: - A written summary of your concerns and events pertaining to them along with your desired outcome. - A meeting with you and with your employer, either separately or together, depending on your preference. Based on the information presented by the student and the employer, the Director will conduct and investigation. The Associate Director will attempt to seek a mutually agreeable solution. If needed, the Associate Director may refer your case to the Grievance Officer. Investigation procedures When appropriate, the Associate Director of Student Employment/Financial Aid will conduct an investigation. An investigation consists of the following components: - The Associate Director of Student Employment/Financial Aid will talk to all stakeholders or other persons with information. - Information will be shared with parties in conflict as appropriate, so that those involved can make decisions. - Records and/or notes of information collected in an investigation are destroyed when the conflict is resolved or moved to another step in the process. 3. If a mutually agreeable solution or decision cannot be reached with the support of the Associate Director of Student Employment/Financial Aid and/or the Grievance Officer, the case may be referred for a hearing board or to binding arbitration. These options may be arranged by the Associate Director of Student Employment/Financial Aid at the request of the student employee. Information on Grievance Procedures and how they work may be found in the Rights and Responsibilities booklet available form the Office of the Vice President for Student Affairs, or on line at http://www.evergreen.edu/policies/policy/studentemployeegrievanceprocedure. Decisions of hearing board or arbitrator are final. Support Persons Either of the parties may choose to have a support person present with them during any or all of the meetings. The support person does not speak during the meetings; their role is to strictly provide support to the person with whom he or she came. In the case when a support person will be present, the Associate Director of Student Employment/Financial Aid must be informed in advance of the scheduled meeting so that the other party or parties to the meeting can be informed of the support person's presence in the meeting Confidentiality As with all negotiations that rise to the level of intervention it is appropriate to keep the situation confidential. This includes not discussing or complaining about the situation to others outside of the situation and not having external discussions of the meetings or conversations while a mutually agreeable solution is trying to be reached.	https://www.evergreen.edu/studentemployment/conflictresolution
A Simple Message of Thanks As we get ready to celebrate Thanksgiving here in the United States, my mind focuses on gratitude. The holiday centers on giving thanks for all we have, and many families come together with friends and loved ones to share a bountiful feast. Some families will even go around the dinner table and have each guest say what they are thankful for. It’s a great exercise to take a moment and reflect on who and what we are grateful for in our lives. I juxtapose this with another thought: Eulogies. My mother attended the funeral of a dear friend of hers last week and she told me about the eulogy that her friend’s daughter gave. She mentioned how touching it was and how it encapsulated her friend’s life and spirit so well. But it made me think: Did her friend know how everyone felt about her? I often feel like we say all these amazing things about someone after they have died, but we fail to say these things to the person when they are still alive. But if I really want to get into the spirit of Thanksgiving, I need to express my gratitude to the people in my life right now while they are still with me. You can do this yourself with the people in your life, in particular with your mentee or mentor. When it comes to your mentoring relationship, do you tell your mentee or mentor the things you are grateful for that they have brought to your life and the relationship? Do you take the time to share specific examples of what it is about your mentee or mentor that makes you thankful to be in this relationship with them? Do you express how they have impacted your work and life? Taking the time to explicitly state why you are grateful to be in this mentoring relationship with your mentee or mentor can be a great conversation starter. It can also help build more trust and rapport between you as you openly express gratitude. People tend to feel closer to one another when they open themselves up a bit and express genuine emotions. That can play a key role in forging a solid foundation in your mentoring relationship. Conversation Starters Here are some conversation starters you can use with your mentee or mentor to begin expressing your gratitude. - I am grateful for… - I appreciate when you… - I find it very helpful when you… - I value you and try to show you by… - Your partnership with me means… - Our conversations help me… - Your personality/attitude/insights/experience/openness helps me… - This relationship has given me… You can also ask questions of your mentee or mentor to start a dialogue about gratitude. Be prepared to explain your thoughts and feelings based on how they respond. - Do you know how much your partnership means to me? - Do you know how much I value you? - Do you realize how easy you make it for me to open up to you about challenging topics? - Do you know how much I appreciate the way you listen to me? - Do you know how much value I get from our conversations? Get more tips on having productive mentoring conversations in this webinar. Expressing genuine gratitude can strengthen your relationship. It can also help build character as you strive to show appreciation, as well as give you a renewed sense of commitment to your mentee or mentor. And while gratitude may be on our minds around Thanksgiving, it is truly a year-round endeavor we should all take part in. In fact, I’ll start. I am so grateful to you for reading my blog, for looking to me for answers about mentoring issues large and small, for trusting me to provide relevant and interesting advice, and for walking with me on this learning journey. Your willingness to read what I have to say makes me want to work that much harder to provide you with something valuable. I sometimes share stories about my family and my life as a mom to a child with special needs. While I know not many of you may relate to my experiences, I appreciate your interest and support, as well as your open hearts and minds. Having you as a part of this mentoring community at River means a lot to me. Thank you.	https://www.riversoftware.com/mentee-mentor-advice/expressing-gratitude-in-mentoring/
How can I take part in this program? You will be selected to participate in TRIEC Mentoring Partnership because you expressed an interest in being mentored, and because you meet the eligibility criteria for the program. (See below) What are the criteria for taking part in this program? You can register to be mentored through TRIEC Mentoring Partnership if you: - Are legally able to work in Canada; - Have lived in Canada for less than five years; - Have the English language skills to perform effectively in the workplace in your field; - Have post-secondary qualifications equivalent to a College or University degree; - Have a minimum of two years of international work experience in your profession; - Have limited or no Canadian work experience in your profession; - Are currently unemployed or underemployed (i.e. you are not working in your field of expertise) What's my role as a mentee in the program? As a mentee, you are responsible for your own job search and being an active participant in the mentoring relationship. This includes making sure you keep in touch regularly with both your mentor and coach throughout the program. You are expected to act on advice and connections provided by your mentor. Will my mentor find me a job? The mentor’s role is not to find their mentee a job. Their role is to offer you to occupation-specific networks and advice. Mentors can provide you with guidance on how the hiring process works in many companies in the GTA, and may be able to help you prepare for an interview. They will be able to discuss with you the differences between hiring processes in this country and in other countries you have lived in. They will help you understand work culture in Canada. How long is the mentoring relationship? How many hours a week is involved? The time commitment is 18 hours during a three-month span. This works out to approximately 1½ hours per week. However, you and your mentor will decide how many hours you spend together each week or month. In addition to your meetings with your mentor, you are expected to conduct job search activities throughout the period of the mentoring relationship. Your coach will support you with this. Do I meet with my mentor in person? We recommend that you meet in person, especially for the first few meetings. However, there will be times when online or phone communication will be more convenient and/or effective for both of you. Will I need any training or support before I register for the program? Before you are matched with a mentor, you will need to take part in a job search program which will teach you the basics of how to find a job in the Canadian market. You will also be asked to participate in workshops on resume writing and interview skills as part of the training at the Community Partner organization where you were originally screened. What kind of support will I get during the mentoring relationship? Before you start meeting with your mentor, you will be provided with resources and an invitation to take part in a mentee orientation session to learn more about your roles and responsibilities. Both you and your mentor will have access to online resources to guide you through your partnership. These mentoring tools offer tips for mentors about how to best coach their mentees. They also contain information for mentees to help them in their job search. You and your mentor can choose which tools will work best for both of you. All mentors and mentees are also supported by a mentoring coach based at a participating Community Partner organization. Their role is to support you throughout the entire time you are being mentored and respond to your questions and concerns. The coach can refer you to other resources, services and supports to help you in your job search, and troubleshoot or provide advice if any problems come up. How do I get a mentor? Mentoring coaches from a Community Partner organization will match you with a mentor based on information about your occupation. Mentors are not involved in the matching process. If you do not feel that the match is right for you, please let the mentoring coach know as early as possible in the relationship. How do I know who my mentoring coach is? The coach who first assessed you for the program will become your mentoring coach. They will be your contact person for questions, comments or concerns while you are being mentored. Can I be mentored through the program more than once? No. Mentoring is only available to participants once. However, after you have completed the program as a mentee, we’d love to see you come back as a mentor, and share your experiences with another newcomer! How can I make the most of my mentoring experience? Open communication is the key to any good relationship. Throughout your time with your mentor, you should be speaking to them about whether or not you are fulfilling the goals you both set out at the beginning. You will also be asked by your mentoring coach to provide feedback on your progress and experience. What happens if I don't get along with my mentor? It is normal that not all relationships will be perfect. If you find yourself in a situation where conflict or any other problem has developed, please contact your mentoring coach. The coach will work with you to resolve issues. If you and your mentor are not right for each other, the coach will end the mentoring relationship early in the relationship and match you with another mentor. Why do I receive surveys from TRIEC Mentoring Partnership?	https://www.mentoringpartnership.ca/faqs/mentee-faq/
The School of Agriculture and Food Graduate Mentoring Program aims to provide students with the opportunity to develop a greater understanding of the Australian agriculture sector and food industry through connecting with industry experts. About the program The program focuses on Masters students, their engagement with alumni and industry, mentoring related to their career goals and development, as well as laying a foundation for a lifelong appreciation for the value of mentoring. Eligible students include domestic and international students studying agricultural sciences, food science or food packaging and innovation. Why mentor? Mentoring is often a rewarding experience and a chance to reflect on your own journey, skills and knowledge. Those involved in the program have said that the relationship with their mentee helped them to remember what it was like to be a student, reflect on the value of diversity in the workplace and reconnect with their own professional networks. Some of the benefits of mentoring are: - Enhance your coaching and leadership skills - Extend your professional network - Help to shape the future of your profession and community - Connect with the next generation of graduates - Support your mentee to identify and achieve their career goals and develop confidence - Reconnect or develop closer links with the University of Melbourne. Matching process When applying to the program, both students and mentors submit mentoring preferences that are taken into consideration when matching participants. Program structure - The program runs from June to October - The frequency of meetings is negotiated between the mentor and mentee in the initial meeting - Participants meet at least three times over the course of the program - Students are responsible for the relationship and will initiate contact - Meetings can take place where and when it is convenient for you (online or in person) - Option to extend the relationship beyond the official end of the program. What should I expect from my mentee? We require mentees to demonstrate their commitment and interest in the program prior to matching them with a mentor. Students must participate in a preparation workshop where they discuss their career goals and are asked to consider topics to discuss with their mentor. Mentees: - Take responsibility for identifying and achieving their own development goals - Listen, clarify and reflect back - Commit to the mentoring process, including agreed meetings and time commitments - Initiate meetings with the mentor, manage meeting dates and times and set the agenda for the partnership - Be open to and appreciate different perspectives - Learn how to find their own solutions - Be prepared to be challenged and take opportunities presented by their mentor - Respect confidences The mentor’s role Mentors empower students to make positive changes in their lives. The role of the mentor is to work with the mentee to identify where they need greater insight and understanding. Mentors need to be open to sharing their personal experiences and knowledge Mentors: - Support mentees in discovering and defining their own development needs - Share expertise and experience to help mentees develop their talents - Provide a safe space for mentees to raise and talk about their issues - Help mentees reflect on their beliefs, thoughts, feelings and behaviours - Open doors to new opportunities and relationships, providing exposure and visibility. Key dates: - Mentee applications open on 20 April 2022 - Mentor applications will open on 12 May 2022. - All participants will be notified of the outcome of their application in late June 2022.	https://fvas.unimelb.edu.au/study/graduate-mentoring
During my early days as a social entrepreneur, I had a business partner from UK. She often spoke about her weekly mentoring sessions with one of her directors at her previous job. In a way I felt, her mentoring was one thing that kept her motivated and on track. I was a bit sad that the concept of mentoring did not even exist here in India. Whenever I was stressed about work and wanted to share how I feel about certain things with friends and family, I would get typical reactions like – ‘Business is not for women’ or ‘get married first and then you can do all this social work'. In a world where there are only two career paths, service or business, social enterprise was always perceived as social service. I did not want to worry my mother with the issues I faced bringing my social enterprise to life. I often felt alone and without a guiding support. So one can understand how happy I would have been when I got a mentor in Mukesh Deshpande, Director, PwC India, through SSE India’s Social Start-Up Fellowship. While we were in the same region, we were still not able to meet regularly. So Mukesh made it a point to come online early mornings - a day every month to spend time to hear me out and discuss any challenges that I face. I have reached out to him for opinions on various issues such as my business model, marketing strategy, my relationship with my co-founder, etc. He never gave me answers but asked questions. His questions were simple yet thought provoking which led me to solve my challenges at work. When asked for, I also received constructive feedback from him. All I had to do was to ask. The second half of the past year was a challenging time. My business partner and I were undergoing a transition from a legal entity towards a social enterprise to ensure it created a better social impact. Mukesh, of course, offered his expertise but also connected me to the right people in his network. For me, that was a great sign of his commitment in supporting me and my enterprise. I found that the mentoring experience provided me with a strong support system to grow both personally and professionally. I’d like to express my gratitude to Mukesh for being a mentor in this journey of mine.	https://www.pwc.in/pwc-india-foundation/my-experience/my-mentor-was-a-strong-support.html
I serve on the board of Virginia Mentoring Partnership. Our mission is to provide educational services to existing and developing mentoring programs to increase the number and quality of mentoring relationships for children and youth in Virginia. While preparing materials for National Mentoring Month, which is the month of January, our board also discussed a highlight of the month — Thank Your Mentor DayTM, which is celebrated tomorrow. It’s a day to reach out and thank those individuals who have encouraged and guided you. I’ve been blessed throughout my career to have several mentors. I also mentor and have participated in several communications mentorships through the Richmond chapter of PRSA. Thank Your Mentor Day promotes four ways to honor your mentor, including: - Contact your mentor directly to express your appreciation; - Pass on what you received by becoming a mentor to a young person in your community; - Make a financial contribution to a local mentoring program; and - Write a tribute to your mentor for posting on the “Who Mentor You?” website. A mentor is described as a wise and trusted counselor or teacher or an influential senior sponsor or supporter. Who has mentored you and how have they impacted your life?	https://cynthiapricecommunique.com/2012/01/25/have-you-thanked-your-mentor/
One of the best ways to kick off the New Year, besides goal-setting, is to practice thankfulness for the positives in your life. What better way to put that into action than by giving thanks to the mentors who have influenced personal and professional growth? January is National Mentoring Month and, more specifically, January 21st is Thank Your Mentor Day. Mentoring has been proven to have positive effects, especially on young people. According to Mentoring.org, young adults who were at-risk for falling off track but had a mentor are: - 55% more likely to enroll in college - 78% more likely to volunteer regularly - 90% are interested in becoming a mentor - 130% more likely to hold leadership positions. Imagine for a moment where you would be without your mentor. Now, thank them. Thank Your Mentor Are you struggling with what to say or how to say it? Here are some questions to help you gather your thoughts and a handy template to get your thank you letter started. Mentor Thank You Note Brainstorming Questions: - How did you and your mentor spend your time? - What is your favorite quality about your mentor? - What are the top three ways your mentor has made an impact on your life? - Did your mentor open up new doors for you? If so, how? - How does your mentor inspire you to continue to grow? - What do you admire about your mentor? - Where would you be without your mentor? Mentor Thank You Note Template: Dear ________________________, I want to thank you for all you have taught me about _______________. Your guidance and knowledge in _______________ have been extremely helpful because________________________________________. My success in __________________________ was undoubtedly influenced by the time you have invested into my growth. Words cannot express my gratitude for your belief in me. If we hadn’t of met I would not have ________________________________. You gave me the confidence to ___________________________. My favorite thing about having you as a mentor is _______________________________. The most impactful thing you have taught me is __________________________________. Once again, I thank you from the bottom of my heart. You have forever changed my life for the better. I hope pay it forward by mentoring someone and making a positive impact on their life, just how you have on mine. Thank you, again, for your time, support, guidance and abundant patience. Sincerely, ___________________ Lastly, if you wanted to thank your mentor in a way other thank a thank you note, check out ten ways to show your appreciation by clicking here. Get a Mentor if You Don’t Have One Author and Speaker John Shufeldt has a deep passion for mentoring. John always wished he had a mentor when he was younger because he admits he could have used a swift kick in the rear end or pat on the back when necessary. He takes partial blame for not having a mentor because he never looked for one; however, he also advocates for people to seek out others to mentor. John wants people to understand they have a responsibility to search for a professional they would love to learn from. Once a mentor is found, these ten questions can help build a basis for a great relationship. Mentor Someone if You’re Not Already The best thing to do is jump feet first into mentoring, even if they are nervous about being partially responsible for another human’s course of action. People will be surprised at how much a mentee will actually teach the mentor. It really is self-serving to mentor someone, in the best way possible! Become a mentor and a mentee for the sake of lifelong learning. We would love to hear from you! What is your favorite thing about having a mentor or being a mentor?	http://www.ingredientsofoutliers.com/thank-you-mentors/
In Part 1 of this article last month, we focused on the mentor and what it means to serve in that capacity. Let’s continue the conversation this month from the mentee’s perspective and consider ways to develop a meaningful relationship. When people collaborate, ideate, experiment, share stories and have thoughtful conversations about their dreams and aspirations, remarkable things happen. Before they decided to collaborate, however, what do you think happened? They had a conversation. Made an agreement. Ultimately, they both said, Yes! Yes to the shared experience of developing a relationship rooted in trust and understanding. Yes to gathering and creating something innovative, cutting-edge. And, as one of my fantastic family members reminded me — yes to being available, accessible and committed to helping one another. Mentors elevate our thinking and conversation simultaneously. By lifting our thinking, we move beyond binary choices and forward to the short- and long-term impact of our work and decisions on ourselves, family, community and the world. I enjoy storytelling and weaving together contextual elements so the person I’m speaking with can appreciate the content. I am inquisitive and also enjoy generating ideas. My mentors bring their ideas to our discussions because I supply them with information prior to the gathering. They have taught me the value of seeing things from a higher altitude. Our best discussions happen when I have an open mind and consider multiple possibilities. Suggestion: Be ready to elevate the conversation with your mentor by focusing on the impact of your work and decisions. Here’s why: Having wide open, circular conversations about random situations or minutiae is not productive or helpful to your personal or professional growth. It also wastes your mentor’s time. Time is valuable, and your mentor’s time is limited. What can you do to make your investment of time more effective? - Approach your discussion with considerable thought. Preparation is required. - Be specific. Let your mentor know why you are seeking their guidance and the amount of time you would like to spend on your conversation. - Establish expectations and a guide for your discussion. - Honor each other’s time. By following these steps your thoughts will be organized, and the conversation more fluid. Likewise, your mentor will be prepared and able to curate some ideas and questions in advance. The mentor may also help you chart the course and provide advice to avoid potential pitfalls. Another important piece to having a meaningful mentoring relationship is to find a way to express gratitude. Perhaps you pay for coffee, tea or a meal. That’s generous, unexpected and has immediate impact. Another way to express gratitude: A simple, well-timed, handwritten note will go a long way, and it costs little but still has incredible meaning. The impact is great because we’ve become accustomed to other forms of communication such as email, text, social media, etc. When we receive something hand-delivered or in the mail, it’s a nice surprise! Allow me to share a story. Recently, I was asked to participate in an interview for a graduate school project on talent and human capital and how that relates to a role this person aspires to in the future. The interviewer stated the overall expectations of the project, and we began our discussion. I was grateful for the opportunity to share my insight. The interviewer expressed his gratitude by thanking me before we got started and again at the end of the call. I had no other expectations. Imagine how shocked I was to receive a beautiful handwritten note that he personally delivered during an event we both attended. That simple yet impactful act blew me away and made me smile! Social media DMs are a good way to communicate. Texts are quick, informal and helpful when on the go. However, handwritten notes are superstar awesome! To recap both articles, mentors and mentees must be authentic, honest, curious, available, accessible, collaborative contributors, and they must honor one another’s time. As a mentee, it is also a good idea to express gratitude for the mentor’s time and commitment. No matter how you decide to thank your mentor, make sure you do so in a meaningful way. Share your comments with me on LinkedIn using #MPIPotomac #eventprofs #meetingprofs #mentoring.	https://www.naylornetwork.com/pmp-nwl/articles/index-v3.asp?aid=557687&issueID=64603
Mentoring engagements are a great way to gain professional development. In my own career, I have been the recipient of some wonderful mentoring. Like myself, many individuals are looking to develop their careers. Often, turning to a mentor as a source of knowledge, experience, advice, guidance, and insight, a decision that changes the trajectory of your professional life. But making a mentoring relationship work is not easy, but it doens't have to be uncomfortable. I have learnt during my time working as an HR practitioner across Ghana, Africa and Europe that mentoring can be a huge benefit to those who receive it, those who mentor and organisations as a whole. It was my own experiences with speaking to early-career HR practitioners looking for assistance that led me to conceive the HR Mentoring Programme back in 2017. In this article I share: - Why I started the HR mentoring programme - Three of the best strategies for running an effective mentoring programme Why I started the HR Mentoring Programme. Towards my senior leadership as HR Director, Regional Head of HR in Africa, and Ghana specifically, I have been approached by colleagues - young and old for career advice - spanning different aspects of professional life. From these experiences, it has become clear that many HR practitioners in Ghana, especially those working alone and reporting directly to the General Manager, feel isolated and don’t have the necessary support to carry out their role effectively. This was an experience that I could very much relate to from my early years as a practitioner. As more HR practitioners approached me, I realised an opportunity, not only to share my knowledge and experiences - but a chance to give back to the HR profession, I began to do some research. It became apparent that many HR professionals struggled to find the support necessary to take on challenges, navigate relationships, and ensure that they were giving balanced and sound advice. Many felt that they were dealing with difficult, and challenging senior management, and had nowhere to turn. HR practitioners experience several issues in the day-to-day execution of their roles, not to mention - the popular view of HR as a “nice” function that business “should” have, rather than a key tool for ensuring corporate success by shaping and influencing employee behaviour and corporate culture. Faced with this reality, and acutely aware of the limitations on my own time, I began to brainstorm ways to effectively transmit the wealth of knowledge and experiences I had gained navigating a career’s worth of HR related issues to these practitioners. That’s when I had the idea to create the HR Mentoring Programme - a year-long mentoring programme that would equip HR practitioners, with skills, tools, resources, and advice to enable them to provide enhanced HR outcomes for their respective organisations and develop their careers. My aim was to bring together and provide a support system for the future of HR professionals in Ghana. “Mentoring builds trust and creates a safe environment for honest feedback and unbiased career development advice” - Irene Asare I didn’t want to just run another training programme and leave the mentees without any support in implementing their actions; so I turned to other experienced practitioners in Ghana - calling up friends and colleagues. These practitioners were invaluable resources. Over the course of a year, we ran regular training programmes, as well as monthly resource sessions - led by industry practitioners. In addition, we assigned mentors to each of the 25 mentees that were accepted to the programme, giving them invaluable one-on-one support that many felt they lacked in their organisations. The programme proved to be successful with numerous mentees. And it was definitely one of the most fulfilling things I have done in my career as an HR practitioner. Since the conclusion of the programme, many participants have reached out to me to express their gratitude for giving them the platform to learn, develop, and grow in their profession. Initially, I was unsure about the appetite for a programme like this. However, the mentees responses let me know that HR practitioners across different organisations required support that they can’t always readily access in their organisations. Additionally, running the HR Mentoring Programme helped me realize the importance of professional mentoring relationships; especially their ability to contribute to human professional development. Next, I share 3 key insights to help make any mentoring arrangement more fruitful. 3 key principles for running an effective mentoring programme Designing a proper mentoring programme is important - a badly designed programme drains the energy of both the mentor and mentee. To make sure that your mentor-mentee relationship is an effective one, with long-lasting impact, here are three key principles to implement: (1) Be Reflective - - As a mentee - It is important to take time out to reflect on yourself. A potential mentee must do some soul searching. Ask yourself, with regards to your job (profession), what would you consider your strengths to be? What would you consider your weaknesses? What are some of the skills you would like to learn? What are your short-term, medium-term, and long-term career ambitions? This exercise aims to give a clear idea of the areas that you’d like to develop. This way you are more likely to find a mentor that will be a good fit for the specific skills/areas of development that you are looking for. - As a mentor - Why are you choosing to mentor somebody? What mistakes or setbacks have you experienced in your career that you wish somebody more senior would have warned you about? What mark do you want to make on an ambitious professional’s life? (2) Set SMART Goals - Before engaging in any mentoring engagement, both mentor and mentee should establish SMART goals. Setting clear, and explicit goals is a great way to provide direction, and a clear focus to your mentoring engagement to ensure that you get the most out of it. SMART is an acronym for Specific - Measurable - Achievable - Realistic - Timely. - Specific - Setting specific goals at the beginning and throughout your mentoring engagement is key. By making goals simple and specific, one is more motivated to achieve them. Let’s look at an HR example. Rather than a goal like “Gain a promotion to HR Director”, a better goal would be “study and gain the knowledge and skills required to be able to present a co-ordinated HR strategy for my company; which will improve the company’s HR outcomes”. A good rule of thumb when developing goals and seeking specificity, it to ask yourself the 5 W’s: - What - What is it specifically that you are trying to achieve? Make sure to be as detailed as possible with your response. - Why - Why is it that you want to achieve this goal? Or asked another way: Why is this goal important? - Who - Who will you need to accomplish this goal? Who will be involved in achieving the goal? - Where - Where will the goal be achieved? - When - When will this goal be achieved by? This helps make goals ‘time-bound”. - Measurable - This relates to the evidence (or metric) that will prove whether or not you are making progress towards your goal. This makes goals more real and tangible and offers a focus on where to put your resources. For instance, carrying on our HR Strategy example, a long-term project such as an HR strategy may be broken down into smaller milestones that could be checked for progress. Take your time to think about what would be a good way to measure progress for your selected goal(s). - Achievable - The key to a good goal is that it inspires action. One way to ensure that it does this is to make it achievable. Consider the goal for a moment, and then consider the knowledge, resources, skills, and tools needed to carry it out. Are they something that you can get access to? If they aren’t and getting them will be impossible, it may be time to reconsider your goal. - Relevant - it is important to make sure that your goal is relevant to your ambitions, and your organisation’s ambitions. Aligning them will be with your long-term ambitions and values. - Timely - An end date helps to keep the individual focused on the relevant actions, and allocate resources efficiently. This will also provide a sense of urgency, giving the individual a deadline to focus on and work towards. (3) Be prepared to put in the work. - - Mentees must be ready to put in the work. Oftentimes, mentees are not fully prepared to put in the effort that it takes to sustain a mentor-mentee relationship. That often means that they are not always ready for meetings, are not diligent in meeting milestones, do not follow-up, or follow-through, or aren’t available. Mentoring is a great resource and for those who show up and are willing to engage, learn, probe, take notes, and ask questions, it can be transformational. Try keeping a notebook for your mentoring engagement - take notes on conversations with your mentor, do some extra work, and research what they say. Essentially, make sure you engage them, their knowledge, and their experiences. The more prepared you are the easier this will be. - Mentors should be willing to engage their mentees, challenge them, and provide praise when necessary. As a mentor, your aim should be to bring out the latent excellence that exists within your mentees. By being an aloof or unaffected mentor, you signal to your mentees that you are not invested in their growth. Engagement means being present with your mentee, and regularly replying to their inquiries and offering feedback or advice when they face a seemingly insurmountable task. The success and popularity of the last HR mentoring Programme, has convinced us to run it again this year. Many have experienced life-changing outcomes. In order to be considered, HR practitioners will have to be sponsored by their organisations to be part of this transformational programme. Please read more about the programme here. Sign-Up today, to join us on this transformational journey. To read more about the effectiveness of mentorship as a career development and leadership tool, click here.	https://ireneasare.com/category/blog-articles/
3 Stars – Powerful The true story of Prescott’s Granite Mountain Hotshot team is devastating. The loss of nineteen dedicated firefighters in 2013 was the greatest loss since the 9/11 attacks when our first responders were taken down by the towers. Powerfully told by director Joseph Kosinski, we walk with these men as they become the first municipal fire department crew to become certified as wildfire hotshots. We not only come to care about these men as individuals, but also for their spouses and families when the unexpected shift in wind drove the fire over them. In the final pictures as we see the real men the actors portrayed, we join in their grief and express our honor. Part of the power of the film is the raw authenticity of its portrayal. This is seen most dramatically in the superintendent of the crew, Eric Marsh (Josh Brolin). A flawed and driven man who has turned his early addictions into an adrenalin love-hate relationship with fire, he describes an early experience he still sees in his nightmare. Early in his fire-fighting career he saw a bear on fire running out of the fire and into the dark. Noting this was the most beautiful and terrifying thing he had ever seen, this became the symbol for his life– even down to the bear on his belt buckle. Although we are invited into the lives of the entire crew at some level, there was one particular member who survived because he was sent to another location as a lookout, Brendan McDonough (Miles Teller). McDonough was a young man who was addicted but wanted to change his life when a one-night stand created a daughter. Recognizing himself in McDonough, Marsh allows him to tryout for the crew. This restorative grace becomes a theme around which the film revolves in both men’s lives. Deepening the context of the story is the inclusion of Marsh’s wife Amanda (Jennifer Connelly) and his mentor, Duane Steinbrink (Jeff Bridges). The causes for the unique marriage with Amanda becomes clear throughout the story as does the power of the mentoring relationship. The unique lives our firefighters live in order to protect our homes and cities is difficult. Not only do these people put themselves in harms way, but the impact of the absences and the anxiety of the families are numerous. In this visual tribute, we are reminded to stop and give prayers of protection as well as expressing our gratitude for all they are and do. Discussion: - When Amanda claims that Marsh has exchanged one addiction for another we experience this as a moment of clarity for him. In what ways do you experience a similar exchange in your life or those you love. How do you find clarity? - The need for a mentor who can help us in our personal and professional lives is made clear in Steinbrink’s watching over Marsh. Why do you think Marsh both appreciates and resists this care? - Did knowing in advance the outcome of this true story enhance or deter your appreciation of the film?	https://www.cinemainfocus.com/movie-reviews/2017/11/1/only-the-brave
"Mentors are most successful when they receive thorough training before working with young people and receive coaching and support throughout their involvement." -Massachusetts Mentoring Partnership Spring 2022 Mentor Certificate Training Dates - for new mentoring volunteers: - Friday, February 25, 5:00pm-9:00pm @ PBH If your volunteering has any in-person components, you must attend an in-person training to get the relevant and complete skills and information. This will include discussion of navigating being in touch with a mentee via electronic communication. The mentor certificate is a four hour training course that is mandatory for new volunteers in PBHA mentoring programs, and strongly recommended for new PSN mentoring program volunteers. Volunteers should attend before beginning their mentoring relationship, and need only attend the training once. The training covers: - Stages of the Mentor/Mentee Relationship - Mentoring Activities - Communication Strategies - Safety and Boundaries Check with your program director about the time to register, or sign up individually! Contact Talia Levitt at [email protected] if you have any questions. Register for Mentor Certificate Training here.	https://publicservice.fas.harvard.edu/mentor-certificate
A simple model for getting the most of every mentoring conversation. Mentors are an amazing resource. To maximize the benefits of a mentoring relationship, it’s important to come prepared to every conversation. It’s a way to show appreciation for your mentor and their time and commitment to you. Ultimately, both of you should leave every conversation feeling like it was time well spent. All it takes is a few minutes of thoughtful preparation. Which of these could you ask your mentor? Do you have any to add to this list? What are your favorite mentoring questions? Leave your reply in the comments.	https://thriveglobal.com/stories/25-questions-for-your-mentor/
In the changing National Health Service, there is an increasing awareness of stress related problems in the medical workforce. Mentorship has been shown to help with both stress reduction and adaptation to change. There are recognised difficulties with providing mentorship for doctors but there are ways in which these can be overcome. The medical profession is now considering revalidation, re-certification, and the standards required for these. Perhaps it is also time to consider ways in which mentorship can be provided to support the medical workforce, promote ongoing development and thus improve our ability to care for patients. - NHS, National Health Service - SCOPME, Standing Committee on Postgraduate Medical and Dental Education Statistics from Altmetric.com Request Permissions If you wish to reuse any or all of this article please use the link below which will take you to the Copyright Clearance Center’s RightsLink service. You will be able to get a quick price and instant permission to reuse the content in many different ways. As the National Health Service (NHS) continues to try to adapt to changing pressures, there is increasing awareness of stress related problems in the medical workforce.1 Mentorship has been shown to help with both stress reduction2 and adaptation to change.3 The medical profession is now considering revalidation, re-certification, and standards to promote good medical practice. It is perhaps time to increase the provision of mentorship schemes and thus promote the development of all doctors working in the changing NHS. HISTORY “Mentorship” has perhaps always existed. There are numerous examples throughout history, including the relationship between Telemarchus and the man entrusted with his development, Mentor, who gave his name to the concept. However, the interpretation of Mentor’s role has varied and the description of the role varies in literature from different professions and cultures. Formal mentoring schemes for general practitioners have been established since the early 1990s. Some were primarily for general practitioners4 and others expanded to include them.5 However, the provision of mentoring remains variable and it is not yet available for all, despite this recommendation by the Standing Committee on Postgraduate Medical and Dental Education (SCOPME) report in 1998.6 The essence of mentoring has been defined as a learning relationship5 to help people help themselves.7 This promotion of learning was the primary driver for many mentoring schemes. Yet in practice, the schemes expanded their educational focus to include other issues,4 finding benefits in stress reduction2 and support for doctors at times of change.3 Mentoring has also been seen as a way of helping recruitment and retention,5,8 and underperformance.9 DEFINITION Although mentoring is recognised as being beneficial,9,10 many authors acknowledge the difficulty in defining mentoring.11,12 For doctors the SCOPME description of the process is often quoted.6 “The process whereby an experienced, highly regarded, empathic person (the mentor), guides another individual (the mentee) in the development and re-examination of their own ideas, learning, and personal and professional development. The mentor, who often, but not necessarily, works in the same organisation or field as the mentee, achieves this by listening and talking in confidence to the mentee”—SCOPME 1998.6 A mentor’s role varies with the needs of the organisation13 and an effective mentor may embody a spectrum of roles.3 As mentoring relationships are developmental,5,14 this role may change as the relationship develops. BENEFITS OF MENTORSHIP It has been difficult to quantify the value of mentoring schemes but there is evidence of benefits to the individual, and to the wider network of their family and colleagues, and to patients and the NHS.3 Mentorship allows individuals to maximise their potential.10 But it is not just the mentee who benefits as the mentoring relationship is also described as being beneficial to the mentor. As a knowledge based industry, the NHS could benefit from the promotion of learning, broadened perspectives and improved communication that result from mentoring3; and as mentorship improves work performance,9 personal development and needs based learning,15 it should improve standards of care for patients. CHALLENGES Despite the documented benefits, Freeman13 warns that mentoring faces the danger of being perceived as a panacea for all ills. It is not without problems. Mentoring is an interaction between individuals, and this relationship can become dysfunctional. Long described this when considering the “dark side” of mentoring in 1994.16 In establishing this relationship, the lack of clarity as to what exactly mentoring is does not help the mentee and mentor. Problems can arise because of lack of understanding of the roles16 or the boundaries in the relationship.17 The caring nature of the profession means informal support is often offered to fellow professionals.12 Although beneficial, this may not acknowledge the commitment of the mentor, and as pressure of time makes it difficult for doctors to commit to a mentoring relationship, the few available mentors can risk overload. There is also a risk that mentoring inappropriately becomes personal therapy. Mentoring uses many of the skills needed in medicine, but doctors do not necessarily make good mentors.18 Medical training encourages doctors to solve problems with a diagnosis and a cure, rather than guiding people to their own way of sorting them.13 Mentors should help people address problems, not sort problems for them. Mentors can become stressed by taking the mentees’ problems onboard.2 Mentorship should recognise the relationship between personal and professional life.13 So exploration and challenge of these personal values may be needed to help people move forward. Yet mentors may find it difficult to address such problems.5 It is also difficult to create the balance between support and challenge. There is a risk of producing dependency by providing too much support16 and thus developing a “halo”17 such that the mentee does not question the mentor’s opinions. Mentees can be more sensitive to criticism and their self-confidence can be undermined with negative feedback,13 yet challenge may be needed to help people move forward. Similar personality types find it easier to communicate and establish a rapport, and differences in personality between mentor and mentee can lead to problems.18 However, having a mentor of a similar personality may allow the mentee to remain within their “comfort zone” and more learning might be gained from someone who looks at the world from a different perspective.19 The mentoring relationship can be difficult when a mentor is senior in position, especially if they are involved in their assessment or future career prospects. Juniors can then be inhibited from openly discussing problems.8 However, when there is a different mentor and supervisor, problems can arise from the senior doctor feeling threatened or excluded by a mentoring relationship. Other colleagues may also be jealous of the mentoring relationship.17 Gender differences can cause problems, with over-protection encouraging dependency,16 sexual attraction, and problems from others perceptions of the mentoring relationship. An awareness of the possibility of some problems may be enough to promote recognition and discussion to address them. Making a mentorship ‘contract’ is frequently advocated.13,17 This allows definition of the relationship’s boundaries, reduces confusion about roles and expectations, clarifies commitments including time, and defines the relationship’s objectives. However, making formal contracts may stifle informal support.20 As a minimum, it seems sensible to clarify both participants’ expectations of a relationship. Training for mentors has been recognised as important for successful mentoring.8,21 Freeman13 developed a model to help mentors address both personal and professional issues, and training like this promotes mentors’ self-confidence in tackling problems. The provision of a support group helps mentors share learning and decreases stress.2,5 They also help the mentor stick to agreed roles and boundaries,13 yet many areas lack any formal mentorship support scheme to provide this. Providing mentorship as part of a scheme also provides people with a choice of possible mentors. The provision of information about these schemes could perhaps increase understanding of the potential benefits and could decrease the stigma attached. COULD YOU BE A MENTOR? “Who would voluntarily risk yet more contamination from the distress of others, particularly as these ‘others’ are peers, people just like us, lacking the benefit of being classed as a ‘patient’ and therefore more easily placed at a safe distance from the self”—Freeman 1998, page 42.13 The attributes of a good mentor can be derived from considering the activities involved in good mentorship practice. As a safe trusting environment is needed, a mentor needs to be supportive, compassionate, sensitive to the needs of others, and respectful of their views.2,3 This requires a degree of humility and an appreciation of diversity. A non-judgmental impartial approach is recommended with empathetic listening skills,2 and both verbal and non-verbal communication skills are important.17,22 As feedback is an important part of mentoring, the mentor needs to be tactful and able to both provide positive and negative feedback, and to receive it.17 The experience of being a mentee also helps develop mentoring skills.22 Mentors need self-awareness and a commitment to self-development and learning from their peers.13 They are seen as being wise and experienced,6 with the benefit of the experience of both failure and success.2 They need the motivational skills3,18 and the enthusiasm to help develop others. As mentorship also involves challenge, mentors need the self-confidence and security in their own positions to be able to confront difficulties and employ negotiating skills to resolve them.18 A mentor who is flexible in their thinking is more likely to be able to help others find alternative approaches.22 As well as having the right attributes the mentor needs to be prepared to give time and energy to the task.6 There are few people with all these attributes, but the skills can be developed.13 Mentorship itself is a developmental activity for both the mentor and mentee. The attributes of the mentee also affect the process. Having an acceptance of challenge, a commitment to the mentoring process and a recognition of realistic boundaries and possible outcomes, increase the benefits of the relationship.3 Some businesses with mentoring schemes provide information for mentees, to help employees get the most from them. It has been suggested that there should be a mechanism for preparing doctors to maximise the benefits of being a mentee.7 FUTURE CHALLENGES Stress is increasingly recognised in the medical profession,1,23 and providing adequate systems of support is not only in the doctors’ interest but also in the interest of their patients.24 Mentorship could be of value to many doctors, but there needs to be a change in how it is generally perceived before some doctors will consider its use.7 If mentorship is only arranged when there are performance problems it will be met with resistance.24 Awareness of the potential benefits needs to be raised within the profession9 so that doctors know what they could gain from a mentoring relationship. Roberts24 suggests there should be provision of mentorship for doctors along with formal evaluation irrespective of performance. This may become increasingly necessary as doctors go through any new re-certification or revalidation procedures. However, any formal provision should not prevent continuation of the informal support that exists at present within the medical profession.20 Multi-professional team working is increasing. Mentorship has been shown to promote the working of a multi-professional team, with doctors benefiting from mentorship both from outside the profession25 and from outside medicine.26 Mentoring is traditionally seen as a single relationship, but it may be more appropriate to have different mentors for different roles.7 Mentoring teams have been suggested for nurses as a solution to the problem of any one mentor being unable to possess all the necessary attributes.27 Joesbury et al28 found different people could contribute to an under-performing doctor’s development. A multi-professional mentoring team could be an appropriate model for mentoring in the future. The pressure on time will continue, but new initiatives in mentorship can help this. Email mentoring could increase20 and mentoring on the phone has been considered.29 These communication methods could be used as extensions of an existing relationship but could also develop to provide ways of increasing the provision of mentorship on their own. The British Medical Association suggest that feedback from mentoring schemes should lead to improvements and that monitoring and evaluation can increase mentoring scheme effectiveness. Evaluation of mentorship usually concentrates on participant satisfaction, but information about behaviour changes in the workplace and wider benefits to the NHS are also needed. These improvements are more difficult to link purely to the mentoring process. However, they are more likely to prove the worth of a scheme to those who can finance its continuation. Investment in mentor training and support is needed to increase the effectiveness of the relationship.8,30 However, with the present pressure on finance in the NHS, possible benefits to patients and the organisation may need to be more carefully evaluated. It is recognised that there are times when the need for mentorship is greater than others. However, as the NHS changes and doctors face increasing change throughout their career, it is perhaps more important to make mentors available to all doctors, whatever their age and stage of their professional life. Mentoring is not without costs but with the benefits to the individuals and the NHS, it is worthy of the investment.	https://pmj.bmj.com/content/83/979/317?ijkey=5b17bedbdab58a346f213e4a0c03ff22a054dd87&keytype2=tf_ipsecsha
Mentorship is a relationship designed to build a mentee’s confidence and support them to make decisions while taking control of their learning and development. Mentoring differs from training, teaching and coaching. We believe a mentor doesn’t need to be an expert in their field or qualified to teach in a specific knowledge domain. They do however, need to be able to listen and ask insightful questions that challenge a mentee to identify the course of action they need to take in regards to their development. It’s then a mentor’s role to support the mentee to take these respective actions. More than this, as a mentor, your role is not to solve a mentees problems by giving them the answers, it’s to be a helping hand and someone who provides support where you have strengths and a mentee has weaknesses. How a mentor supports a mentee is based on the needs of the mentee and it is likely that mentor-mentee sessions will require some of the following: - Asking questions to help develop an understanding of the mentee’s situation or problem - Active listening to be able to connect with the mentee and share your most relevant experience and knowledge - Sharing experiences, stories and insights to offer differing perspectives, and help the mentee learn from your successes and mistakes - Providing support and encouragement to help the mentee feel more confident in their actions - Sharing resources to support a mentee’s continued learning outside of your mentoring sessions - Offering connections to networks where suitable FIRST MENTORING SESSION The purpose of your first mentoring session is to establish your mentor-mentee relationship with regards to direction and any expectations either you or your mentee have for the 3 month period. Part of having a great experience as a mentor and feeling as though you have successfully supported your mentee where they needed help, is getting clear on what needs to be achieved from the beginning. Your first session is the time to get to know each other, work out the areas where you add the most value to your mentee, and agree how you’d like the relationship and future sessions to run. We recommend using this session to agree on the frequency of meetings, best communication method and/or platform, agreed topics of discussion and the scope of the relationship. Here are a few questions you can ask your mentee to understand how to help them best: - Tell me about yourself, what is your story? - What made you decide to sign up through OneUpOneDown to receive a mentor? - Is there any particular outcome you’d like from our mentor-mentee relationship? - Have you had a mentor before? What worked well, what didn’t work so well? - We’ve matched these tags, can you please tell me why you want to work in these areas? - Are these areas (the tags) still primary priority for you? If not, what is the specific area you would like to focus on for the next 3 months? - Are there any other challenges that you’re facing that I might be able to support you with, both personally and professionally? - Are you comfortable discussing anything and everything (both personal and professional) or would you rather keep discussion to a particular area of expertise? At this point (or any other point that seems suitable) you might like to share more about yourself and your own experience. This will build trust and show authenticity which often go hand in hand. Here are a few examples statements that you might like to try using: - I have experience in [insert areas], through my work/personal experience [insert relevant experience]. I believe I can help you by……. does this sound good? - Is there anything else that you think I can help you with? - Do you prefer structure or spontaneity with your mentoring sessions? - Would you like to come to each session with anything in particular – resources, relatable stories etc? Or are you happy to go with the flow as the sessions continue? - Is there anything else you can share that will help me to be an effective mentor for you?	https://oneuponedown.org/mentor-guide/
What are coaching and mentoring all about? Support for coaching and mentoring Advantages Disadvantages Coaching and mentoring might form part of your job role, but what do they mean and how do the roles differ from being a teacher or a trainer? You could think of coaching as giving practical training in the short term, and mentoring as giving advice and support in the long term. Both of these roles could be considered part of teaching or training depending upon the context in which you work. Opportunities for coaching and mentoring might occur naturally. For example, demonstrating a task to a learner in the workplace (coaching) or guiding a learner how to search for employment opportunities (mentoring). Both roles should be about helping the learner to become as independent and autonomous as possible. Coaching could occur with more than one learner at the same time and usually relates to skills, knowledge and understanding. Mentoring is usually carried out on a one-to-one basis and relates to knowledge and understanding. It’s useful to treat the coaching and mentoring roles in a similar way to the teaching or training roles. It’s a good idea to carry out an induction and initial assessment and to agree a few ground rules. You could adapt an individual learning plan to become a coaching or a mentoring plan. It could include aims, objectives, targets and timescales and be updated as the learner progresses. Coaching and mentoring could occur spontaneously as the need arises, or be planned for certain dates and times. Both roles require patience and good communication skills. Learners should be encouraged to think for themselves, reach their own decisions and set their own action points. Sessions should always end on a positive note, with both parties knowing what will happen next. If at any stage the relationship breaks down to an irrecoverable point, the learner should be referred to someone else. There will come a point when the learner is totally independent and no longer needs the coach or mentor. This is good and means the learner is now confident and knowledgeable to carry out their role on their own. You might be an assessor-coach as part of an apprenticeship programme, therefore your role might be slightly different to a coaching role. If your role involves coaching and mentoring, you might like to research further using the links below, or by carrying out an internet search. The CIPD has information, text books and journal article links here. Reading lists for coaching and mentoring can be found by clicking here. Resources to support teachers and learners of the teaching qualifications can be found by clicking here. Videos can be seen by clicking here. If you are working towards a qualification, guidance for completing the units can be found by scrolling down this page until you see the headings related to the Award, Certificate and Diploma in Education and Training. If you teach and/or assess the qualifications, support materials are available here. A professional working relationship can be built up over time. It can be formal or informal and occur as and when needed. The learner has someone to go to if they have any concerns, problems or just need someone to talk to. The learner might progress more quickly with the right coaching/mentoring. The coach/mentor can act as a source of expertise, be an impartial listener, provide advice and guidance, and help the learner to explore issues for themselves. The coach/mentor can facilitate access to different experiences, activities and people. The pace and approach of learning can be geared to the needs of the learner. The process can improve the confidence of the learner. If unsupervised, the learner might make mistakes which could be dangerous. It can be time consuming. Resources and equipment may need to be prepared in advance. The learner may become dependent or reliant on the coach/mentor and not think things through for themselves. The learner might need support when the coach/mentor is not available. The learner might not feel that they can question or disagree with the coach/mentor. The learner might not feel that they want to do what the coach/mentor has advised. The coach/mentor might be frustrated if the learner does not take their advice. The learner might not find out different ways of performing the task, having only ever been shown one way to do it. The coach/mentor and the learner might not get on. The coach/mentor might have been assigned to the learner rather than being the right person for the role, therefore they do not take it seriously. The coach/mentor might resent the learner for the amount of their time they take up.	https://www.anngravells.com/information/coaching-and-mentoring
Have you ever thought of becoming a mentor? You’ve probably gone back and forth in your head about the idea, only to conclude that you do not have enough time, you don’t possess the special skills you think you need to measure up, or simply put, you don’t see a value in it. Aside from building leadership skills, learning something new, meeting new people, supporting the community, and feeling better about yourself, becoming a mentor gives you a unique opportunity to make a difference in someone’s life. As part of our ongoing commitment to financial education, we’ve asked our mentees and former mentees to tell us about their experiences in the FWA Mentoring Program. Salma Mohamed is a former FWA Baruch College mentee who recently celebrated the 1–year anniversary of her college graduation and her first year as a rotational analyst in the JPMorgan Chase Corporate Analyst Development Program (CADP). When asked about how the FWA helped prepare her for her new role, Salma had this to say, “My time in the FWA prepared me well for my role… [the] program is truly unlike any other program at Baruch College and, as a result, I cannot express my gratitude enough for the women who passionately lead this organization. It was thrilling to regularly be in the company of such vibrant, intelligent, enthusiastic, supportive women.” As a mentee, Salma not only participated in mock interviews, resume and elevator pitch workshops, and other enriching activities, she took part in exercises meant to foster long-lasting relationships. Salma states “it was refreshing to bond with my mentor over the sights and sounds of the Radio City Christmas Spectacular with the Rockettes.” Salma credits her mentor, FWA Wall Street Exchange Committee Co-Chair, Marline Alexander, for helping her achieve her career goals. “I will summarize my experience with Marline as my mentor in three words: inspiring, empowering, and invaluable.” When speaking of her relationship with Marline she asserts, “She allowed me to truly acknowledge my value as a young professional and encouraged me to leverage my talents in order to accomplish any and all goals. She supported me in times when big decisions were necessary and always ensured that I assessed these scenarios so that I could make the decision that best suited me in the long run.” Interested in Mentoring? Given how important mentoring is, you could be a key source of knowledge to a young woman seeking guidance with developing her career. To learn more about FWA mentoring and to get involved contact: (Baruch College) Betsy Werley, (Seton Hall University) Carol Doyle or Elizabeth Harper, (High School) Beth Dorfman, Mindy Kipness, or Kalinka Moudrova-Rothman.	https://fwa.org/spotlight/meet-our-mentees-salma-mohamed/
Many business environments are full of risks and competition that they can hardly take on their own. Businesses that wish to stay ahead are using tools that can aid in mitigating the risks while increasing the margins. Joint ventures allow such firms to join and bid to complete bigger jobs which one firm could not handle due to the risk profile or lack of experience. Joint venturing allows small companies to compete with larger corporations by increasing their pool of resources For joint ventures to be successful, both parties must realize that trust and communication are the key issues. Playing bully in the negotiation process could have negative results later in the process. Positive synergy cannot be drawn if one of the firms feels that they are receiving lesser benefits from the venture. The following section presents a few aspects regarding joint ventures that every businessperson should understand. What Are Joint Ventures? In its most straightforward definition, a joint venture involves two parties coming together for a project aimed at accumulating profits. As with any relationship, the enterprise needs: - Trust; - Strategic compatibility; - Communication; - Interaction between colleagues to be effectual. A firm will also need to consider the accounting impact of a venture on its financial statements. It is vital that the finance team is involved in the negotiation process to ensure that the venture doesn’t have any unintended negative consequences. Depending on the parties’ ability to influence the abilities of a joint venture, a party can have different options for reporting investments on its financial statements. Who Uses Joint Ventures? - What will my company provide? - What is my side not allowed to do? - Who is liable for damages? - How long will the venture take? - What is the time frame of the project? - What happens if one party wants out early? - What are the benefits? - Who owns what is created from the venture? These are just some of the questions many businesses ask before they make their decision to form a joint venture. However, as noted, any legal company is eligible for a joint venture. Any business that requires more technical expertise, increased resources, and better access to distribution channels can become a part of a joint venture. Getting involved in a joint venture is a major decision and requires businesses to understand the risks and benefits they can gather from the relationship. In addition to their own needs, businesses need to consider what the other parties are hoping to get from the relationship. If you are in business, especially the construction industry, and are required to handle projects that are larger than usual, a joint venture is your profitable way out. A joint venture will allow you to expand outside the realm of what your company has engaged in the past. In fact, most joint ventures come into existence out of convenience. Investing in a joint venture is an effective method to take on larger, riskier, and more profitable jobs. A joint venture is arranged as an entity on its own and can essentially bid on a given project in this state and function indefinitely if possible. 5 Key Advantages of Investing in Joint Ventures 1. Increases Access to Resources as Companies Seek to Achieve a Common Goal For example, two companies can come together to own an intellectual property for a new product or technology. None of the parties can pursue the rights on their own. The two parties can share responsibilities with one party funding the project while the other supplies the equipment, labor, property rights and the other assets required for the project. 2. Business Parties Can Share Expertise and Management They can also share their experience, technology capabilities, and industry knowledge necessary to run their business. In an instance, one party may have the required knowledge to develop a certain product and may be looking for funding from the other. One of the joint venture parties could alternatively have the piece of information necessary to develop a product while the other company may not. 3. Allows Parties to Share Costs That None of Them Could Afford on Its Own Labor and management, research and development, supply and distribution as a percentage of the total costs of a project could distribute among parties. Per cost units for every party in a joint venture can reduce as a result of better economies of scale and the efficiency due to better productions levels. 4. Allows Participants to Share Risks in a New Market or to Create a Product/Service Independently, neither of the parties would have had the risk appetite to commit resources to such a task. This is more, so if it is an investment that may not have yield enough to satisfy the development costs. Sharing the risks and resources can ease the burden of a business risk. 5. Enables Participants to Have Access to High Growth Markets That They Would Otherwise Not Access Independently A joint venture allows better access to customers and suppliers for the parties involved. For instance, one joint venture party may have the necessary equipment, funding, access to customers and distribution channels but may lack the intellectual rights. The other company, on the other hand, may fail to have the supply of assets and equipment but has the intellectual rights. Such parties while together in a joint venture possess an increased bargaining power in contract negotiations and in the acquirement of goods and services that would have been difficult to acquire independently. Summing Up In conclusion, as a party in a joint venture, your company will have the resources, manpower, and skills necessary to conduct business outside your jurisdiction. This is since your partners will cover your lack in particular areas. This is the perfect strategy for entrepreneurs. However, a joint venture requires a thorough analysis, weighing the pros against the cons, and a complete understanding of the party you are being engaged with to be successful. The images are from depositphotos.com.	https://growthmastery.net/joint-ventures/
Selecting an engineering significant is a wonderful way to pursue an occupation in a field that needs a broad range of skills. From recognizing mathematics to acknowledging complicated systems, engineers are entrusted with developing as well as implementing options to a wide array of troubles. It’s likewise an excellent option for people that want a job where they can discover new points every day. History Throughout background, engineering has impacted civilization. Today, designers are associated with the style and also construction of machines and frameworks. They also are accountable for keeping the systems and companies they make. Additionally, design is made use of to develop social structures. The original definition of a designer was an individual who constructed army engines. Later on, the term was broadened to consist of those that made public works. The first professional engineering societies were established in the 18th century. They helped with the exchange of details in organized conferences. As the Industrial Change started, commercial scale production required new processes and also products. To fulfill these demands, the research study of mechanical design was started. The very early designers were useful musicians that produced wonderful devices, much of them making use of a mix of mathematics and also imagination. Usual skills Having a well-rounded set of typical design skills is an essential for any individual aiming to be successful in the field. Not just is it essential to be able to perform the technical elements of the task, however your soft skills are likewise essential. Having the right set of abilities can aid you boost your income and update your way of life. A large part of being an engineer is communicating with others. This implies you must be able to talk clearly to others in a clear and also concise way. You should have the ability to pay attention to individuals as well. This is particularly important for engineering tasks where you will be working with dozens or perhaps hundreds of people. Occupation courses in design Whether you are an engineering significant or simply interested in the subject, there are numerous job courses you can pick from. If you are imaginative and also have a keen eye for information, a job in design could be for you. An engineer is a designer that uses math and also scientific research to fix functional problems. They are in charge of innovation in their field. They develop new frameworks, establish new items, as well as decrease waste. They also assess layouts for top quality and also safety. They can locate work in the USA or abroad. They have the opportunity to gain high incomes, which can be extremely beneficial. Resources of engineering sources Keeping up with the most up to date developments in design calls for a range of knowledge resources. These can include publications, journals, conferences, patents, and also web sites. There are additionally specialized as well as subject-specific data sources. The National Scientific Research Foundation, for instance, invests over $3 billion yearly in r & d in scientific research as well as engineering. The foundation has an internet site that includes chosen Internet resources. It’s a fantastic source for scientists. An additional great resource is The Engineer, a subscription-based solution that focuses on the effect of brand-new innovations throughout the world. It additionally has a scandal sheet available in the UK. The Engineer is an useful resource due to the extensive insurance coverage it supplies. Its once a week Internet Scout Task releases a choice of brand-new Web resources. The checklist covers numerous locations, such as aerospace, clinical technology, robotics, as well as nanotechnology. Its web content is intended for educators as well as researchers. Difficulties of engineering majors Whether you are a design major or an engineer seeking to enter a new field, there are some obstacles you must understand. Fortunately, you can overcome them. With the ideal technique, you can make a distinction. Below are some suggestions to aid you via the process. Among one of the most vital engineering obstacles to face is preserving a practical career for the next generation. There is an approximated 2 billion individuals on Earth today, which number is anticipated to remain to expand over the next 20 years. Amongst the most apparent difficulties is a lack of certified engineers To combat this, you require to promote more financial investment in research study and also facilities. It is necessary to deal with your host government and also organizations that are associated with altruistic help. Need for designers. Historically, need for designers has been cyclical. This results from the need for facilities investment. Civil and industrial engineers are in high need throughout this period. On top of that, engineering tasks are usually regarding development and also cost decrease. Although the need for designers has actually never been greater, a scarcity of skilled workers can endanger the economic situation. The US Department of Labor approximates that engineering will certainly remain to be in demand in the future. Regardless of this, the number of design graduates is down from the height of the economic situation in 2007. As a matter of fact, the supply of engineers is approximated to have shrunk. Chemical design Normally, chemical designers operate in manufacturing plants or lab. They establish the systems as well as processes required to produce pharmaceuticals, gas, food, and countless other products. They also attend to environmental issues as well as health and safety problems. rodrigo alonso salas musso intelligence Chemical design is based on scientific research as well as mathematics. Students of chemical design discover to examine the relationships in between procedures, systems, as well as materials. They are trained to identify and also comprehend the most impactful adjustments. They make use of math skills to model as well as predict the habits of systems. They develop efficient and risk-free manufacturing procedures, as well as locate remedies to complex troubles. Chemical design is a varied area, with possibilities to work in a number of sectors. Regular items include plastics, drugs, pulp and paper, and integrated circuit. In addition, it is possible to concentrate on a details area.	http://s-tnk.com/why-you-need-to-select-an-engineering-major/
What Are the Causes of Economic Growth? Most of the causes of economic growth are related to a nation’s ability to increase production, the quality of its product, and its capacity to ship to other countries. Some of the specific factors that contribute to this increase include the presence of sufficient labor, land, and enterprise. For this reason, the roots of economic growth can have more to do with improving the lives of citizens in general than any specific business enterprise. An increase in the quantity of goods produced is one of the key causes of economic growth. Elements that can encourage this growth include strengthening of the labor force; better utilization of resources; and improved access to necessary land, tools, and materials. By addressing the underlying problems that prevent access to these things, such as conflict and poverty, a nation can begin to grow. Boosting the quality of goods is also one of the causes of economic growth. Once production has increased, systems can be improved with experience and trial and error. These efficiencies can free resources to work on improving the product. As this cycle repeats itself, the nation becomes wealthier as it works more effectively at making goods of increasingly higher quality. Better efficiencies also often mean that the time needed to make products decreases, which can also increase wealth due to better productivity. One of the causes of economic growth is economic growth itself. As a nation expands and increasingly improves the services it offers its population, that population becomes stronger and better able to build the nation further. This cycle can cause the population to grow faster as well. Population growth can also be one of the causes of economic growth. This is primarily because there are more customers for the products produced by the nation’s industries. As the population base spreads, more opportunities develop, which increase the chances of stability and prosperity. It can also cause economic decline if available resources are not sufficient to support an expanding population. Increasing amounts of high quality labor is another common cause of economic growth. An expanding population with increasingly more workers can boost a nation’s ability to build industries. When these workers are trained to be progressively more skilled, the quality of product improves, which can also add to growth. Building the abilities of the workforce may also enable the development of higher value products, which can further increase wealth.	https://www.wisegeek.net/what-are-the-causes-of-economic-growth.htm
( Gordon Spronk ) No matter how many miles separate China and the U.S., they are connected by shared and limited resources. As African swine fever (ASF) wages war on the world’s largest pork-producing nation, it also threatens the U.S. Whether we like it or not, we are all in this together, says Gordon Spronk, DVM, of Pipestone Veterinary Services. He believes this relationship can best be explained by the “tragedy of the commons” concept. “A good example of the tragedy of the commons is sharing of limited resources like fishing grounds,” says Spronk, a member of the National Pork Producers Council’s (NPPC) Board of Directors. “If one party goes in and takes all the fish during a critical season, then they impact the use of that resource for everyone. We all share a common interest in making sure everyone understands the importance of maintenance of the resource and sharing of limited resources by everyone.” This concept applies to the current ASF situation, Spronk says. But in this case, we’re talking about the shared resource of healthy swine herds and the direct value of keeping the ASF virus out of everyone’s swine herds. “Whatever we can do to help China [they currently have ASF, while the U.S. does not] helps us,” Spronk says. “Half the pigs in our world are there. Anything we can do to assist them is beneficial to us all.” As the world’s largest pork-consuming nation, China is an important trading partner for U.S. pork. Last year, about 17% of total U.S. pork exports went to China. “We are eager for the current trade dispute to end and for the restoration of more favorable access to the Chinese market,” he says. “We also support the continued evolution of China’s pork production system, including the adoption of international, science-based production and animal welfare practices supported by the U.S.” It’s Not 1960 Today’s agricultural scene is vastly different than it was in the 1960s when the U.S. pork industry eliminated hog cholera, for example, Spronk says. “We live in a different world now — the ability of people and goods to travel rapidly between countries changes the risk profile and probabilities,” he says. It’s not just veterinarians and pigs moving, the entire global economy is on the go all the time. Products are flown from one country to another in the same day. This heightens the importance of NPPC’s animal disease-related asks for the new farm bill, he adds. “The impact of a foot-and-mouth disease outbreak, which, like ASF, would immediately close all export markets, would cost the beef, pork, corn and soybean sectors alone almost $200 billion over 10 years,” Spronk says. “NPPC is asking for mandatory farm bill funding for the vaccine bank, the National Animal Health Laboratory Network and for state animal health agencies for foreign animal disease (FAD) emergencies preparation. This funding is more important than ever, given the current ASF threat and the lack of a vaccine to contain an outbreak.” Shared, Yet Varied Challenges As our countries become more intertwined, the cultural differences are harder to ignore. Spronk recently returned from one of many trips he makes to China each year as a field veterinarian for Pipestone. He admits China’s response to ASF can be hard to understand if you don’t know their culture. From governing and education systems to language and business practices, China and the U.S. are dramatically different. But they share a common factor: both countries are major producers and consumers of pork. “Pork is a staple of the Chinese diet and culture,” he says. “Maintaining a supply of affordable pork for its citizens is paramount for China. While they are continually striving to improve production practices, China has not yet achieved the level of efficiency and quality that we enjoy in the U.S.” China’s pork producers are also dealing with endemic animal diseases every day. Many producers don’t have access to technology and other resources that have allowed U.S. pork producers to establish the world’s best practices, Spronk adds. “Simply put, the quality of animal care across China varies,” Spronk says. “A major factor is the lack of skilled veterinarians and reliable diagnostic laboratories. As a result, producers’ ability to correctly identify, diagnose and treat animals is limited.” The U.S. has a dramatically different veterinary education system, Spronk says. The U.S. also has more continuing education opportunities for vets, which helps them stay current in their ability to make a diagnosis of a field observation. “There is great economic importance of accurate and timely diagnosis of animal disease,” Spronk says. “We have a tremendously robust diagnostic laboratory network at the state and national levels that is a challenge for many other countries to achieve.” Both countries face labor challenges of different kinds. Due to a shrinking labor pool in rural America, the U.S. needs better access to foreign workers through visa reform. In China, many pork production employees work far from home and are provided food and housing by their employers on site. This lifestyle, common across many industries in China, is increasingly being rejected by a new generation in China, Spronk says. Dead Pig Disposal Dilemma Reports of live pig burials in China are difficult for many to imagine or accept. Spronk says this method of euthanizing pigs in China is intended to reduce the risk of ASF through contaminated blood, as ASF is highly transmissible through blood. Containment of infected blood is critical for the prevention of disease spread and is a bigger challenge than most people realize, Spronk says. “In China, a lack of resources and access to technology have led to a culling method that is unacceptable in the U.S. and other parts of the world,” he says. “Disposal will be a problem in the U.S. as well if we get one of these foreign animal disease viruses.” Spronk says the U.S. needs approved methods of carcass disposal for federal, state and government agencies, especially in case of an FAD outbreak like ASF. “We share a common interest of fighting this disease,” Spronk says. “The more we can do to educate pork producers in China and the U.S., the better off we all will be.” Related Articles: Going to an ASF-Positive Country? Pork Industry Says “Declare It” Is the United States Taking African Swine Fever Seriously Enough?	https://www.porkbusiness.com/article/african-swine-fevers-tragedy-commons
Who Are We? The Federal Workforce Innovation and Opportunity Act (WIOA) of 2015 provides the framework for OhioMeansJobs-Hancock County. OhioMeansJobs-Hancock County works with its partner agencies to enhance workforce preparation and grow area employment levels. This free service system is designed to be customer-focused, and to supply the region’s residents the tools they need to manage their careers. In addition, the system helps area employers locate employment, training, and information services necessary to remain competitive in today’s labor market. Working in partnership with the County Commissioners of the counties we serve, the Workforce Policy Board’s primary focus is to - Assess the workforce needs of area employers - Assess the employment and training needs of job seekers - Identify fiscal and other resources in the community - Develop priorities that include needs of local businesses, determining which populations to serve, and how to best facilitate training needs in the region - Ensure that individuals have access to basic career services including vocational assessments, job matching, and referrals for services - Ensure that parameters are established for funding of training programs - Locate and target resources necessary to meet the priorities The Workforce Policy Board also provides oversight for OhioMeansJobs-Hancock County, which provides a central point of access for employment, training, and related services provided by many area agencies and service providers. These agencies and service providers formed a collaborative partnership that allows job seekers and employers to access many services at one central location. As a result, this One-Stop service delivery system not only saves time and effort for area consumers, but also provides them with additional resources that may not otherwise be available. Download Our Brochure of Services We are proud to offer priority of services to U.S. Military Veterans and eligible spouses. Upcoming Events Latest News 3/6/2017 OhioMeansJobs and Economic Development Partner Develop Resources to Help Employers Find Skilled Workers OhioMeansJobs Hancock is partnering with Findlay-Hancock County Economic Development to help employers find skilled workers for their job openings.	https://www.omjhancock.com/about-jobsolutions/who-are-we/
OG, as she is fondly called grew up as part of a small family of five, made up of her, her two siblings and her parents who highly influenced her. She graduated from the University of Nigeria Nsukka in the year 2008 with a BSc degree in medical laboratory science and also succeeded in bagging a certificate in fashion merchandising. Fashion started for her at a very young age. Her brand was launched in the year 2011 but made it to the spotlight in the year 2015 after she clothed the former director general of the Securities and Exchange Commission, Arunma Oteh, On her 50th birthday. She is our cosmocrat of the month and we got up and close with the talented designer. Where did you grow up? I was born in Enugu State in the Eastern part of Nigeria where I lived until moving to Abuja, Nigeria in 2008. How was it like growing up in Enugu? For me, growing up in a small town with very close knitted family was my normal. It wasn’t until I left and moved from one big city to the next that I realized how special it was to come from a small place. Yes, I truly believe it’s special, because there’s nothing else like experiencing childhood in a place where everyone knows you and cares about you, where you can run around town under the stars (that you can actually see) at 2 a.m. and know you’re safe. If you also come from a small town, you can probably relate to my upbringing. If you’re still living in your small town, kudos to you, because it takes a certain kind of person (like my family) to embrace it and love it and stay. For many of us, breaking out was all we dreamed of, but even I love going back several times a year to visit. No matter how much I love the big city life, I will always, always love my hometown. Why Fashion? For me Fashion matters…it’s been a constant presence in my life….growing up I would make clothes for my dolls, then my sister and now for clients all over the world . I have explored other art forms… painting, millinery….still life drawing …name it but fashion for me remains the highest form of self expression …so I decided to explore it professionally . Faster than anything else, what we wear tells the story of who we are – or who we want to be. Even though fashion is too often seen as a frivolous, vain and ephemeral industry. Many people fail to appreciate just how important and wide-reaching it really is. Globally, the industry is valued at $3 trillion. It’s the second biggest worldwide economic activity for intensity of trade – employing over 57 million workers in developing countries, 80 per cent of whom are women. How has the fashion industry fared in Nigeria The fashion industry in Nigeria is considered a serious contender in Fashion’s emerging market and has become a critical component of the Nigerian economy, creating jobs, promoting creativity, ingenuity and culture. Re based GDP figures for Nigeria, showed that the Fashion, Garment and Footwear industry contributed 0.47% (about N380bl est), certainly a viable sub-sector, that needs to be fully harnessed. Despite the several challenges in the fashion industry like structural issues, lack of a sustainable market locally and capacity to compete at the global level, there has been an increased interest in African fashion Nigeria has been experiencing exponential growth in the private sector especially with vibrant Small and Medium Enterprises (SMEs) and is currently a creative hotspot and this can be seen through the rapidly growing fashion industry. Tell us more about what sets Style temple apart. I believe the brand ethos of clean, lavish elegance which is reflected in every design sets StyleTemple apart . The StyleTemple women is noticed and holds court everywhere she goes and once in a room takes up space – literally and figuratively! What are the challenges of Fashion in Nigeria? While the country is taking huge strides towards the promotion of sustainable offering to the fashion world and the Nigerian people are more willing to support upcoming designers, lack of formal fashion training facilities create a weakness in all aspects of the industry. Development of formal institutions that teach the art and business of fashion will be a welcome development along with better infrastructures, especially power You recently showcased at the Arise fashion week, how do you see it from your viewpoint? The show like the several other fashion weeks running every season in Nigeria has been a platform where the global fashion players met with their African counterparts. Most importantly, the designers got to showcase their designs to a global audience of retailers,and financiers, as well as the media, thus ensuring that Nigeria and the continent at large are firmly put on the global fashion We have three big fashion week calendars in Lagos with different sponsors and organisers . Is this good for the city Asides the fashion weeks having an important economic impact in the cities they are held in, as does the fashion industry itself….the multiple shows in lagos by different sponsors /organizers also provides multiple platforms/ options for designers to showcase their seasons Part of your production for ready to wear has been moved to Istanbul, why? When I launch a company, initial low sales volumes and overhead costs allowed me to make products in-house. As the demand increased, the need to produce faster also increased and each unit must absorb more of the business’s increasing administrative and sales costs, and this lead to the need to outsource some of the production abroad. What can be done to keep production in Nigeria? While still in its infancy, the Nigerian fashion industry has started to expand. This is largely due to growing interest in Africa’s cultural traditions, including its vibrant hues and colourful fabrics, such as wax and printed dyed cotton, and the high quality of craftsmanship in African cultures. The industry and its designers, both on the continent and abroad, are capitalising on this situation, with Africa-inspired designs now regularly shown on the catwalks in fashion shows in Paris, London and Milan. Additionally, demand for African fashion is likely to be further boosted by the continent’s growing urban middle class, opening up the perspective of sustainable growth for the African fashion industry. To seize these opportunities and still keep production within Nigeria some constRaints needs to be adressed * Skills shortage and lack of industry-specific training facilities; * Constrained access to financing for entrepreneurs and SMEs; * Limited local and regional input suppliers and export companies; * Competitive production costs. What would you say has been your biggest achievement so far? I would say being able to transition successfully from bespoke to ready to wear business model . On a lighter note, tell us one thing that no one else knows about you ?	https://www.theabujatimes.com/interview-with-fashion-designer-og-okonkwo/
4 Supply-Side Factors Driving Animal Source Food Market System Success The EEFS project recently launched an analytical guidance document identifying the enabling environment factors that drive animal source food (ASF) market system success in terms of economic growth, resilience, inclusiveness, and improved nutrition. The guidance document organizes findings in three interconnected categories: supply-side factors, marketing factors, and financial services factors. The first installment of this series provides a general examination of the guidance document and how its findings will benefit USAID decision-making. This second installment summarizes four supply-side factors in the enabling environment that drive successful ASF market system outcomes. In the coming weeks, EEFS will be sharing additional installments that summarize the marketing and financial services factors for ASF system success. Supply-side factors of the enabling environment influence producer incentives and capacity to produce ASF sustainably and profitably. Four factors identified and discussed at length in the guidance document include those that affect the access, availability, and quality of animal feed, animal genetics, animal health products/services, and labor. The full guidance document additionally discusses factors that affect access to land and water, as well as the importance of the prevailing informal norms around producers’ business orientation and how they influence system responsiveness to market signals. 1. Animal Feed Livestock production systems may rely on commercially processed feed, purchased fodder and forages, or planted forages. The quality of commercially processed feed products can vary from season to season as a result of feedstuff availability and prices. Feedstuffs may include grains, oilseeds, oilseed cake, vitamins, minerals, and other nutritious additives. Constraints on the domestic availability of feedstuffs may include lack of domestic productive capacity or high demand for human consumption. Where countries are unable to produce sufficient feedstuffs to meet animal feed demand, processors must import them. In these cases, tariffs, non-tariff barriers, and access to foreign exchange will be critical determinants of animal feed supply and price. Constraints on access to purchased fodder may include limited market infrastructure in rural arid areas. Access to planted forages has generally been constrained in developing contexts where private sector input providers have shown limited interest in investing in the production and distribution of forage seed, and national systems are less effective. 2. Animal Genetics Farm Animal Genetic Resources (FAnGR) influence animals’ reproduction rate; conversion of feed into meat, milk, and eggs; and their agroclimatic resilience. A producer’s access to the genetic characteristics that best meet their production objectives relies on both the public and the private sector. The public sector is often the initial source of access to improved genetics as the sector increases its commercialization. However, operational capacity improvement is often needed to deliver appropriate genetics at the scale and cost necessary to reach target producers. As commercialization expands, there are increased incentives for private sector providers to enter the market, although it remains appropriate for public-private collaboration to share germplasm, facilities, and knowledge. Private sector providers often rely heavily on imports of improved genetics, therefore the import regulations, tariffs, non-tariff barriers, and access to foreign exchange will all influence the availability and cost of improved genetics for producers. Readers are encouraged to check out the full report for more detail on species-specific factors for improved cattle, poultry, small ruminant, and pig genetics. 3. Animal Health Products/Services Animal health services and veterinary products are needed to control the infectious diseases that increase mortality, reduce productivity, and limit export opportunities. Similar to the early stage development of animal genetics, the delivery of animal health products/services relies on both public and private sector roles. The public sector is best suited to focus on issues with public externalities, such as epidemic diseases, by instituting control measures, such as disease surveillance, quarantine services, and vaccinations. The private sector is better suited for the import, production, and distribution of veterinary products as well as the delivery of market-driven vaccination and animal wellness services. In certain cases, the public sector can fund disease control efforts, while private actors provide delivery. The veterinary capacity (quantity and quality) within a country will influence the service delivery available to producers. Additionally, veterinary interests often play a significant role in influencing the regulations around animal health product/services delivery, which can either limit or expand the availability for producers. Where smallholder producers have a limited willingness or ability to pay for products/services, the expansion of para-veterinary capacity can be a source of low-cost animal health service delivery to remote rural areas that private veterinarians rarely service. Smallholder livestock producer performance is also affected by the prevalence of counterfeit, substandard, or noncompliant drugs in local markets. Where governments do not have the capacity or resources to regulate the importation and/or sale of these problematic products, it is increasingly necessary to promote harmonized quality standards across countries, coupled with training and awareness raising among market system actors, including producers, veterinarians, and dealers. 4. Labor The importance of the availability and cost of labor for smallholder livestock production systems is often ignored. Since the application of many improved technologies and practices requires increased labor inputs, in cases where family labor is constrained, it is necessary to hire labor. Therefore, one of the most important determinants of the uptake of improved inputs in smallholder settings is the ratio of labor wage rates to land rental rates. Land scarcity is closely associated with higher productivity practices because producers have less access to resources on their own land. To understand the likelihood of the uptake of improved technologies and practices, it is therefore necessary to consider not only the market incentives for producers, but also their access to labor and how this influences the profitability of their enterprise. Key Takeaways The EEFS project recently launched a report on the enabling environment factors that drive ASF market system success. The report categorizes factors by supply-side, marketing, and financial services. This article highlights four specific supply-side factors that will influence the competitiveness, inclusivity, and resilience of ASF market systems. These include the factors that improve the quality, cost, and availability of animal feed, animal genetics, animal health products/services, and labor for smallholder livestock producers. The next two installments of this series will focus on marketing factors and financial services factors. Stay tuned! The Feed the Future Enabling Environment for Food Security (EEFS) project is a pre-competed Blanket Purchase Agreement (BPA) for USAID Missions and Operating Units to access evidence-based analysis of how legal/regulatory and institutional factors influence agricultural market system performance, food security, and nutritional outcomes. For further information on how USAID can access EEFS’ expertise, please contact the Chief of Party, Adam Keatts at [email protected].	https://agrilinks.org/post/4-supply-side-factors-driving-animal-source-food-market-system-success
Costume Designers start working on costumes for TV, theatre and films at the beginning of pre-production. They are in charge of designing, creating, acquiring and hiring all costumes for Actors and extras. This must be achieved within strict budgets, and to tight schedules. Costume Designers' work is integral to defining the overall ‘look' of films, and their role requires a great deal of expertise. Their creative work ranges from designing original costumes, to overseeing the purchase and adaptation of ready-made outfits. As Head of the Costume Department, Costume Designers are responsible for staffing and for managing a team of skilled personnel. Costume Designers also supervise practical issues, such as departmental budgets and schedules, the organisation of running wardrobes, and costume continuity. As an important part of the production team, a Costume Designer would be expected to work closely with the Production Designer to make sure the costumes fit in with their overall vision and that they work with the chosen lighting and camera angles. They would also collaborate with the hair and make-up team to make sure these elements complement each other and a cohesive look is created. During pre-production Costume Designers break down scripts scene by scene, in order to work out how many characters are involved, and what costumes are required. They then begin the more complex task of developing costume plots for each character. These plots ensure that colours and styles do not mimic each other in the same scene, and highlight the characters' emotional journeys by varying the intensity and depth of colours. Costume Designers must carry out research into the costume styles, designs and construction methods which are appropriate for the productions' time period, using a number of resources, including libraries, museums and the Internet. They may also discuss costume and character ideas with performers. They deliver initial ideas to Directors about the overall costume vision, character plots and original costume designs, using sketches and fabric samples. They also discuss colour palettes with the Director of Photography and the Production Designer. Throughout the production process Costume Designers ensure that accurate financial records are kept, and that weekly expenditure reports are produced. They prepare overall production schedules, as well as directing the day-to-day breakdowns of responsibilities. Costume Designers select and hire appropriate suppliers and Costume Makers, negotiating terms with them, and communicating design requirements (on a smaller-scale production a costume designer would be involved in both the design and the making processes). They make sure that fittings for Actors and extras are arranged. They supervise fabric research and purchase, and ensure that garments are completed to deadlines. Depending on the numbers of costumes to be created, and the scale of budgets, Costume Designers may decide to create a dedicated Costume Workshop. They should be on set whenever a new costume is worn for the first time, to make sure that performers are comfortable, to explain special features, and to oversee any alterations. Once filming is completed, Costume Designers are responsible for the return of hired outfits, and the sale or disposal of any remaining costumes. Durability and washability of garments also needs to be taken into account. Costume designers may be required to work long hours; evening and weekend work may be involved when working to deadlines. A typical starting salary for a costume designer may be between �13,000 and �18,000 a year, which could rise to around �28,000 a year with experience. Senior costume designers with considerable experience of the industry may earn over �35,000 a year. Costume designers can be based in a studio, office or home-based environment when designing and making the garments. Travel to locations for TV and film productions is common and costume designers are often required to attend meetings at theatres or TV/ film production companies. Essential Knowledge & Skills It would be useful for someone considering a career as a costume designer to have some of the following skills and interests: creativity, imagination and excellent design skills good communication and organisation skills good research skills and knowledge of costume history and modern fashion good stamina and the ability to work under pressure to strict deadlines highly organised and the confidence to motivate a team able to put others at ease (when working closely with actors in a physical sense) able to break down scripts in terms of costume plots, and have knowledge of story structure and character arcs good garment production skills and knowledge of textiles a wide-ranging cultural knowledge base a full EU driving licence, as travel is often required. The role of Costume Designer is not an entry-level position, and practitioners need considerable knowledge and experience in order to design for feature films. Having first gained qualifications, many Costume Designers begin their careers as Costume Assistants or Wardrobe Trainees and progress through the Costume Department, learning from more experienced colleagues as they work their way up. Alternatively they may start their careers working for one of the large costumiers. An experienced costume designer could negotiate a consultancy contract on a freelance basis. It is common for a costume designer to work in the areas of theatre, film and TV until they become established and specialise in one area. Jobs may be advertised in the national press, trade publications and on industry websites but competition is strong and networking and word of mouth is the most common route to employment. Training and qualifications To become a costume designer, candidates will need to demonstrate a high level of design skills and practical sewing ability. Many costume designers have a HND, degree or post-graduate qualification in a related subject such as, costume design, fashion, theatre design or performing arts (production). For more information about degree courses in this area, visit the UCAS website.	https://www.startintv.com/dayinthelife/costume-designer.php
As a firm with significant government design expertise, we know many of our public sector clients find it challenging to effectively address behavioral health crises in their communities, especially when working with young people. Many times, minors detained by police suffer from mental health or substance abuse issues but have not committed a crime to allow for detention. If police officers determine a detained minor won’t face charges, the juvenile must wait to be picked up by parents or other guardians in what can turn into a traumatic environment. Rather than being placed in a safe, quiet space, they are typically held in police stations or juvenile detention facilities. Traditional models rely heavily on law enforcement officers to assess situations in which minors are at risk, but they often have not been equipped with proper tools or training to do so. Detention facilities frequently act as de facto holding areas for individuals who may need specialized treatment or to be moved to a different space. To better help these young people get the care they need, some counties and communities are adding crisis assessment, or crisis care centers, to their detention center facilities. Oftentimes, multiple cities within a county collaborate with community and religious organizations to financially support the creation of crisis assessment centers. Crisis centers are growing in popularity because they are designed to accommodate a range of crises, from mental to medical, and provide a safe place and continuum of care to minors in need. These centers create a central location for officers to drop off detainees and quickly get back to patrolling. Once in a crisis assessment center/care, young people have access to screenings, assessments, referrals and counseling professionals who can provide emotional support and ensure they receive the appropriate care. Here are 3 reasons why crisis assessment and crisis care functionality should be considered when planning new juvenile detention facilities: 1. Create safer communities Crisis centers take a proactive rather than reactive approach to addressing juvenile behavioral health. Upon arrival at a crisis center, young people are typically assessed and receive counseling options or information on other resources that can address their needs. They can also receive a referral for follow-up services and care, whether at a hospital, mental health facility or detox/rehabilitation facility. Providing juveniles with proactive solutions and ensuring they receive the help they need creates safer communities and decreases the likelihood of minors hurting themselves or others in the future. 2. Decrease recidivism Some juvenile justice systems, especially in smaller communities, lack the ability to support and provide sufficient mental health services for detainees, which can increase recidivism. Crisis centers can also be a familiar place to provide post-detention resources to keep up with a youth’s progress and treatment. These services are especially helpful when crisis centers are directly attached to detention facilities and deliver continued care from incarceration to reintroduction into society. Ongoing care makes these centers successful and helps reduce the number of reoffenders. 3. Save taxpayers money Over the past decade, the responsibility of mental health has shifted from state governments to local governments. Smaller cities struggle to keep up with their community’s needs, and many who suffer are met with dwindling solutions. With limited access to resources, law enforcement officers typically have only two options when responding to a person in a mental health or substance crisis: detention facility or the emergency room. Both choices are expensive operations to run. A crisis center can be a good third option to provide local officers or family with a centrally located, fully equipped facility that reduces the time and money it takes to hold detainees and allows officers to return to duty. How to design a comforting and functional crisis assessment and crisis care center When designing crisis centers, visitors should expect professional service in a caring and supportive environment. Many people who arrive at these centers have histories of trauma, and a supportive environment is paramount. As designers, it is important to consider what will make young people feel at home and comfortable while getting access to the care and services they need. By focusing on design principles that are restorative, facility administrators in partnership with architects can foster rehabilitation and create spaces in which young people can access the resources they need to thrive. This article was originally published in Correctional News on August 24, 2022 and can be viewed here.	https://www.woldae.com/insights/transforming-juvenile-detention-centers-into-community-hubs-for-youth-crisis-assessment-and-crisis-care
Civil Society Organisations (CSOs’) in Botswana has been hit hard by the gradual withdrawal of donors since the country’s elevation to middle-income status in 2005. A newly released index on the sustainability of CSO’s in Sub Saharan Africa suggests the work of some of the bigger organisations in Botswana, including SOS Children’s Village, have been threatened by the end of their international funding. According to the report by the U.S Agency for International Development released last week, back in 2019 SOS Children’s Village was informed by its regular international funders that they will gradually stop supporting the village due to Botswana’s improved economic status. “SOS Botswana has asked the government to increase its funding by 50 percent to maintain operations, but the government was unable to comply with this request,” revealed the index. The continued withdrawal of donors from the country piled pressure on the government to fund and manage priority developmental programs without external support. “Specific data about government funding levels are unavailable. The government continued to fund some CSOs in 2019, although uncertain funding criteria and delayed disbursement still posed challenges. In addition, the requirements of government funding mechanisms typically differ from donors’ requirements,” explains the index. CSOs in rural areas are reported to have been the hardest hit by the withdrawal of donors. Many organisations in these areas operated with little funding last year, with some even having to close shop. “Small CSOs are often unable to compete for funding with larger organisations. For example, small CSOs in New Xade settlements are expected to submit their grant proposals via email but lack the facilities to do so,” notes the report. To meet some of these challenges more effectively, CSOs working in health care, such as African Comprehensive HIV/AIDS Partnerships (ACHAP) and Botswana Network on LAW and AIDS (BONELA), developed social contracting mechanisms and formalized contractual partnerships. The purpose was to lay out the parameters under which funding will be disbursed to other organisations, such as Sisonke Botswana and LeGaBiBo so that they can deliver quality goods and services on the government’s behalf. The index added, “Local funding sources provided limited funding to CSOs in 2019, in part because the prolonged and widespread drought reduced available resources.” The contention is that organisations usually lack strategies for mobilising resources, as well as needed marketing and business capacities and the resources to hire dedicated staff. Additionally, most of these societies do not have the resources to produce audited financial reports, which hinders their ability to access donor funding.	https://news.thevoicebw.com/donor-funds-dry-up-for-ngo/
Photo: A recent medical mission held by St. Luke Society in the Philippines is a great example of the medical organizations that OA OCE partners with to serve the Pacific Islands (Credit: SLS) The Pacific Islands, including Fiji, Tonga, Samoa, Vanuatu, Papua New Guinea, Solomon Islands, and Micronesia, are known for their stunning natural beauty and rich cultural heritage. However, these island nations also face a significant challenge when it comes to their medical facilities. Many of these communities have under-developed medical facilities that are ill-equipped to handle emergencies or provide necessary healthcare services to the community. One typical example is Fiji. For many, it is admirable for Fiji to aspire to be a ‘cancer-free’ country, the reality is that many people in these communities are not being diagnosed or treated for cancer due to the under-developed medical facilities and poor public knowledge about the disease. The challenges faced by these island nations are not limited to the lack of resources or infrastructure. There is also a shortage of skilled medical professionals, making it difficult to provide adequate medical care to those in need. Additionally, remote communities face unique challenges, as the lack of transportation infrastructure can make it difficult for people to access medical care. Despite these challenges, there are opportunities for Olivet Assembly to serve the community and address the issues of under-developed medical facilities in the Pacific Islands. Here are a few ways in which OA Oceania are aiming to make a positive impact: - Pray for the people and communities affected by the lack of medical facilities. Pray for strength and resources for medical professionals, for the safety and well-being of the community, and for opportunities to make a difference. - Support medical missions or organizations that are working to improve medical care in these communities. There are many Christian organizations that are dedicated to providing medical care in under-developed regions. By supporting these organizations financially or through volunteer work, OA is aiming to make a significant difference. - Support efforts to improve infrastructure and resources for medical facilities. This includes supporting local initiatives to improve transportation infrastructure, providing funding for equipment and supplies, and advocating for government support. - Support education and training programs for local medical professionals. By investing in education and training for local medical professionals, Olivet Assembly aims to help to address the shortage of skilled medical professionals in these communities. - Provide care and support to those in need. Christians can provide care and support to those in need by volunteering at local medical facilities, offering transportation to those who need it, or providing emotional support to those who are struggling. - Provide the education and promotion for the general public of basic health and medical knowledge. This includes providing information on healthy lifestyle choices, disease prevention, and the importance of seeking medical care when necessary. The challenges faced by the Pacific Islands in relation to under-developed medical facilities are significant. However, it also presents opportunities for Christians to make a positive impact. Through the efforts mentioned above, Olivet Assembly Oceania seeks to serve as the hands and feet of Christ, bringing hope and healing to those who need it most.	https://olivetoceania.org/2023/03/16/challenges-and-opportunities-for-service-in-pacific-islands-with-under-developed-medical-facilities/
Some of Westminster’s most successful Fashion alumni are giving online masterclasses and feedback to first-year Fashion students on their latest design project. Focusing on sportswear, the students will have access to the online digital resources of the Westminster Menswear Archive as well as specially commissioned films and content. Priya Ahluwali and Liam Hodges, alumni of the Menswear MA course, will give students feedback on their research and design work. Ahluwali graduated from the University in 2019 and was last week announced as the joint winner of the international LVMH prize, winning a share of £300,000. Liam Hodges graduated in 2011 and now shows at London Fashion Week and has collaborated with brands including Ellesse and Björn Borg sportswear. Central to the project is the Westminster Menswear Archive and its digital collection allowing students to study over 1800 objects. The Archive is not only a resource for Westminster students but also for designers in industry who use the collection for design research each season. Recent visitors include designers from Rapha, Umbro, Nike, Adidas, Orlebar Brown, Gymshark, and Berghaus. Designers from both Rapha will be giving online talks to the students to describe how they have used the Archive to inform their own practice and to inspire them as they use its digital resources for themselves. James Pawson, a product designer at Rapha, will be talking about how the company have used the Menswear Archive to inform their recent project looking at 100 years of cycling. As well as examples of performance sportswear, the Archive holds examples of Umbro’s collaborations with designer brands including Kim Jones, Henry Holland, John Smedley, Paul Smith, Mundial, and Peter Saville. Professor Andrew Groves will be holding an online lecture on Umbro’s history and collaborations with other designers. Dr Danielle Sprecher, the Menswear Curator, said: “With the University Records and Archives team we have worked hard to develop the Menswear Archive’s digital presence through our AtoM catalogue. Student interns have been photographing the collection using our StyleShoots machine. For this module, we are also drawing on the rich history of the University sports clubs and their digital records held by the University Archive.” Robert Leach, Senior Lecturer on the Fashion Design BA Honours course, has filmed a special module briefing from the Olympic Museum in Lausanne, Switzerland where he is currently isolating due to COVID-19. The museum houses permanent and temporary exhibits relating to sport and the Olympic movement and highlights the importance of design in helping athletes achieve their ambitions. Leach said: “Faced with the unique challenge of our first fully-online module, we decided instead to film the briefing, which we would normally present face-to-face. Quickly adapting to new working practices, we came up with the idea to shoot, on an iPhone, at the Olympic Museum on the shore of Lake Geneva, a short walk away from here, and legitimate part of daily exercise routine. A series of sports-related backgrounds and the beautiful sunshine, along with inspirational research imagery provided the perfect formula for engaging content, as well as an opportunity to show what can be achieved with limited means and equipment.” The module is simultaneously being shared on the Archive’s digital platforms, including Instagram, allowing the public to see the Archive’s extensive sportswear collection and the students’ responses to it as part of this project. View work from the Archive and module on the Menswear website and their Instagram profile.	https://www.westminster.ac.uk/news/fashion-alumni-team-up-with-westminster-menswear-archive-for-online-masterclasses
. CMS GUIDANCE ON VISITATION IN SKILLED NURSING CENTERS WHCA continues to meet with Residential Care Services (RCS) and other stakeholders regarding CMS Memo QSO 20-39 regarding Nursing Home Visitation. CMS guidance is not consistent with Washington State’s Safe Start Plan phased reopening requirements. Several questions have been raised and forwarded to CMS for clarification. As WHCA is working with RCS and CMS, if you have questions regarding the CMS visitation guidance, please email those questions to Elena Madrid. RCS and CMS Seattle have agreed that providers and regulators need additional time to digest the implications of the CMS revision . Accordingly, because portions of Washington’s phased reopening/visitation plan are more stringent than CMS revisions, Washington skilled nursing providers will continue to follow Washington’s phased reopening/visitation plan until RCS is able to provide further guidance. Ombudsman Visits The Washington State LTC Ombudsman has started focused in-person facility visits to residents this month. Thank you to those facilities for working positively with the Ombuds office to make this happen. As stated in previous CMS guidance and regulations, F562 and F583 require that a Medicare and Medicaid certified nursing home provide representatives of the Office of the State Long-Term Care Ombudsman with immediate access to any resident. During this time, in-person access may be limited due to infection control concerns and/or transmission of COVID-19; however, in-person access may not be limited without reasonable cause. CMS directs facilities that representatives of the Office of the Ombudsman should adhere to the core principles (outlined in QSO 20-39) of COVID-19 infection prevention. If in-person access is not advisable, such as the Ombudsman having signs or symptoms of COVID-19, facilities must, at a minimum, facilitate alternative resident communication with the ombudsman, such as by phone or through use of other technology. Facilities are also required to allow the Ombudsman to examine the resident’s medical, social, and administrative records as otherwise authorized by State law. Compassionate Care Visits CMS has also expanded and clarified information and requirements around what was termed “compassionate care visits.” While end-of-life situations have been used as examples of compassionate care situations, the term “compassionate care situations” does not exclusively refer to end-of-life situations, but can and should include examples that are not limited to: A family visit for newly-admitted resident who is struggling with the change in environment and lack of physical family support. A resident who is grieving after a loved one passed away. A resident who needs cueing and encouragement with eating or drinking, previously provided by family and/or caregiver(s), and is experiencing weight loss or dehydration. A resident, who used to talk and interact with others, is experiencing emotional distress or declines in function. CMS states that allowing a visit in these situations would be consistent with the intent of “compassionate care situations.” Also, compassionate care visits can be conducted by any individual that can meet the resident’s needs, such as friends, clergy or lay persons offering religious and spiritual support, and family. Through a person-centered approach, facilities should work with residents, families, caregivers, resident representatives, and the Ombudsman program to identify the need for compassionate care visits. DEAR ADMINISTRATOR LETTER ANNOUNCES CR-101 FILED REGARDING CLINICAL RECORDS IN SKILLED NURSING In a Dear Administrator letter dated September 17, 2020, the Department of Social and Health Services (DSHS) provides information on CR-101 filed September 3, 2020, to begin permanent rule making on WAC 388-97-0300 and other related rules. The CR-101 is available on the Aging and Long Term Support Administration (ALTSA) web page under “NH Rule Filings.” L&I AND DOH ISSUE JOINT HAZARD ALERT FOR HEALTHCARE WORKERS In a Joint Hazard Alert issued by the Department of Labor and Industries (L&I) and Department of Health (DOH), healthcare workers are provided updated instruction on guidance that must be followed. After introducing background information motivating the additional measures, the alert addresses requirements regarding the following: Supplies of Respirators and Other PPE Employee Training on COVID-19 Procedures, Respirator Procedures, and Infection Control Social Distancing Respirator Program Requirement Highlights If you have questions or need additional information, please contact the Division of Occupational Safety and Health (DOSH) at (800) 423-7233. ABBOTT BINAXNOW RESOURCES Skilled nursing facilities and assisted living communities who are receiving the Abbott BinaxNOW™ test kits can refer to the following contact information and training resources from Abbott. Read more . ADDITIONAL RESOURCES WHCA continues to post resources and information as it becomes available on our website . If you have questions or need additional information, please call the WHCA office at (800) 562-6170.	https://myemail.constantcontact.com/WHCA-COVID-19-Update--82---September-23--2020.html?soid=1133195909839&aid=u4T3-vP4b4Q
The Society of British Theatre Designers (SBTD) is a professional association that advocates for and celebrates the work of freelance performance designers (set and costume design) based in the UK who work regionally, across the four nations, nationally in the larger houses and opera companies, and internationally within theatre buildings and beyond them in a variety of genres at a variety of scales. We provide support, advice and mentoring to designers at all stages of their careers, and offer an intergenerational community of practice and shared knowledge for designers who mostly exist in isolation from each other. Through projects including our recent exhibition Staging Place: UK Design for Performance and supporting website www.stagingplaces.co.uk, we aim to shine a bright light on the diversity of practice throughout the UK that constitute performance design, from pushing the boundaries of the traditional to redefining what a performance space is (a city, a mountain, a shipping container, a warehouse). Through work including The Value of Design initiative www.theatredesign.org.uk/the-value-of-design, we highlight the innovative leading role that designers play in strategic thinking and creative problem solving to build enhanced relationships with communities, audiences and spaces. We are submitting this evidence because we know now that theatres, opera houses and festivals will be among the last industries to return post COVID-19, decimating the possibility of survival for many designers in our sector and decisions that will impact on our lives for a year or more are now being made very rapidly. 2. What has been the immediate impact of COVID-19 on the sector? Theatre designers are almost all freelance - not by choice - but because the flexibility of a freelance workforce in this role is convenient for engagers. The interruption to live performance caused by COVID-19 has meant the postponement or cancellation of all designers’ current work and an almost total stop on new work. Whilst income has ceased or been greatly reduced because of this, some of the most significant overheads for designers remain the same (studio rent, running costs of working from home, software licenses, professional memberships, website and marketing costs, and other unclaimable travel and subsistence expenses). Designers have struggled to continue covering these costs so that their businesses remain viable in readiness for work to resume. For many a net income of £15,000 a year in the subsidised sector represents a successful career. Some may find themselves unable or unwilling to return to the profession, a concern reflected by these two designers: “I am concerned that we will lose many great performance designers due to lack of financial support and that it will make this industry even less accessible going forward.” “...people are already jumping ship. MANY talented theatre makers won't be coming back to make theatre after this is all over.” Designers have experienced COVID-19 differently depending which stage of the production they were at when ‘lockdown’ began. Not all phases of work on a design project require access to the theatre or performance venue, so designers in the development stage of work have been able to continue with some elements of work but have faced challenges trying to do so from home. Childcare responsibilities exacerbated during ‘lockdown’ by home schooling requirements are further challenged by the need for families to operate digitally from one computer. Some designers have felt expected to maintain a consistent level of output despite these upheavals, or to spend more working hours in total on a postponed project that since it has been ‘stretched’ out over a longer period of time. Studio-based practice Tasks like model making – a significant part of the designer’s job – can mean using glues and solvents, paints including spray paint, soldering and sharp tools, which they would usually want to keep away from their children. Many designers rent workspace to try and achieve some work/life balance in a job that can be all-encompassing and to keep messy and dangerous processes outside of the home but they have been unable to access their studios during COVID-19 for reasons including the closure of buildings (like other workspaces) for safety reasons, because travelling there has not been safe or because they have caring responsibilities that mean they need to stay at home. The inability to access studios represents a significant disruption to work for these designers and these rental costs still need to be covered. Many designers are still tech ‘analogue’ due to a lack of investment in the design process over the years by the UK theatre industry. Subsequently, they are ill-equipped for the sudden requirement for remote computer-based working and sustained design development expectations. Even if they have computer equipment at home, they may not have access to expensive CAD software or the training to be able to use it. Team work and career development Design is a collaborative role requiring complex communication with a whole team of people in other specialist roles and this has made adapting to remote working through the filter of a computer screen especially difficult. The three-dimensional physical models created so that others can interact with them can now only be viewed remotely on a two-dimensional screen. Career eco systems For this year’s graduates the devastating impact on them of final year student projects being quite literally abandoned on the day ‘lockdown’ was announced continues into a graduate career path that was already dysfunctional and broken before COVID-19. For early-career designers, the delicate ecosystem of freelance assistant designers has been disrupted. These opportunities enable emerging designers to work on a casual basis (short or long-term) for more established designers, earning a living using their skills whilst learning about the role and making contacts that support them to break into the industry. In the current situation, assistants are unprotected because of the informal way that they are employed. Whilst designers may be able to get some of their contracted fees paid, there is no equivalent protection for assistants. For every contracted designer, there could be one or more assistants now also out of work. There are also assistants who have been in ‘lockdown’ at separate addresses but unable to work remotely because they have never been able to invest and/or train in any CAD programs and current 3D software. The annual opportunities for graduates to work in production companies as trainees and assistants have disappeared for this year and they will be competing with graduates in 2021 for the same positions. Many performance design graduates would be making their own, or collaborative work, for festivals and events through the summer months which helps to launch them as freelancers. The entire section of the industry is absent. 3. How effectively has the support provided by DCMS, other Government departments and arms-length bodies addressed the sector’s needs? By the simple fact that designers were mentioned as entitled to apply for Arts Council emergency funding in the current situation, we have seen an upsurge in engagement with this process but this small grant covers a very short time span of financial outgoings. Nonetheless, many early career designers in particular but not exclusively, didn’t qualify for this fund or for the Self-Employment Income Support Scheme (SEISS) because they do not earn enough from self-employment to be eligible; only started out working for themselves within the past year; the organisations they have worked for are not of sufficient calibre; and/or they have had to supplement meagre design incomes with zero hours PAYE contract work in bars, restaurants etc. In a poll of SBTD members and other theatre designers, 29% had not received any form of government support. Theatre designers are almost entirely employed on a freelance basis, but some of those eligible for the SEISS saw a reduction in the amount they received because a proportion of their work was through zero hours or fixed term PAYE contracts, so the SEISS calculation was not based on a true representation of their earnings. This includes work for organisations within the sector that, for their own administrative convenience, add freelancers to their payroll for certain short-term roles. In addition designers who have taken a period of maternity leave and received Statutory Maternity Pay during the tax years in question have experienced a further reduction in SEISS payments. Designers often work for Arts Council and publicly-funded projects and organisations but for many, applying for ACE emergency funding was the first application they had made themselves. Many found the Grantium system and, especially the process of submitting bank details, very difficult to navigate: “It was my first time applying for funding, so the first time working with the very tricky Grantium portal and also collating and expressing my need for funding at a time where it wasn’t quite clear what would happen.” Designers do not have much, if any, control over the flow of their work. This year’s designers and designer-makers have lost seasonal work on festivals, events, outdoor performances and for the tourist industry. Sometimes they are booked only 2-3 months in advance so found it difficult to prove their loss of earnings and this may have discouraged some from applying for ACE funding. This designer describes why they felt able to apply: “Unusually, I had been booked for the rest of the year which made it a lot easier to quantify into £ the impact Covid-19 has had on my practice.” 4. What will the likely long-term impacts of COVID-19 be on the sector, and what support is needed to deal with those? The postponement of work will lead to a scarcity of employment throughout next year or longer. This will particularly affect graduates and early career designers trying to find openings into the sector, but also established designers, since it means that the fees they are paid will be spread over a much longer period of time. Some employers have honoured at least the first two installments of fees for work that should have been carried out this year but will now carry on into 2021 or beyond, others have postponed work without any further payment. A designer’s work on any project is front-weighted as the early stages of the design process are the most time-consuming, so even if a production is cancelled before it reaches the theatre and a designer is paid everything except the final third installment of their fee, they still suffer a loss in relation to the time they have already spent on the work. A designer describes the cumulative impact of postponed work, and the difficulties of trying to continue working during the ‘lockdown’ period: “It is important to recognise that postponement still equals loss of income, even if fees are paid in advance. For example, I can complete some work from home […] but I simply don’t have the space to complete [other] elements. And, on top of this, some essential materials and services are impossible to source at this time. Furthermore, the final install must happen in situ […]. This has a knock on effect, as the period of time making and installing post-lockdown is time I could be designing and earning money from another project”. Designers will therefore need to survive on the same income over a much longer period of time. The SEISS has offered relief from this during the current six-month period but fails to address the difficult road ahead for designers. For some, this will be exacerbated because theatres have been closed during a time when they would expect to earn money to see them through less busy times of the year: “My main worry is that I earn a really high proportion of my income in the busy Spring/Summer season April – September, which tides me over in the dry periods like January/February.” In addition to financial losses, designers are also facing a challenge to their continued ability to secure work. If the companies they work for are forced to close, then valuable human connections are lost or disrupted, and not working for a period of time means a loss of visibility that would have led to future commissions, as this designer describes: “In addition to cash losses, this is a significant loss of exposure for projects due to be showcased and likely to result in commissions and artistic development into the remainder of the summer and the coming year.” Another designer similarly reflects the impact on professional relationships and threat to future work: “I have spent the years since graduation building a design company […] We’ve worked all hours to develop skills and forge long lasting collaborations and client relationships. This summer we […] were set to work on some incredible projects that would grow our portfolio and contacts to hopefully result in future work.” Absorbing significant expenses and costs A situation has developed under the current model of theatre making in which designers, whose work is already undervalued and underpaid, are expected to absorb many of the costs of productions themselves. This includes travel and accommodation expenses for long-distance work; variable and unpredictable time commitment; materials, modelmaking expenses and fees for assistants; and the running costs of business overheads such as rent, software and equipment. The impact of COVID-19 will mean that designers are no longer in a position to continue subsidising theatre production in this way, as this designer comments: “Following the loss of all income at this time, I do not have the resources to support the costs of design work myself. It would be more economic not to work. Even after working in the industry for 35 years, if/when I return to work, I will not be able to subsidise productions in the way that I have done throughout my career.” Along with insecure employment and low pay, this is a barrier to racial and class diversity within the sector. Professional Associations such as SBTD, predominantly staffed by designers volunteering their time, are now facing escalating demands and pressures from the powerful organisations that bind our working conditions via collective agreements with Equity and Bectu to agree temporary COVID revisions to these agreements which put designers in even more precarious positions over a seemingly indefinite time frame as we navigate the return of the sector. This would mean that 'green lighting' projects would happen in a much shorter time frame and that there is the potential for a project to be cancelled at any stage. Fees were already historically disproportionally low before the impact of COVID which has significantly contributed to the lack of diversity and inclusivity within the sector. We are facing an uphill battle to shift a serious and historic imbalance of power and lack of transparency from these organisations in order to protect our members from incurring significant losses due to outlay on materials and assistant costs as well as the cancellation of fees. Designers have needed to look for secure alternative temporary sources of employment during this time and proposals going forward mean that quitting this employment to return to the career they are trained in carries almost no guarantee of the full fee or even the usual two thirds of the fee now being honoured in the event of cancellation. They are being asked to take significant risks ' in good faith.' Recent hard won victories in having model box expenses and assistant designer costs covered by managements have to be protected not only for the financial implications for designers but in order to support and protect that next generation of designers coming through who occupy these roles as they build their careers. 5. What lessons can be learnt from how DCMS, arms-length bodies and the sector have dealt with COVID-19? There is no distinction between designer and artist in ACE’s search fields and categorisations at present – we are literally untraceable through the funding system unless we do it ourselves and ask designers to volunteer that information. It is vital that we change this. Whilst the Arts Council responded to make funding available quickly and this helped designers to overcome loss of work during the spring and summer months, the long-term impact of COVID-19 on live performance has not been taken into account. Theatre faces a different set of challenges and a longer recovery than other art forms. The SEISS payment is based on a proportion of trading profits, and therefore does not include the portion of a designer’s total profits that cover running costs - many or all of which they have to continue paying in order to remain viable and ready to work at full capacity again as soon as possible. Going forward it is vital that DCMS develops a better and more realistic understanding of these nuances within the theatre sector. What may seem like insignificant sums of money in other white collar professions in this sector are the difference between staying afloat and sinking completely since so many have qualified for no government support whatsoever and fees in normal circumstances are very low. While ACE emergency fund applications for £ 2,500 were successful, this may be the only source of help a designer has received with all usual sources of design income likely to be unavailable for 6 - 12 months at least. 6. How might the sector evolve after COVID-19, and how can DCMS support such innovation to deal with future challenges? COVID-19 is an opportunity to open up (in a controlled manner) every possible square centimetre of theatre space and rigorously scrutinise and play with its potential for community use, for performance and as co-working space. Designers are in a unique position to offer their support on this as creative and visual thinkers as opposed to the broader definition of artist or creative practitioner because what they think about always has to translate into something that functions practically. This is a real opportunity to redefine how the Arts Council and other funders approach their civic and creative roles as keyholders to these spaces and how they value and invest in the freelance designer as an experienced visual thinker who can posit creative solutions in response to the restrictions that this road to recovery will encounter. Now is the time to fully embrace the ‘other’ work beyond existing Arts Council definitions and to celebrate and recognise that ground up expertise as being the ‘proper theatre’ at the core of organisations and your communities. It’s time to tip old structures on their head. We need to hard wire the presence of designers into theatre boards so that they become brave and radical new think tanks that include locally embedded designers and visual practitioners as a key part of their profile demographic – NOW IS THE TIME to have this intelligence at the table and for this input to be recognised as consultancy and expertise accordingly. We have, of course, seen neighbourhoods and communities embrace their own creativity and support for one another in prolific ways, sometimes already strategically supported in that by companies such as Slung Low. We have an opportunity to harness and recognise that now, and build our wayfinding mechanisms to and from theatre buildings working with designers and community-based artists. To do that we need a two-pronged approach of taking work to them but also bringing them to these story houses that theatre buildings can and should become, the difference being that the storytelling begins from the moment they walk out of their front door or look out of their window and within these imposing theatre buildings they may now have a more personalised experience for a shorter period of time as a small group that is carefully marshalled in and out. For the first time the vast array of freelancers working in theatre – including designers – have been brought together during the COVID-19 emergency. Collectively, they now have a stronger voice to confront inadequacies in their treatment by a sector that relies on them to create the very content by which it is sustained, yet denies them stability, security, decent rates of pay and treats them as expendable commodities. COVID-19 has highlighted very clearly how economically vulnerable and unsustainable the freelance theatre design profession is in the UK. Once this crisis has passed, every possible attempt needs to be made to ensure that freelance designers can have fee protection and fairer terms of employment, and consequently to improve racial and class diversity within the sector.	https://committees.parliament.uk/writtenevidence/7329/html/
Article 1　The purpose of this Act, together with the Employment Countermeasures Act (Act No. 132 of 1966), is to promote the development and improvement of the abilities workers need for their jobs, by way of comprehensively and systematically taking measures for enriching and smoothly carrying out vocational training and vocational ability tests and measures for ensuring that there are opportunities for workers to receive educational training on the job or vocational ability tests voluntarily, and thereby to ensure security of employment and improvement of the status of workers, as well as to contribute to the development of the economy and society as a whole. Article 2　The term "worker" as used in this Act shall mean a person employed by an employer (excluding mariners as prescribed in Article 6, paragraph (1) of the Mariners Employment Security Act (Act No. 130 of 1948); hereinafter referred to as "employed workers" in Article 95, paragraph (2)) and job applicants (excluding those aspiring to be mariners as prescribed in Article 6, paragraph (1) of the same Act; the same shall apply hereinafter). (2)　The term "vocational abilities" as used in this Act shall mean the abilities workers need for their jobs. (3)　The term "vocational ability tests" as used in this Act shall mean tests on the trade skills workers need for their jobs and knowledge thereon (excluding tests not under the jurisdiction of the Ministry of Health, Labour and Welfare). (4)　The term "vocational life planning" as used in this Act shall mean that workers set their own vocational objectives throughout their long-term vocational life and make their own plans for their efforts and other matters for selecting jobs and for developing and improving their vocational abilities(), in accordance with their individual aptitude, vocational experience and other circumstances, for the purpose of realizing those objectives. Article 3　In view of the fact that having workers exercise their abilities effectively throughout the entire period of their vocational lives is indispensable for their security of employment and an improvement of their status and will constitute a basis for the development of the economy and society as a whole, the development and improvement of human resources pursuant to the provisions of this Act shall, as a basic principle, be carried out systematically by stages throughout the entire period of workers' vocational lives, while giving due consideration to their vocational life planning, so as to make them more adaptive to changes in their duties caused by changes in industrial structures, advances in technology, and other changes in the economic environment, and to contribute to their smooth reemployment in the case of job transfers. Article 3-2　In accordance with the basic principle prescribed in the preceding paragraph, the voluntary development and improvement of workers' vocational abilities() shall be promoted by way of ensuring opportunities for them to receive the necessary vocational training and educational training on the job, in line with their vocational life planning, having them have the necessary work experience, and conducting an appropriate evaluation of the trade skills they need for their jobs that they have acquired through such training and experience and of their knowledge thereon. (2)　Vocational training shall not overlap with school education under the School Education Act (Act No. 26 of 1947) but shall be provided in close connection with such education. (3)　Vocational training for youth workers shall be provided by paying particular attention to their personalities and giving due consideration so as to make the most of their aptitude, in such a manner as to enhance their willingness to become independent as capable working persons. (4)　Vocational training for physically or mentally disabled persons shall be provided by giving particular consideration to their physical or mental conditions. (5)　Vocational ability tests shall be carried out in such a manner as to develop objective and fair standards for evaluating vocational abilities and enhance testing methods and other evaluation methods, and to conduct an appropriate evaluation of the trade skills workers need for their jobs that they have acquired through vocational training, educational training on the job and work experience and of their knowledge thereon. Article 4　An employer shall provide his/her employed workers with the necessary vocational training, and extend any necessary assistance to ensure opportunities for them to receive educational training on the job or vocational ability tests voluntarily, and any other necessary assistance to facilitate their voluntary development and the improvement of their vocational abilities() in line with their vocational life planning, and thereby promote the development and improvement of those workers' vocational abilities(). (2)　By extending the appropriate assistance, etc. under a given circumstance while giving due consideration to the voluntary efforts of employers or other persons concerned, the State and prefectures shall endeavor to encourage the promotion and enrichment of vocational training and vocational ability tests carried out by employers or other persons concerned, assistance extended by employers to ensure that workers have opportunities to receive educational training on the job or vocational ability tests voluntarily, and other measures taken by employers to facilitate the voluntary development of workers and the improvement of their vocational abilities() in line with their vocational life planning, as well as endeavor to provide vocational training for workers who intend to change their jobs and other persons who need special assistance for the development and improvement of their vocational abilities(), to provide the vocational training required in light of the situation of vocational training provided by employers and employers' organizations, to extend assistance to facilitate the voluntary development of workers and the improvement of their vocational abilities() in line with their vocational life planning, and to carry out trade skill tests smoothly. Article 5　The Minister of Health, Labour and Welfare shall formulate a basic plan for the development of human resources (meaning vocational training, vocational ability tests, and other forms of developing and improving human resources pursuant to the provisions of this Act; hereinafter the same shall apply in the following paragraph and in Article 7, paragraph (1); the plan is hereinafter referred to as the "Basic Plan for Human Resources Development"). (iii)　basic matters for measures to be taken for the development of human resources. (3)　The Basic Plan for Human Resources Development shall be formulated on the basis of the long-range prospect of economic or labor-market trends, while taking into consideration such elements as the supply-demand situation of the labor force such as skilled labor by industry, job category, size of enterprises and workers' age, workers' working conditions, and labor efficiency, etc. (4)　The Minister of Health, Labour and Welfare may, if necessary, specify the necessary measures for promoting vocational training for specific job categories in the Basic Plan for Human Resources Development. (5)　The Minister of Health, Labour and Welfare shall hear opinions from the Labor Policy Council as well as the heads of the relevant administrative organs and the prefectural governors before formulating the Basic Plan for the Human Resources Development. (6)　The Minister of Health, Labour and Welfare shall, after having formulated the Basic Plan for Human Resources Development, make public an outline thereof without delay. (7)　The provisions of the preceding two paragraphs shall apply mutatis mutandis to the modification of the Basic Plan for Human Resources Development. Article 6　The Minister of Health, Labour and Welfare may, when he/she finds it necessary for the proper implementation of the Basic Plan for Human Resources Development, make the necessary recommendations to the organizations of the employers concerned for providing vocational training and taking other measures to promote the development and improvement of vocational abilities() of the workers concerned, after hearing opinions from the Labor Policy Council. Article 7　A prefecture shall formulate a basic plan for human resources development to be implemented in said prefecture (hereinafter referred to as the "Prefectural Plan for Human Resources Development") in accordance with the Basic Plan for Human Resources Development. (2)　The prefectural governor shall take the necessary measures in advance to reflect the opinions of employers, workers and other persons concerned when formulating a draft of the Prefectural Plan for Human Resources Development. (3)　The provisions of paragraph (2) to paragraph (4) and paragraph (6) of Article 5 shall apply mutatis mutandis to the formulation of the Prefectural Plan for Human Resources Development, the provisions of paragraph (6) of the same Article and the preceding paragraph shall apply mutatis mutandis to the modification thereof, and the provision of the preceding Article shall apply mutatis mutandis to the implementation of the Prefectural Plan for Human Resources Development. In this case, the term "Minister of Health, Labour and Welfare" in paragraph (4) and paragraph (6) of Article 5 shall be deemed to be replaced with "prefecture;" the term "Minister of Health, Labour and Welfare" in the preceding Article shall be deemed to be replaced with "prefectural governor;" and the term "after hearing opinions from the Labor Policy Council" in the preceding Article shall be deemed to be replaced with "after taking the necessary measures to reflect the opinions of employers, workers and other persons concerned." Article 8　An employer shall give due consideration through taking the measures prescribed in the following Article to Article 10-4, so as to ensure that his/her employed workers have opportunities to develop and improve their vocational abilities() by receiving various types of vocational training. Article 9　In the case where an employer provides vocational training for his/her employed workers, he/she may provide such training on and/or off the jobs of said workers by him/herself, individually or jointly, or by having them receive vocational training provided at public human resources development facilities or facilities established by other persons who are deemed to be appropriate for the development and improvement of human resources as prescribed in Article 15-6, paragraph (3). (ii)　requiring workers receive vocational ability tests carried out by said employer by him/herself individually or jointly, or carried out by other persons who are deemed to be appropriate for the development and improvement of human resources. Article 10-2　An employer shall promote the development and improvement of the practical vocational abilities() of his/her employed workers by providing vocational training with practical work, as needed. (iii)　in addition to what are listed in the preceding two items, educational training at facilities established by persons other than said employer which is provided by persons who are deemed to be appropriate for the development and improvement of human resources. (3)　In order to ensure a proper and effective implementation of vocational training with practical work as prescribed in the preceding paragraph, the Minister of Health, Labour and Welfare shall publicize guidelines concerning measures to be taken by employers. (ii)　giving due consideration when allocating workers and for other employment management, so as to enable workers to develop and improve their vocational abilities() voluntarily through work experience. (ii)　taking the necessary measures to ensure time for them to receive educational training on the job or vocational ability tests, such as changing their start and finish times, reducing working hours, or other measures. (2)　Paid leave for educational training set forth in item (i) of the preceding paragraph shall mean paid leave granted to workers who receive educational training to improve their professional qualities or for other vocational purposes (excluding leave granted as annual paid leave as prescribed in Article 39 of the Labor Standards Act (Act No. 49 of 1947). (3)　Long-term leave for educational training set forth in paragraph (1), item (i) shall mean long-term leave granted to workers who receive educational training to improve their professional qualities or for other vocational purposes (excluding leave granted as annual paid leave as prescribed in Article 39 of the Labor Standards Act and leave granted as paid leave for educational training as prescribed in the preceding paragraph). (4)　Leave for preparation for reemployment set forth in paragraph (1), item (i) shall mean leave granted to workers who try to develop and improve their vocational abilities() as preparation for reemployment (excluding leave granted as annual paid leave as prescribed in Article 39 of the Labor Standards Act, leave granted as paid leave for educational training as prescribed in paragraph (2), and leave granted as long-term leave for educational training as prescribed in the preceding paragraph). Article 10-5　With regard to measures to be taken by employers for the purpose of promoting the voluntary development of workers and the improvement of their vocational abilities() in line with their vocational life planning as prescribed in the preceding two Articles, the Minister of Health, Labour and Welfare shall publicize guidelines necessary for ensuring a proper and effective implementation of such measures. Article 11　An employer shall endeavor to formulate a plan concerning the measures prescribed in Article 9 to Article 10-4 so as to promote the staged and systematic development and improvement of vocational abilities() related to his/her employed workers. (2)　When having formulated a plan set forth in the preceding paragraph, the employer shall take the measures necessary to disseminate the contents of the plan to his/her employed workers and thereby endeavor to promote the voluntary development and improvement of the vocational abilities() of those workers in line with their vocational life planning, and shall effectively utilize the human resources development promoters he/she has appointed as prescribed in the following Article and thereby endeavor to implement the plan smoothly. (iii)　in the case where the State or prefectures, or the Japan Vocational Ability Development Association or Prefectural Vocational Ability Development Associations (hereinafter referred to as the "State, etc." in this item) provide advice and guidance or other assistance concerning the formulation and implementation of a plan set forth in paragraph (1) of the preceding Article, duties related to liaison with the State, etc. Article 12-2　An employer shall manage and provide information systematically on trade skills that require a reasonable period of time for workers to acquire and on knowledge thereon (hereinafter referred to as "proficient trade skills, etc." in this Article) and take other necessary measures, and thereby endeavor to promote the development and improvement of the vocational abilities() of his/her employed workers through their effective and efficient acquisition of proficient trade skills, etc. (2)　With regard to measures to be taken by employers to promote workers' acquisition of proficient trade skills, etc. as prescribed in the preceding paragraph, the Minister of Health, Labour and Welfare shall publicize guidelines necessary for the proper and effective implementation thereof. Article 13　Employers, employers' organizations or federations thereof, vocational training corporations, the Japan Vocational Ability Development Association or Prefectural Vocational Ability Development Associations, incorporated associations or incorporated foundations, labor unions that are juridical persons, or other nonprofit juridical persons that provide or intend to provide vocational training (hereinafter collectively referred to as "employers, etc.") may, by receiving accreditation whereby the vocational training by said employers, etc. conforms to standards for enhancing and maintaining the levels of vocational training as prescribed in Section 4 and Section 7, provide said vocational training. Article 14　An employer may, by receiving accreditation whereby his/her plan to provide vocational training with practical work (meaning vocational training with practical work as prescribed in Article 10-2, paragraph (2); the same shall apply hereinafter) is effective for the development and improvement of practical vocational abilities() for youth workers (limited to youth workers specified by an Ordinance of the Ministry of Health, Labour and Welfare; the same shall apply hereinafter), provide said vocational training with practical work. Article 15　The State and prefectures shall give due consideration, through measures prescribed in this Section and the following Section in addition to what is prescribed in Article 13, to ensuring opportunities for workers to receive various types of vocational training to develop and improve their vocational abilities(). (viii)　in addition to what are listed in the preceding items, rendering benefit, such as approval of utilizing the public human resources development facilities prescribed in Article 15-6, paragraph (3). (2)　In order to promote the development and improvement of human resources, the State and prefectures shall endeavor to extend assistance for workers as prescribed in item (iii) and item (iv) of the preceding paragraph. (3)　In order to extend the assistance for employers, etc. and workers listed in paragraph (1), item (ii) to item (iv) properly and effectively, the State may take special measures such as the establishment of the facilities required. (4)　In extending assistance to employers, etc. and workers as prescribed in paragraph (1) and paragraph (2), the State and prefectures shall collaborate closely with the Japan Vocational Ability Development Association or Prefectural Vocational Ability Development Associations. Article 15-3　In order to promote the vocational training and vocational ability tests carried out by employers, etc. and to encourage employers to take measures such as granting paid leave for educational training as prescribed in Article 10-4, paragraph (2) to workers or other assistance for ensuring opportunities for workers to receive educational training or vocational ability tests voluntarily, or other assistance to make it easier for workers to receive vocational training and vocational ability tests, etc. carried out at public human resources development facilities prescribed in Article 15-6, paragraph (3), the State may grant aid to employers, etc. or take other necessary measures. Article 15-4　In cooperation with the Japan Vocational Ability Development Association, the State shall endeavor to carry out surveys and studies on vocational training, vocational ability tests, and other matters concerning the development and improvement of human resources, collect and compile the information thereon, so that employers, workers and other persons concerned may utilize the outcome of said surveys and studies and said collected information. Article 15-5　In order to arrange for an environment where the development and improvement of human resources can be smoothly promoted, the State shall conduct public relations and enlightenment activities so as to enhance the understanding of employers and citizens with regard to the trade skills needed for jobs. Section 3 Provision, etc. of Vocational Training by the State and Prefectures, etc. (v)　Polytechnic Schools for Persons with Disabilities (meaning facilities for providing ordinary or advanced vocational training for physically or mentally disabled persons who have difficulty in receiving vocational training at facilities listed in the preceding items, in a manner corresponding to their abilities; the same shall apply hereinafter). (2)　Facilities established by the State and prefectures listed in the items of the preceding paragraph shall, in addition to providing the vocational training listed in the relevant items, endeavor to extend the assistance listed in Article 15-2, paragraph (1), item (iii), item (iv), and item (vi) to item (viii) to employers, workers and other persons concerned. (3)　In establishing the facilities listed in the items of paragraph (1) to provide vocational training, the State and prefectures (including municipalities, in the case where such municipalities establish Polytechnic Schools as prescribed in Article 16, paragraph (2)) shall provide vocational training within the facilities listed in the items of the same paragraph that those authorities establish (hereinafter referred to as "public human resources development facilities"), and if it is necessary to provide prompt and effective vocational training to workers, etc. who intend to change their jobs, those authorities may have such workers receive educational training provided at other facilities deemed to be appropriate for the development and improvement of human resources, by deeming such educational training to be vocational training provided at said public human resources development facilities. (ii)　in addition to what is listed in the preceding item, conducting other business related to vocational training or other matters necessary for the development and improvement of human resources under this Act which are specified by an Ordinance of the Ministry of Health, Labour and Welfare. Article 15-7　Vocational training provided at public human resources development facilities established by the State and vocational training provided by the State as prescribed in the proviso to paragraph (1) of the preceding Article shall be provided based on the plan for providing said vocational training formulated by the Minister of Health, Labour and Welfare, as specified by an Ordinance of the Ministry of Health, Labour and Welfare. Article 16　The State shall establish Polytechnic Colleges, Polytechnic Universities, Polytechnic Centers and Polytechnic Schools for Persons with Disabilities, and prefectures shall establish Polytechnic Schools. (2)　In addition to what are prescribed in the preceding paragraph, prefectures may establish Polytechnic Colleges, Polytechnic Universities, Polytechnic Centers or Polytechnic Schools for Persons with Disabilities (hereinafter referred to as "Polytechnic Universities, etc." in the following paragraph), and municipalities may establish Polytechnic Schools. (3)　When a prefecture intends to establish any Polytechnic Colleges, etc. or when a municipality intends to establish a Polytechnic School as prescribed in the preceding paragraph, it shall consult with the Minister of Health, Labour and Welfare and obtain his/her consent thereon in advance. (4)　The location and name of a public human resources development facility and other necessary matters concerning its operation shall be specified by an Ordinance of the Ministry of Health, Labour and Welfare, in the case where it is established by the State, and by a prefectural or municipal ordinance, in the case where it is established by a prefecture or municipality. (5)　From among Polytechnic Schools for Persons with Disabilities established as prescribed in paragraph (1), the State shall commission the operation of those specified by an Ordinance of the Ministry of Health, Labour and Welfare to the Japan Organization for Employment of the Elderly and Persons with Disabilities, and may commission the operation of those not specified by said Ordinance of the Ministry of Health, Labour and Welfare to prefectures. (6)　The head of a public human resources development facility shall be a person with distinguished insight for vocational training. Article 17　No facility other than public human resources development facilities (excluding those established pursuant to the provision of Article 25) may use the characters of Polytechnic School, Polytechnic College, Polytechnic University, Polytechnic Center or Polytechnic School for Persons with Disabilities in its name. Article 18　In establishing and operating public human resources development facilities, the State, prefectures, and municipalities shall give due consideration so that their facilities may fulfill their function to the fullest extent without competing with each other. (2)　In providing vocational training, the State, prefectures, and municipalities shall give due consideration to the time when the vocational training should start, and the term and program, etc. so that such training may contribute to the security of workers' employment and industrial development in the related areas. Article 19　Public human resources development facilities shall provide ordinary or advanced vocational training in accordance with the standards provided by an Ordinance of the Ministry of Health, Labour and Welfare for each training course of said vocational training with a view to enhancing and maintaining levels of such training concerning its curriculum, training hours, equipment or other matters specified by an Ordinance of the Ministry of Health, Labour and Welfare. (2)　The categories of the training courses set forth in the preceding paragraph shall be specified by an Ordinance of the Ministry of Health, Labour and Welfare. Article 20　In the course of ordinary or advanced vocational training provided at public human resources development facilities (hereinafter referred to as "public vocational training"), public human resources development facilities shall endeavor to use text books or other teaching and training materials accredited by the Minister of Health, Labour and Welfare. Article 21　The head of a public human resources development facility shall conduct the verification of trade skills and knowledge thereon (hereinafter referred to as "trade skill verification" in this Article) for persons who receive public vocational training (limited to long-term training courses). (2)　A person who has successfully passed trade skill verification may refer to him/herself as a junior certified skilled worker. (3)　The standards for trade skill verification and other necessary matters concerning the implementation of such verification shall be specified by an Ordinance of the Ministry of Health, Labour and Welfare. Article 22　The head of a public human resources development facility shall issue a completion certificate to those who have completed public vocational training, as specified by an Ordinance of the Ministry of Health, Labour and Welfare. Article 23　From among public vocational training, ordinary vocational training (limited to short-term training courses specified by an Ordinance of the Ministry of Health, Labour and Welfare) provided for job applicants who need to change jobs and for other job applicants specified by an Ordinance of the Ministry of Health, Labour and Welfare at Polytechnic Schools and Polytechnic Centers, and vocational training provided for job applicants at Polytechnic Schools for Persons with Disabilities shall be given free of charge. (2)　The State and prefectures may grant allowances to job applicants who receive public vocational training as prescribed in the preceding paragraph, pursuant to the provisions of the Employment Countermeasures Act. (3)　The heads of public human resources development facilities shall endeavor to take the measures necessary for assistance in job-finding for job applicants who receive public vocational training, in close collaboration with the chiefs of Public Employment Security Offices. Section 4 Accreditation of Vocational Training Provided by Employers, etc. Article 24　Upon an application from an employer, etc., a prefectural governor may accredit the vocational training provided by said employer, etc. as conforming to the standards specified by an Ordinance of the Ministry of Health, Labour and Welfare set forth in Article 19, paragraph (1); provided, however, that this shall not apply to the case where he/she finds that said employer, etc. is incapable of properly providing the vocational training. (2)　In the case where a prefectural governor intends to grant the accreditation set forth in the preceding paragraph, and when workers receiving vocational training are subject to an Ordinance of the Ministry of Health, Labour and Welfare under the provision of Article 70 of the Labor Standards Act or an Ordinance of the Ministry of Health, Labour and Welfare under the provision of Article 61, paragraph (4) of the Industrial Safety and Health Act (Act No.57 of 1972), he/she shall hear the opinions of the Directors of Prefectural Labour Bureaus, unless otherwise specified by an Ordinance of the Ministry of Health, Labour and Welfare. (3)　A prefectural governor may revoke the accreditation, when he/she finds that the vocational training accredited under the provision of paragraph (1) (hereinafter referred to as "accredited vocational training") no longer conforms to the standards specified by an Ordinance of the Ministry of Health, Labour and Welfare set forth in Article 19, paragraph (1), or when the employer, etc. no longer provides said accredited vocational training, or when he/she finds that the employer, etc. is no longer able to provide properly said accredited vocational training. (4)　A prefectural governor shall, when intending to grant or revoke the accreditation set forth in paragraph (1) (limited to accreditation pertaining to advanced vocational training), consult with the Minister of Health, Labour and Welfare and obtain his/her consent thereon in advance. Article 25　An employer, etc. who provides accredited vocational training may establish a Polytechnic School, Polytechnic College, Polytechnic University or Polytechnic Center as a vocational training facility, as specified by an Ordinance of the Ministry of Health, Labour and Welfare. Article 26　An employer, etc. who provides accredited vocational training shall, within a limit whereby no hindrance should be placed on his/her business, endeavor to make his/her facilities for accredited vocational training available for vocational training provided by other employers, etc., or to provide, as commissioned, vocational training to workers employed by other employers, etc. Article 26-2　The provisions of Article 20 to Article 22 shall apply mutatis mutandis to accredited vocational training. In this case, the term "the head of a public human resources development facility" in Article 21, paragraph (1) and Article 22 shall be deemed to be replaced with " an employer, etc. who provides accredited vocational training." Article 26-3　An employer who intends to provide vocational training with practical work may formulate a plan for providing vocational training with practical work (hereinafter referred to as a "plan for providing training" in this Section) and apply for accreditation from the Minister of Health, Labour and Welfare, as specified by an Ordinance of the Ministry of Health, Labour and Welfare. (v)　other matters specified by an Ordinance of the Ministry of Health, Labour and Welfare. (3)　The Minister of Health, Labour and Welfare may grant accreditation, in the case where an application for accreditation set forth in paragraph (1) has been filed and when he/she finds that the plan for providing training conforms to the standards specified by an Ordinance of the Ministry of Health, Labour and Welfare as the standards concerning vocational training with practical work effective for the development and improvement of practical vocational abilities(*) for youth workers. Article 26-4　An employer who has received the accreditation set forth in paragraph (3) of the preceding Article (hereinafter referred to as an "accredited employer") shall, when intending to change the plan for providing training pertaining to said accreditation, receive accreditation thereof from the Minister of Health, Labour and Welfare. (2)　The Minister of Health, Labour and Welfare may revoke the accreditation when he/she finds that the plan for providing training pertaining to the accreditation set forth in paragraph (3) of the preceding Article (when the accreditation has been granted to changes as prescribed in the preceding paragraph, the plan after the change; hereinafter referred to as the "accredited plan for providing training" in this Section) no longer conforms to the standards specified by an Ordinance of the Ministry of Health, Labour and Welfare set forth in paragraph (3) of the same Article, or when he/she finds that the accredited employer is not providing vocational training with practical work in accordance with the accredited plan for providing training. (3)　The provision of paragraph (3) of the preceding Article shall apply mutatis mutandis to the accreditation set forth in paragraph (1). Article 26-5　When an accredited employer provides vocational training with practical work under the accredited plan for providing training (hereinafter referred to as "accredited vocational training with practical work"), he/she may attach an indication to the effect that said accredited vocational training with practical work has been accredited to provide training in his/her advertisement for workers and other advertising media specified by an Ordinance of the Ministry of Health, Labour and Welfare (referred to as his/her "advertisement, etc." in the following paragraph), as specified by an Ordinance of the Ministry of Health, Labour and Welfare. (2)　Except for cases prescribed in the preceding paragraph, no person shall be allowed to attach the indication set forth in the same paragraph or any other misleading indication to his/her advertisement, etc. Article 26-6　In the case where a small and medium sized employer who is a member of an approved small and medium sized employers' organization (limited to accredited employers; the same shall apply hereinafter) intends to have said approved small and medium sized employers' organization recruit persons in charge of approved vocational training with practical work (hereinafter referred to as "persons in charge of training"), and when said approved small and medium sized employers' organization intends to be engaged in said labor recruitment, the provisions of Article 36, paragraph (1) and paragraph (3) of the Employment Security Act (Act No. 141 of 1947) shall not apply to said member of a small and medium sized employers' organization. (ii)　an approved small and medium sized employers' organization:　a business cooperative, federation of cooperatives, other partnership established under special acts or a federation thereof which is specified by an Ordinance of the Ministry of Health, Labour and Welfare, or an incorporated association which contains small and medium sized employers as its direct or indirect members (limited to those meeting the requirements specified by an Ordinance of the Ministry of Health, Labour and Welfare; hereinafter referred to as a "business cooperative, etc." in this item), all of which the Minister of Health, Labour and Welfare has, upon application from said business cooperative, etc., based on the standards specified by the minister, approved to be appropriate as an organization that provides its small and medium sized member employers with consultation and assistance for ensuring human resources, for the purpose of providing properly and effectively accredited vocational training with practical work. (3)　The Minister of Health, Labour and Welfare may revoke the approval set forth in item (ii) of the preceding paragraph, when he/she finds that the approved small and medium sized employers' organization is no longer appropriate as an organization for providing the consultation and assistance set forth in the same item. (4)　An approved small and medium sized employers' organization set forth in paragraph (1) shall, when intending to be engaged in said labor recruitment, notify the Minister of Health, Labour and Welfare about the period of recruitment, number of persons to be recruited, areas for recruitment, and other matters concerning the recruitment of persons in charge of training that are specified by an Ordinance of the Ministry of Health, Labour and Welfare, as specified by an Ordinance of the Ministry of Health, Labour and Welfare. (5)　The provision of Article 37, paragraph (2) of the Employment Security Act shall apply mutatis mutandis to the case where a notification has been made as prescribed in the preceding paragraph; the provisions of Article 5-3, paragraph (1) and paragraph (3), Article 5-4, Article 39, Article 41, paragraph (2), Article 48-3, Article 48-4, Article 50, paragraph (1) and paragraph (2), and Article 51-2 of the same Act shall apply mutatis mutandis to persons who make a notification as prescribed in the preceding paragraph to be engaged in labor recruitment for persons in charge of training; the provision of Article 40 of the same Act shall apply mutatis mutandis to the payment of compensation for persons who make a notification as prescribed in the preceding paragraph to be engaged in labor recruitment for persons in charge of training; and the provisions of Article 50, paragraph (3) and paragraph (4) of the same Act shall apply mutatis mutandis to the case where authority is exercised as prescribed in Article 50, paragraph (2) of the same Act which is applied mutatis mutandis pursuant in this paragraph. In this case, the term "the person who intends to conduct the labor recruitment" in Article 37, paragraph (2) of the same Act shall be deemed to be replaced with "the person who makes a notification as prescribed in Article 26-6, paragraph (4) of the Human Resources Development Promotion Act and intends to be engaged in labor recruitment for persons in charge of training as prescribed in paragraph (1) of the same Article;" and the term "may order the abolition of the businesses of the labor recruitment concerned or order" in Article 41, paragraph (2) of the same Act shall be deemed to be replaced with "may order." (6)　With regard to the application of the provisions of Article 36, paragraph (2) and Article 42-2 of the Employment Security Act, the term "set forth in the preceding paragraph" in the same paragraph shall be deemed to be replaced with "which a person, who intends to make persons other than his/her employed workers engaged in labor recruitment for persons in charge of training as prescribed in Article 26-6, paragraph (1) of the Human Resources Development Promotion Act, intends to pay to said persons other than his/her employed workers;" and the term "a commissioned recruiter provided in Article 39" in the same Article shall be deemed to be replaced with "a person who makes a notification as prescribed in 26-6, paragraph (4) of the Human Resources Development Promotion Act to be engaged in labor recruitment for persons in charge of training as prescribed in Article 26-6, paragraph (1) of the same Act;" and the term "in said paragraph" in the same Article shall be deemed to be replaced with "in the following paragraph." (7)　The Minister of Health, Labour and Welfare may request an approved small and medium sized employers' organization to make a report on the situation with regard to providing the consultation and assistance set forth in paragraph (2), item (ii). (8)　Part of the authority of the Minister of Health, Labour and Welfare prescribed in paragraph (4) and paragraph (5) may be delegated to the Directors of Prefectural Labour Bureaus, as specified by an Ordinance of the Ministry of Health, Labour and Welfare. Article 26-7　Public Employment Security Offices shall provide employment information and the outcome of surveys and studies on jobs for approved small and medium sized employers' organizations that make a notification as prescribed in paragraph (4) of the preceding Article to be engaged in labor recruitment for persons in charge of training, give guidance to them on the details and methods of said recruitment based on such outcome, and thereby endeavor to promote the effective and proper implementation of said labor recruitment. Article 27　Polytechnic Universities shall, for the purpose of contributing to the smooth implementation of public vocational training and other vocational training as well as the promotion of the development and improvement of human resources, foster training instructors by imparting the necessary skills and knowledge thereon to persons who are or intend to be persons in charge of training for public vocational training and accredited vocational training (hereinafter referred to as "statutory vocational training") (hereinafter such persons shall be referred to as "vocational training instructors"), provide training for improving their abilities (hereinafter referred to as "instructor training") and vocational training specified by an Ordinance of the Ministry of Health, Labor and Welfare as training that contributes to the facilitation of statutory vocational training, and carry out comprehensive surveys and studies on the development and improvement of human resources. (2)　Polytechnic Universities may, in addition to the business prescribed in the preceding paragraph, conduct any other business necessary for the development and improvement of human resources pursuant to the provisions of this Act, as specified by an Ordinance of the Ministry of Health, Labour and Welfare. (3)　The State shall establish Polytechnic Universities. (4)　No person other than a Polytechnic University shall use the characters of Polytechnic University in its name. (5)　The provisions of Article 15-6, paragraph (2) and paragraph (4) (excluding item (ii)), Article 16, paragraph (4) (limited to the part pertaining to public human resources development facilities established by the State) and paragraph (6), and Article 23, paragraph (3) shall apply mutatis mutandis to Polytechnic Universities, and the provisions of Article 19 to Article 22 shall apply mutatis mutandis to vocational training provided at Polytechnic Universities. In this case, the term "vocational training prescribed in said relevant items" in Article 15-6, paragraph (2) and the term "vocational training as prescribed in the items of paragraph (1)" in paragraph (4) of the same Article shall be deemed to be replaced with "the business prescribed in Article 27, paragraph (1)"; the term "public human resources development facilities" in Article 21, paragraph (1) and Article 22 shall be deemed to be replaced with "Polytechnic Universities"; and the term "receive public vocational training" in Article 23, paragraph (3) shall be deemed to be replaced with "receive instructor training (meaning instructor training as prescribed in Article 27, paragraph (1)) or vocational training." Section 7 Vocational Training Instructors, etc. Article 27-2　The categories of training courses for instructor training and the standards for curriculums, training hours, training equipment and other matters for each training course shall be specified by an Ordinance of the Ministry of Health, Labour and Welfare. (2)　The provision of Article 22 and Article 24, paragraph (1) to paragraph (3) shall apply mutatis mutandis to instructor training. In this case, the term "the head of a public human resources development facility" in Article 22 shall be deemed to be replaced with "the head of a Polytechnic University and an employer, etc. who provide instructor training as prescribed in Article 27, paragraph (1) pertaining to the accreditation set forth in Article 24, paragraph (1) as applied mutatis mutandis pursuant to Article 27-2, paragraph (2)" and the term "Article 19, paragraph (1)" in Article 24, paragraph (1) and paragraph (3) shall be deemed to be replaced with "Article 27-2, paragraph (1)." Article 28　A vocational training instructor for ordinary vocational training (excluding short-term training courses specified by an Ordinance of the Ministry of Health, Labour and Welfare) from among statutory vocational training shall hold a license granted by the prefectural governor. (2)　The license set forth in the preceding paragraph (hereinafter referred to as a "vocational training instructor's license") shall be granted for each job category specified by an Ordinance of the Ministry of Health, Labour and Welfare. (iii)　a person recognized as having an equal or higher ability for vocational training instructor's duties compared with the persons listed in the preceding two items. (4)　The scope of persons listed in item (iii) of the preceding paragraph shall be specified by an Ordinance of the Ministry of Health, Labour and Welfare. (iii)　a person whose vocational training instructor's license has been revoked and for whom a period of two years has not elapsed since the date of the revocation. Article 29　A prefectural governor shall, when a person who had acquired a vocational training instructor's license has come to fall under item (i) or item (ii) of paragraph (5) of the preceding Article, revoke his/her vocational training instructor's license. (2)　A prefectural governor may, when a person who had acquired a vocational training instructor's license has been guilty of misconduct not suitable as a vocational training instructor, revoke his/her vocational training instructor's license. Article 30　Vocational training instructor examinations shall be carried out by prefectural governors in accordance with the plan concerning vocational training instructor examinations specified each year by the Minister of Health, Labour and Welfare. (2)　Vocational training instructor examinations set forth in the preceding paragraph (hereinafter referred to as "vocational training instructor examinations") shall consist of practical and theoretical examinations. (iii)　a person recognized as having equal or higher ability compared with the persons listed in the preceding two items. (5)　A prefectural governor may, as specified by an Ordinance of the Ministry of Health, Labour and Welfare, exempt those persons having certain qualifications from the whole or part of the practical or theoretical examinations set forth in paragraph (2). (6)　A person falling under any of the items of Article 28, paragraph (5) may not be eligible for a vocational training instructor examination. Article 30-2　Vocational training instructors for advanced vocational training (excluding short-term training courses specified by an Ordinance of the Ministry of Health, Labour and Welfare) from among statutory vocational training shall be persons specified by an Ordinance of the Ministry of Health, Labour and Welfare as those who have a distinguished level of knowledge or skill (excluding persons falling under any of the items of paragraph (5) of the same Article) from among persons who have equal or higher ability compared with the persons listed in the items of Article 28, paragraph (3) with regard to the curriculums of said training. (2)　Vocational training instructors for the vocational training prescribed in Article 28, paragraph (1) shall not be required to hold a vocational training instructor's license with regard to the curriculums of said vocational training, notwithstanding the provision of Article 28, paragraph (1), if they fall under the persons specified by an Ordinance of the Ministry of Health, Labor and Welfare as those who have equal or higher ability compared with the persons listed in the items of paragraph (3) of the same Article with regard to the curriculums of said training (excluding persons falling under any of the items of paragraph (5) of the same Article). Article 31　An association or foundation which provides accredited vocational training may become a vocational training corporation pursuant to the provisions of this Act. Article 32　A vocational training corporation shall be a juridical person. (2)　No organization other than a vocational training corporation shall use the characters of vocational training corporation in its name. (iii)　in addition to what are listed in the preceding two items, conducting business necessary for vocational training or for the development and improvement of human resources pursuant to the provisions of this Act. Article 34　A vocational training corporation shall make a registration as specified by a Cabinet Order. (2)　The matters subject to registration pursuant to the provision of the preceding paragraph may not be asserted against a third party until after registration. Article 35　The establishment of a vocational training corporation shall be subject to authorization by the prefectural governor. (xi)　method for giving public notice. (3)　Officers of a vocational training corporation at the time of its establishment shall be specified in the articles of incorporation or articles of endowment. (4)　When a person who intends to establish a vocational training foundation has died before specifying its name, the location of its office or matters concerning its officers, the prefectural governor shall specify such matters at the request of any interested person or by his/her authority. (5)　In addition to what is specified in this Chapter, matters necessary for applying for an authorization for the establishment of a vocational training corporation shall be specified by an Ordinance of the Ministry of Health, Labour and Welfare. (ii)　when the association or foundation pertaining to said application is deemed not to have the ability to conduct its business properly because of a lack of the necessary managerial basis for its business or for other reasons. Article 37　A vocational training corporation shall be deemed to be established by registering its establishment at the place where its principal office is located. (2)　A vocational training corporation shall, within two weeks from the date of its establishment, notify the prefectural governor to that effect. Article 37-2　A vocational training corporation shall prepare the inventory of assets at the time of its establishment and between January and March every year and always keep such inventory at its principal office; provided, however, that a vocational training corporation which sets its own business year shall prepare the inventory of assets at the time of its establishment and at the end of each business year. (2)　A vocational training association shall keep a list of its members and make the necessary change each time there is a change to any of its members. Article 37-3　A vocational training corporation shall have one or two or more directors. (2)　In the case where there are two or more directors, the affairs of the vocational training corporation shall be determined by the majority of its directors, except as otherwise specified in the articles of incorporation or articles of endowment. Article 37-4　Directors shall represent a vocational training corporation with regard to all the affairs of the vocational training corporation; provided, however, that the directors shall not contravene the purport of the provisions of the articles of incorporation or articles of endowment, and in the case of a vocational training association, the directors shall follow the resolution of the general meeting. Article 37-5　Restrictions on the authority of representation of directors may not be asserted against a third party without knowledge of such restrictions. Article 37-6　Directors may delegate their authority on a specific act to other persons only in the case where delegation is not prohibited in the articles of incorporation, articles of endowment, or the resolution of the general meeting. Article 37-7　In the case where there is any vacancy in the office of the directors and damage is likely to be incurred due to a delay in the affairs of the vocational training corporation, the prefectural governor shall appoint provisional directors, at the request of any interested person or by his/her authority. Article 37-8　Directors shall have no authority of representation as to any matters involving a conflict of interest between the vocational training corporation and directors. In this case, the prefectural governor shall appoint a special agent, at the request of any interested person or by his/her authority. (iv)　when it is necessary to make a report set forth in the preceding item, convening the general meeting. Article 38　When a vocational training corporation has appointed auditors, the auditors may not hold concurrently the position of either director or employee of the vocational training corporation. Article 38-2　The directors of a vocational training association shall convoke an ordinary general meeting of its members at least once a year. Article 38-3　The directors of a vocational training association may convene an extraordinary general meeting whenever they find it necessary. (2)　When a request has been filed by one fifth or more of all members by indicating the matters that are the cause for a general meeting, the directors of the vocational training corporation shall convene an extraordinary general meeting; provided, however, that any ratio different from one fifth of all members may be specified in the articles of incorporation. Article 38-4　A notice of convocation of the general meeting shall be given, by five days prior to the general meeting at the latest, indicating the matters that are the cause for the general meeting, in accordance with the method specified in the articles of incorporation. Article 38-5　All the affairs of a vocational training association shall be performed under the authority of the resolution of the general meeting, except for those delegated to the directors or other officers in the articles of incorporation. Article 38-6　Only matters for which a notice has been given as prescribed in Article 38-4 may be resolved at the general meeting; provided, however, that this shall not apply to the case where it is otherwise specified in the articles of incorporation. Article 38-7　The vote of each member shall be of equal value. (2)　A member who is not present at the general meeting may vote in writing or by proxy. (3)　The provisions of the preceding two paragraphs shall not apply to the case where it is otherwise specified in the articles of incorporation. Article 38-8　In the case where any resolution is to be made with respect to the relationship between a vocational training association and any particular member, such member shall have no voting right. Article 39　No modification to the articles of incorporation or articles of endowment (excluding a modification pertaining to the matters listed in Article 35, paragraph (2), item (iv) or other matters specified by an Ordinance of the Ministry of Health, Labour and Welfare) shall come into effect unless authorization from the prefectural governor has been obtained. (2)　The provision of Article 36 shall apply mutatis mutandis to the authorization set forth in the preceding paragraph. (3)　A vocational training corporation shall, when having modified the articles of incorporation or articles of endowment related to the matters specified by an Ordinance of the Ministry of Health, Labour and Welfare set forth in paragraph (1), notify the prefectural governor to that effect, without delay. Article 39-2　The business of vocational training corporations shall be under the supervision of prefectural governors. (2)　A prefectural governor may inspect the situation of the business and assets of vocational training corporations at any time by his/her authority. (vi)　the revocation of the authorization for the establishment of the corporation. (2)　Dissolution for the reason listed in item (ii) of the preceding paragraph shall not come into effect unless the authorization of the prefectural governor has been obtained. (3)　A vocational training association may not adopt a resolution for dissolution without the affirmative votes of three-fourths or more of all members; provided, however, that this shall not apply to the case where it is otherwise specified in the articles of incorporation. (4)　Any dissolution of a vocational training corporation for any of the reasons listed in item (i), (iii) or (iv) of paragraph (1) shall be notified by the liquidator to the prefectural governor. Article 40-2　In the case where a vocational training corporation has become unable to pay off its debts with its assets, the court shall render a ruling to commence bankruptcy proceedings, at the request of the directors or creditors or by the court's own authority. (2)　In the case prescribed in the preceding paragraph, the directors shall immediately file a petition for the commencement of bankruptcy proceedings. (ii)　in the case where it is deemed that the operation of the vocational training corporation violates laws and regulations, the articles of incorporation, or articles of endowment or is highly unreasonable, and when no improvement can be expected. Article 41-2　A dissolved vocational training corporation shall be deemed to still continue to exist to the extent of the purpose of liquidation until the conclusion of such liquidation. Article 41-3　When a vocational training corporation has been dissolved, the directors shall become the liquidators, except for the case of dissolution by a ruling to commence bankruptcy proceedings; provided, however, that this shall not apply to the case where it is otherwise specified in the articles of incorporation or articles of endowment or where persons other than the directors have been elected as liquidators at the general meeting. Article 41-4　When there is no liquidator pursuant to the provision of the preceding Article, or when any damage is likely to be incurred due to a vacancy in the office of the liquidator, the court may elect a liquidator, at the request of any interested person or a public prosecutor, or by the court's own authority. Article 41-5　When any material grounds exist, the court may dismiss a liquidator, at the request of any interested person or a public prosecutor, or by the court's own authority. Article 41-6　A liquidator who has assumed his/her office during the course of the liquidation shall notify his/her name and domicile to the prefectural governor. (iii)　delivery of the residual assets. (2)　A liquidator may perform any and all acts in order to perform his/her duties listed in the items of the preceding paragraph. Article 41-8　A liquidator shall, within two months from the day on which he/she assumed his/her office, by giving public notice on at least three occasions, demand the relevant creditors to file their claims within a stated period. In this case, the notice period may not be less than two months.	http://www.japaneselawtranslation.go.jp/law/detail_main?re=01&vm=04&id=1854
Is there a way to input start dates/end dates for resources (designers / production, etc) so that a manager can forecast any workload collisions? You can add start/end dates to each task, and then report on what each resource is doing each day. Is that what you meant? BTW, Which report would I run to see People/Workload -vs- New Requests Coming In? THANKYOU! There is not a report that displays the number of new requests coming in. To see a report of People / Workload your best bet may be the Cross Chart or the Summary Report, as both allow the ability to group time tracking data by person. However, Intervals does not support Workload in the way you have described here. Intervals focus is more on tracking projects, tasks and time than it is on resource planning. But resource planning something nearly every company (especially smaller companies with limited resources and an ever-changing pipeline) has to do, and resource planning is dependent on exactly the data that is stored in intervals. So shouldn't they go together in some way? I'm not saying add a section or add to the complexity of Intervals much at all. Just a single report is needed, so users that want to can run it and see estimated hours for and UPCOMING time period... This data is already in Intervals, all that would be needed is a choice for estimated hours in the filter for one of your many reports. My point is, giving users this choice doesn't make Intervals a "resource planning" tool... It just gives people more access to their own data, and they might choose to use it for resource planning. Please consider this!	https://www.myintervals.com/forum/discussion/553/workload-allocation/
Fabric designers work in a variety of different environments depending on their interests and aspirations. They are employed by large fashion houses, textile manufacturers, fashion designers, retailers, design companies, interior decorators, furniture or carpet manufacturers, and home design companies. Some fabric designers are self-employed. Earnings - Outlook - Resources & Associations and more Vault partners with thousands of colleges, universities and academic institutions to provide students with FREE access to our premium content. To determine if your school is a partner, please enter your school email address below.	https://www.vault.com/industries-professions/professions/f/fabric-designers/work-environment
Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages. 45 Workforce development and training programs are increasingly using information and communica- tion technologies (ICT) as a tool to deliver training and development products. Yet there is little research on how transportation agencies are incorporating ICT into existing programs. This synthe- sis sought to document the training and development uses of ICT at state and local transportation agencies, the planning and resources required to implement and maintain ICT, and future plans for ICT-supported programs. Overall Findings ICT-supported training is common practice for 34 state departments of transportation (DOTs) and 14 Local Technical Assistance Programs (LTAPs)/Tribal Technical Assistance Program (TTAPs). Most of those not yet using ICT delivery methods plan to adopt ICT or at least consider ICT options in the near future. The reasons for the growing use of ICT at transportation agencies are many. One of the main reasons is cost: training and workforce development budgets are rarely suf- ficient to address all of an agencyâs training needs, and they do not keep pace with the increasing complexity of the tasks employees must be trained to do. ICT delivery methods can help reduce the operational and travel costs typically associated with traditional training methods, although these savings may be offset by the costs to purchase and maintain ICT. ICT also promotes greater access to training for all learners, more flexibility in the scheduling and completion of training, and better content consistency in some instances. For all of these reasons, ICT-supported train- ing is expected to maintain its importance in transportation agency workforce development and training programs. In some agencies, ICT is replacing courses previously delivered using traditional methods. How- ever, many agencies use ICT-supported training, particularly web-based and computer-based training methods, in conjunction with classroom-based training. This approach is known as blended training. Agencies state that the use of ICT-supported and traditional methods maximizes the benefits to the learner. ICT-supported methods are used to provide flexible, but consistent, training opportunities and supplemental training products and job aids that are available on demand. Classroom-based training is used to provide access to instructors and an opportunity to engage with peers, as well as to apply the knowledge gained from the ICT-supported training to performance-based activities. By using the blended approach, agencies are able to harness the benefits of both ICT and traditional delivery meth- ods and pass those benefits on to their employees. To develop ICT-supported training, many agencies are using in-house resources, often on a limited budget. Agencies rely heavily on subject matter experts to provide content for training and review the products throughout the process. Some agencies are using instructional designers to assist with development projects, but only a small number use graphic or web designers on training prod- uct developments. As a result, the application of training pedagogy to the design and development of ICT-supported training is not always occurring in the highway transportation industry. Efforts to overcome such practices are needed if agencies and learners are to realize the most benefit from ICT methods. Another approach frequently used by agencies to develop and deliver ICT training is partnering. Partnering is frequently used by agencies to overcome limited training development and delivery chapter five COnClusiOns 46 resources. State agencies in particular work with national and regional training groups, university transportation centers, community colleges, and others to develop and deliver training, leveraging their combined resources to deploy more training for employees. Although ICT training is widely developed and delivered, efforts to measure the impact of this type of training are not consistent. Most agencies measure learner satisfaction with ICT products, and many also measure content mastery, although these efforts are not always consistent across agency departments. Most agencies are not collecting data to clarify the return on investment ICT-supported training can provide or determine if ICT-supported training provides benefits to learners. The lack of this information makes it difficult to determine whether agencies are getting value out of their investment in ICT or whether ICT is being used to its potential. Future researCh This synthesis report is a first step in documenting how ICT-supported training is being used by state and local agencies. The results of this report raise other questions about the practices docu- mented here, questions that can be addressed through additional study. In particular, future research could validate this reportâs data on ICT-supported training programs, determine the efficacy of ICT-supported training methods for transportation audiences, establish a standard of quality for ICT-supported training products, and expand and improve state and local agency networks to dis- seminate training resources. verify and expand upon iCt-supported training development data As indicated in the âSurvey Limitationsâ section of this report, inconsistencies were noted when gathering data on ICT-supported training development and delivery. This often appeared to be the result of information silos within each agency. For instance, a survey response completed by a human resources department employee indicated no mobile training was available at the agency, but a case example interviewee revealed mobile training had been developed by another department. Other data inconsistencies appear to be related to respondentsâ confusion with ICT-related terms. For instance, web-based training and computer-based training are used interchangeably by some respondents, whereas others apply a different definition to mobile training than was used in this report. In addi- tion, there were questions about the costs listed to develop training. Additional research is needed to determine the reliability of estimated costs to develop 1 h of ICT-supported training and identify all the factors involved in developing an estimate. investigate the efficacy of iCt-supported training Methods Research continues to be scant on the efficacy of ICT-supported training for various target audiences within transportation. This is in part because agencies rarely measure the impact of ICT-supported training on employee performance. Research is needed to determine which ICT methods, either alone or in combination with other methods, provide the most benefit to various target audiences. This information will allow agencies to make better decisions about the ICT they use to deliver training and defend their choices to administrators. Such research, if properly applied, would allow for better selection of ICT delivery methods during the design process. This information would also provide important data to assist workforce development and training planning efforts. establish a standard of Quality Many agencies are developing and delivering ICT-supported training. However, there is currently no standard to evaluate the quality of the available training products and compare them. Research into the standards used by other industries to define quality ICT-supported training could be used to develop similar standards for the transportation industry. This would be an effective internal measure for agencies to evaluate training products, and would allow for an objective comparison of training products across agencies. 47 expand training resource networks Often important research does not make it into the hands of those who need it most. Training resources, such as research results, need to be disseminated consistently to training and human resources per- sonnel at state and local agencies. Existing organizations with a national communication network, such as FHWAâs Resource Centers, the National Transportation Training Directors organization, or the National Highway Institute, could develop a communication plan that focuses on disseminating current research, case examples, and content in the field of ICT-supported technology to transportation agencies. The organization could work in partnership with other industry training organizations, such as the Transportation Curriculum Coordination Council, to develop and implement the communication plan. This would increase the likelihood of information being received by its intended audience and potentially reduce redundancy in technology transfer efforts. In addition, the survey revealed that not all agencies have access to instructional designers and other professional training developers when designing ICT-supported training. The role of an instruc- tional designer, in conjunction with a graphic designer or web developer, is to design and develop an engaging learning product built on the principles of adult learning theory. Although national and regional partnerships exist that provide access to such resources for multiagency development projects, there is no known resource for individual agency training development. An existing orga- nization with a national presence could identify a team of resources (instructional, graphic, and web designers) to assist with individual agency training development projects. This team could also pro- vide guidance and input on the evaluation of existing courseware, the acquisition of ICT or a learning management system, and alignment of training and workforce development objectives. This type of training resource network could help support the application of sound training pedagogy to ICT training development projects nationally and ideally promote a consistent standard of evaluating ICT training products across the transportation industry.	https://www.nap.edu/read/24688/chapter/7
There are new businesses coming up every day, but it always feels good to be doing what you are capable of doing because it always brings out the best in you. Coming up with a business idea is a very crucial and essential aspect of setting up a business. You don’t just wake up and decide to start a business because you have the required capital. What if the business ends up collapsing in a very short period of time or even in the long run? If you are thinking about starting a new business but are unsure of what kind of enterprise you want to launch, the suggestions that follow can help. Now, in order to launch a company, the first thing you need is a concept for the kind of company you want to launch. There are many different options available, but where should one begin? You could consider what you are skilled at, what you are interested in, and the resources that are at your disposal. ASSESS YOUR INTEREST To get started on the process of coming up with a concept for a business, one needs to first conduct an analysis of the fields in which they have an interest. Taking this step can assist you in conceiving of a business concept that is pertinent to the areas in which you have an interest. It is necessary for anyone who runs their own company or who aspires to do so to be driven by a deep-seated interest in the field of labor that they are currently engaged in or that they hope to enter in the future. Because you’ll be focusing on something that already interests you, the day-to-day running of the business will become a bit easier. ASSESS YOUR SKILLS Before one can come up with an idea for a business, they need to first conduct an objective assessment of the skills they already possess. When we discuss evaluating your skills, we are talking about both your academic ability and the area of specialization in which you have chosen to work as a skilled worker. Both of these aspects will be taken into consideration. For instance, a person whose primary occupation is that of a physician would probably be more interested in launching a pharmacy or a clinic than they would be in starting a grocery store. AVAILABILITY OF RESOURCES / CAPITAL When trying to think up a very good idea for a business, one needs to take into account the resources that are already available to them. The amount of resources and capital that you have at your disposal will determine the kind of enterprise that you will be able to establish and run successfully. Every organization has a unique combination of essential financial resources in their arsenal. For instance, the amount of cash required to start a food store will be somewhat different from the amount of capital necessary to establish a clothing store. The amount of cash required to start a bookstore will also vary significantly. If the quantity of capital that you have access to is not adequate to launch the sort of business that you want to launch, you will need to either create a different form of business that requires less capital or go on a quest for additional funds to launch the business that you want to begin. AVAILABILITY OF MARKET The number of people who are interested in and able to make a purchase from a certain market is what is meant by the phrase “availability of market.” It’s possible that this is a market for a certain service or a particular good. “Customers” is yet another phrase that can be utilized when referring to these people in question. When formulating an idea for a company, one must bear in mind that there are going to be customers or clients who are already interested in the kind of organization they are about to establish. This is something that must be taken into consideration in order to ensure success. BUSINESS STRUCTURE Think about whether or not you will be collaborating with other individuals on this project, or whether you will be working on your own. If you plan to run a business with other people, you need to familiarize yourself with the different kinds of business structures that are available to you so that you may choose the one that is most suitable. A partnership may be the most advantageous kind of business structure to adopt when two or more people want to share decision-making and risk in an equal manner. Others may be invited to become members of a company. However, if it is organized as a corporation or limited partnership, those individuals will have little to no say in the day-to-day operations of the business. CONCLUSION If you want to establish a business, you should not disregard the things that fascinate you. If you follow the advice in this article, you will find that it is useful, and you will be able to think up a really nice company idea.	https://dlxnews.com/how-to-come-up-with-a-business-idea/
Among the many challenges food-service directors take on, becoming an expert in facilities design and equipment is a particularly tough one. Directors can have a wide range of facilities and equipment experience–some have none, while others may have served as project manager for the construction of a central production facility. While this experience is most commonly gained by learning on the job, this is not recommended. You may have witnessed firsthand the aftermath of poor or uninformed decisions made by a predecessor–or a director of operations or maintenance–who lacked a good understanding of all aspects of your operation. If directors are to evaluate the potential role of an existing site in a planned central or regional production model, they must have enough knowledge to make key decisions. It is essential for the food-service director and key members of their management team to learn enough about facility design and equipment to guide the district, no matter whether the project involves investment in a few pieces of equipment or the design of many kitchens and dining areas as part of a larger school construction effort. Food-service directors are often asked to compromise or scale back on their “dream” facility, or to work with an architect or food service equipment company that they did not choose, as a result of bond projects or pre-existing agreements with the district. Being fully educated and informed allows a director to make the most advantageous decisions and direct her/his resources as effectively as possible in such circumstances. A good place to start is the excellent handbook for food-service directors developed by the Institute of Child Nutrition (ICN) titled "Purchasing and Facility Design for School Nutrition Programs." This manual offers in-depth coverage of the topic, from a rundown of all the equipment and the design options in different applications to the ramifications of a district’s vision for the future on final decisions. Aging Kitchens in the Scratch-Cook Renaissance It is not uncommon for school districts around the country to have aging kitchen equipment that is more than forty years old. Directors are constantly making decisions about what equipment to fix, replace, or live without. If the annual food-service budget does not have a line item for depreciation, or does not regularly set aside funds for equipment replacement, this necessity has been overlooked or simply unfunded. The National School Lunch Program used to provide funding for equipment, but this ended in the late 70s. In 2009 and 2010, when the USDA offered schools $125 million in equipment funding through the American Recovery and Reinvestment Act, the agency received more than $630 million in requests. In response to the volume of unmet requests, the Pew Charitable Trust’s “Kids’ Safe and Healthful Foods Project,” in conjunction with Robert Wood Johnson Foundation, conducted two surveys. The first focused on school districts’ ability to meet the new HHFKA guidelines (see the report); the second, known as the "Kitchen Infrastructure and Training in Schools (KITS) Study," focused on kitchen infrastructure and training in schools. The findings of these reports establish the continued high need for equipment replacement and training in school districts in order for schools to offer meals that meet the HHKFA standards as efficiently as possible. Key Findings from the KITS Study - Finding 1: The vast majority of school food authorities (88%) needed one or more pieces of equipment to help them meet the current lunch standards. Of those that reported having inadequate equipment, more than 85% are “making do” with a less efficient process or workaround. - Finding 2: Only 42% of school food authorities reported having a budget to purchase capital equipment, and less than half expected the budget to be adequate to meet their equipment needs. - Finding 3: More than half of all school-food authorities (55%) need kitchen infrastructure changes at one or more schools to meet the lunch requirements. Shortly after the findings were released, the USDA announced some limited funding for equipment grants–the first since 2009 (see the press release). Though this is a small improvement, it is a step in the right direction. The lack of USDA funding simply emphasizes the fact that districts and food service departments must be proactive and have an expansive vision of their future needs. Equipment Inventory and Replacement Management Just about every district has a food service equipment “graveyard,” where unused kitchen equipment and smallwares sit and gather dust. These items are often saved because the resources to replace them may not be available in the future. One problem, however, is that the history of such equipment–details such as when it was purchased or the last time it was repaired–is not always known; or if it is, the knowledge may not be readily accessible in written form. To support your preventive maintenance and replacement management plans, take the time to develop and maintain an equipment inventory that includes the following information: - Location of the item - Average production volume for that location - Purchase order number - Product model number - Manufacturer - Repair history - Information about the item’s “retirement,” including whether the retired equipment is still within the district A ten- to twelve-year depreciation cycle is typical for foodservice equipment, but the actual life of an item depends on how well the equipment has been maintained and what kind of use it has had. For example, equipment that is used in a central, regional, or base kitchen may see far more use than equipment at an elementary school serving just 400 meals a day with only 175 days of operation a year. For this reason, updating the equipment inventory form is essential. Photos of the equipment are useful, and any change in location should be logged. In the modern era of scratch cooking, planning for equipment acquisition and maintenance that is compatible with your future operational models, as well as keeping replacement within your scope for the longer term, will make for a safer, cleaner, and more productive work environment for your employees. Though an acquisition cost of $5000 is the common baseline for depreciation, all “non-expendable” equipment (meaning equipment that is not disposable or has a life limited to a year or two) with a value of $500 or more should be inventoried annually. This will make it easy to identify the total value of relevant equipment when planning changes to kitchens or menus. When setting aside funds for equipment replacement, the annual depreciation amount is a guide that is commonly used; that is, you should set aside funds equal to the amount of depreciation in your budget. If your equipment ages beyond the depreciation period, keep setting aside funds and review your annual equipment tracking document to identify equipment that is slated for replacement. Evaluating Facilities for Program Change or Expansion When considering changes to your menu or your services, like making salad bars a regular feature of your reimbursable meal, or expanding breakfast services to a breakfast-in-the-classroom model, you must assess the compatibility of your buildings and equipment. If you have maintained a by-site equipment inventory, you will have a good idea of where you may need improvement or additional investment. For assessment purposes, we have created a Salad Bar Site Assessment Tool and a Breakfast Assessment Tool to assist you in evaluating your district for change. Reorganization ‒ Alternatives to the Site-Based Production Model The most challenging aspect of K–12 operations is balancing the cost of production while shifting toward the desired food and menu model. The current era of processed food in America affects every venue of food available to children and adults. Although school districts do need extra resources and dedication to step outside the norm and innovate, it is not impossible. Consolidating the production model to a single site, or fewer sites, is the most cost-effective and efficient approach to balancing investment with the desired outcome of better foods, better access, and better service. While centralization is the most efficient way to accomplish this, there are many other ways to consolidate, such as using regional kitchens or depending on specific kitchens to handle particular areas of the menu, like produce production. Scaling up the means of production allows greater control over not only the resources aggregated for production (i.e., the food and supplies), but also the labor, even though a consolidated production model requires more specialized and expensive staffing. Why Consolidation? The primary reasons to consider consolidation of production are quality, efficiency, and cost. Taking advantage of the opportunity to scale up the means of production will have positive, long-term results. The alternative is to maintain and improve multiple older sites while trying to keep meal quality consistent from site to site–an extremely difficult proposition in the scratch-cook production environment. Producing complex meals with fresh ingredients at multiple sites is challenging, particularly at older sites that may need significant facility improvements to prepare them for scratch cooking. Older kitchens with just one dual-bowl sink, for example, would face the risk of contamination if they had to prep salad bar ingredients and sort raw poultry in the same morning. Consolidation may be the most effective way to respond to these kinds of specific limiting factors. For a district committed to improving food quality through implementing whole-ingredient meal production, consolidation offers many advantages: - It ensures that the quality of the food is consistent district-wide – the greatest hurdle in successfully making the shift to scratch production. - It allows for efficiencies in food procurement by bringing a majority of the food into a central location. - It reduces food costs, both through the price advantages of a single delivery location and the lower cost of inventory at the sites. - It limits the specialized labor required for large-scale scratch cooking to a central location. - It allows the focus at the sites to be turned more to the students and the service, which will help drive higher meal counts. - It typically requires less labor at the satellite school sites, which balances the higher cost of labor required at the production site. With central or regional production facilities, it may also be possible to expand catering and contract services beyond the boundaries of the district, which can generate additional revenue for the department. In districts with older building infrastructures, or those that have limited capacity for improvements to school-site kitchen facilities, a central production facility consolidates the investment in one location and simplifies equipment needs at the site level. Budget Development When Planning Consolidation When considering shifting to a regional or centralized production model, developing a labor comparison is a key component, because the largest expense category is labor (see Sample Reorganization Worksheet). The scope of the comparison depends on the size of the current staffing model, the potential impact of the reorganization, and the length of time needed to complete the reorganization. We usually develop a workbook that compares labor figures for the current year to projected figures for the next two years. Our sample labor comparison is based on a consolidation with an estimated completion time of two years. Consolidation also affects food costs. The shift in food costs generated through centralizing production and purchasing can be significant. They generally go down, but for budget development purposes you can utilize current procurement and participation data to allocate a sufficient amount. In addition, vendors that would not be available to a district that required by-site delivery may be much more interested in providing services to a centralized or regionalized production environment. Other areas that will need to be considered include transportation, warehouse management, menus, production schedules, labor at the satellite sites, purchasing, and all recordkeeping and transaction processes. In most cases, a shift to consolidated production will require significant reorganization of the department’s workflow and systems. Central Kitchen Planning There are several key factors that a district must consider when planning to centralize production. There is an excellent "Guide to Centralized Food Service Systems" that covers the many aspects of planning that should be taken into account. The most important are discussed below. - Vision: Development of a central production facility requires the food-services department to have a clear vision of its desired food-service system, and to have established its mission and objectives for food service. The production model must be a part of the picture of school food in the district. The potential support of the broader community must also be considered. Centralized models are no more a “silver bullet” than any other operating model – their success depends on effective planning, support, and implementation. - Menu: The menu drives many of the design decisions: menu goals, both short-term and long-term, should guide the design of the facility and inform every aspect of the central production concept. The schools receiving the meals may need some upgrades to make them compatible with a centralized system. It’s essential to consider cold storage needs, the proper finishing of shipped foods, and the way the food is to be served. The menu as the focal point in centralized production facility planning (source: NFSMI Guide to Centralized Food Service, pp. 50–51) - Square Footage and Staffing Models: When it comes to size, most central production facility plans recommend one square foot of space per meal produced. In reality, however, the square footage of such facilities varies widely. Districts often add to or rebuild existing footprints and revise existing staffing models within negotiated agreements. Calculations of productivity values (i.e., meals per labor hour) in the central production model also vary, depending on the perspective of the district in question. In other words, the “standards” in central production facilities, which are not strictly defined within school food models, become even less clear when fresh, scratch production enters the picture. No matter how much the plans try to account for all scenarios, change is inevitable; the design therefore requires flexibility and an understanding that adjustments may be needed in the future. - Bakery: Most plans for central production facilities include a bakery as a standard area of the design. The majority of the bakery production found in school facilities focuses on a la carte production or limited production for breakfast. Because the bread items most commonly used in school food—hamburger buns, hot dog buns, and to a lesser extent sliced bread—cannot economically be included in a central production plan, we recommend that if the district plans to produce specialty bread items that a cost-benefit analysis is performed that compares procurement of similar products to the cost of producing them. - Storage and Distribution: A clear vision of the role of the warehouse and storage in the central production facility is important. In bulk purchasing, it is most commonly assumed that the best leverage for cost savings is to have all deliveries arriving at one central point in the district for by-site delivery. We have found, however, that many districts revert back to or originally incorporate direct deliveries of limited products (milk, bread, uncut produce) to the schools, particularly to larger receptor sites, in order to control overall inventory cost and limit the load on central distribution. Primary consideration should be given to daily food deliveries and/or pickups; delivery of dry goods and supply deliveries to the sites can be reduced to as little as once or twice a month, depending on the design plan. - Sustainability and Waste Management: In districts that are focusing on “greening” the school environment, we recommend that the central production facility be able to innovate through planning sustainable practices throughout its system. Food service is notorious for its waste, and incorporating proven sustainable practices within the design can align with sustainability goals. Recycling, compacting, pulping, and composting should all be considered within design protocols, as well as specifying equipment that is “green” to the greatest extent possible. - Automated Efficiencies and Staff Skills: New technology is constantly affecting the market in all industries, and food service is no exception. Greater labor efficiency can be achieved with the use of automated timesaving devices, ranging from equipment to safeguard the safety and health of employees working with large amounts of heavy ingredients, such as mechanical hoists, to computerized temperature control devices that monitor critical control points during production. In selecting equipment, consideration must be given to the entire spectrum of planned use, as well as the skill sets required for operation of various systems; budgeting time to train and learn is essential. - Safety Protocol and Meal Contingency: Food safety, worker safety, and building emergency plans must all be developed as part of the central facility planning process. Implementation and maintenance of HACCP plans, worker safety protocol, and emergency plans are critical and cannot be ignored within this whole process. In addition to emergency planning for the central production facility, it is essential to consider meal contingency planning for service to the population in the event the facility cannot be operated. This would include a multi-day approach, taking into account what the emergency food plan would be and how many days it would be in effect. - Future Planning (Commerce and the Central Production Facility): The question of whether a central production facility will produce foods or products for sale should be considered at the outset, as regular USDA inspection would be required. If sales are anticipated, office space for the USDA should be included in the plan. Funding Capital Improvements Capital improvements are defined as the acquisition of land, buildings and equipment. Use of money from the food-service fund for capital purchases is limited to equipment that is considered reasonable and necessary to provide quality meals. Money spent on capital expenditures that materially add to the value of the school building and related facilities or appreciably prolong its intended life should be the responsibility of the school district. Funding major renovations, equipment acquisition, or outright new construction usually exceeds the capability of a food-service department, even one that regularly posts a healthy fund balance. In these cases, possible funding sources include grants, such as federal equipment assistance grants; donations from an outside foundation; direct purchase or acquisition by the school district general fund; or inclusion in a local school bond measure. Because every state has different regulations surrounding school bonds, you should work with your district administration if you want to use this route for capital improvements. It is also prudent to discuss possible capital improvements with your state’s department of education to determine their opinion on the source of the funds you intend to use for your purchases. Serving Bulk Milk One of the best ways to increase milk consumption is to ensure milk is cold and easily accessible using bulk milk dispensers. MANAGEMENT TOOLS & RESOURCES Visit our Management Tools & Resources page for worksheets, calculators, signage, guides, and more. Register to Download The Lunch Box Tools Please help us keep The Lunch Box tools and resources free for all users by registering here! It will help us demonstrate to our supporters how this site is used in school food work.	http://www.thelunchbox.org/management/facilities/?tab=overview11
Following from my previous post I wanted to further investigate the implications of formats and megapixels on Macro Underwater Photography. I also want to stress that my posts are not guides on which camera to choose. For Macro for example some people rely on autofocus so there is no point talking about sensors if your camera does not focus on the shot! Macro underwater photography and fish portraits in general is easier than wide angle because is totally managed with artificial illumination, although some real masterpieces take advantage also of ambient light. There are a number of misconceptions also here but probably on the opposite side of wide angle there is a school of thinking that smaller cameras are better for macro but is that really the case? Myth 1: Wide angle lens -> More Depth of field than Macro Depth of field depends on a number of factors you can find the full description on sites like Cambridge in Colour a good read is here. A common misconception without even starting with sensor size is that depth of field is related to focal length and therefore a macro lens that is long has less depth of field than a wide angle lens. If we look at a DOF formula we can see that the effect of focal length and aperture cancel themselvers A long lens will have a smaller field of view of a wide lens so the distance u will increase and cancel the effect of the focal length f. The other variables in this formula are the circle of confusion c and the F-number N. As we are looking at the same sensor the c number is invariant and therefore at equal magnification the depth of field depends only on F number. Example: we have a macro lens 60mm and a wide angle lens 12mm, and a subject at 1 meter with the 60mm lens. In order to have the same size subject (magnification) we need to shoot at 20cm with the 12mm lens at that point the depth of field will be the same at the same f-number. So a wide angle lens does not give more depth of field but it gets you closer to a subject. At some point this gets too close and that is why macro lenses are long focal so you can have good magnification and decent working distance. Myth 2: Smaller Sensor has more depth of field We have already seen that sensor size is not in the depth of field formula so clearly sensor size is not related to depth of field so why is there such misconception? Primarily because people do not understand depth of field equivalence and they compare the same f-number on two different formats. Due to crop factor f/8 on a 2x crop sensor is equivalent to f/16 on a full frame and therefore as long as the larger sensor camera has smaller possible aperture there is no benefit on a smaller sensor for macro until there are available apertures. So typically the smaller sensor is an advantage only at f/22 on a 2x MFT body or f/32 on a APSC compared to a DSLR. At this small aperture diffraction becomes significant so in real life even in the extreme cases there is no benefit. Myth 3: Larger Sensor Means I can crop more The high level of magnification of macro photography create a strain on resolution due to the effects of diffraction this has a real impact on macro photography. We have two cases first case is camera with same megapixel count and different pixel size. In our example we can compare a 20.3 MFT 2x crop camera with a 20.8 APSC 1.5x crop and a 20.8 full frame Nikon D5. Those cameras will have different diffraction limits as they have pixels of 3.33, 4.2 and 6.4 microns respectively those sensor will reach diffraction at f/6.3, f/7.1 and f/11 respectively so in practical terms the smaller camera format have no benefit on larger sensor as even if there is higher depth of field at same f-number the equivalent depth of field and diffraction soon destroy the resolution cancelling the apparent benefit and confirming that sensor size does not matter. Finally we examine the case of same pixel size and different sensor size. This is the case for example of Nikon D500 vs D850 the two cameras have the same pixel size and therefore similar circle of confusion. This means that they will be diffraction limited at the same f-number despite the larger sensor. So the 45.7 megapixels of the D850 will not look any different from the 20.7 megapixels of the D500 and none will actually resolve 20.8 megapixels. So what is the actual real resolution we can resolve? Using this calculator you can enter parameters in megapixels for the various sensor size. In macro photography depth of field is essential otherwise the shot is not in focus, for this exercise I have assumed comparable aperture and calculated the number of megapixels until diffraction destroys resolution Note that the apparent benefit of MFT does not actually exist as the aspect ratio is 4:3 so once this is normalised to 3:2 we are back to the same 6.3 megapixels of full frame. APSC that has the strong reputation for macro comes last in this comparison. So although you can crop more with more megapixels the resolution that you can achieve is dropping because of diffraction and therefore your macro image will always look worse when you crop even on screen as now most screens are 4K or 8 megapixels. Other Considerations For a macro image depth of field is of course essential to have a sharp shot however we have seen that sensor size is not actually a consideration and therefore everything is level. Color depth is important in portrait work and provided we have the correct illumination full frame cameras are able to resolve more colours. We are probably not likely to see them anyway if we are diffraction limited but for mid size portraits there will be a difference between a full frame and any cropped format. In this graph you can see that there is nothing in between APSC and MFT but full frame has a benefit of 2.5 Ev and this will show. Conclusion Surprisingly for most the format that has an edge for macro is actually full frame because it can resolve more colours. The common belief that smaller formats are better is not actually true however some of those rigs will definitely be more portable and able to access awkward and narrow spaces to what extent this is an advantage we will have to wait and see. It may be worth noting that macro competitions are typically dominated by APSC shooters whose crop factor is actually the worst looking at diffraction figures.	https://interceptor121.com/2020/03/10/choosing-a-camera-format-for-macro-underwater-photography/
The shutter on the camera controls how much light falls on the image sensor. To create a properly exposed photo, the image sensor requires a certain amount of light. In case the result appears too light, too much light fell on the sensor - thus it is overexposed. Whereas with too little light on the image sensor, the picture can become too dark, so it looks underexposed. The shutter has the function, that it generates less depth of field the more it is opened up, and the more it is closed the more depth is created. The f-number indicates the relative shutter of the lens to the focal length. The more open it is, the smaller the number, for example shutter f/1.4. The more the shutter is closed, the higher its f-number, for example shutter f/11. ISO Speed The ISO sensitivity at digital cameras stands for the light sensitivity of the image sensor. Little ISO values are basically set in bright sunshine, about 100-200 ISO. The darker it is outside or in a room, the more it makes sense to increase the ISO value. With a high ISO value, images even with very little available light become possible. An increase in sensitivity means that less light is needed to expose the image properly. Thus, there is a linear relationship with the shutter value. Exposure time The exposure time controls how long the light falls on the image sensor. The longer the exposure time is set, the greater the risk, that the picture gets sharp or blurred. With the exposure time, the same motif can be reproduced in different ways. E.g., does one want to show moving water in a frozen or fluent way? If you want to freeze fast-moving objects in the image itself, you should use a low exposure time (for example 1/1000 sec.). If you want to show flowing water, you should choose a higher exposure time (about 1/160 sec.). In combination with the shutter (how much light can come in) and the exposure time (how long can light come in) the amount of light is managed.	https://www.x-working.com/en/art-magazine/digital-art/photography/basics-photography
Don’t focus on the horizon if you want all of your scene to look sharp. Whenever you focus your camera on something, there’ll be stuff in front and behind your subject coming out sharp too. That region where things look sharp will extend twice as far behind what you’re focusing on as it does in front. Or to say it another way, the thing you focus on will be about a third of the way into that area where things look nice and sharp. That sounded awful when I wrote it, so hopefully it will make more sense in a picture. You’ll see that the camera is focusing on a point within a line of posts, and while only one post looks sharp in front of that point, two posts look sharp beyond it. So that’s why you focus a third of the way into the area that you want to look sharp. To better illustrate these concepts I simulated what would happen if you used a very big aperture (very small f-number). Because as you’d know if you’d read my getting started article, depth of field gets smaller with the big apertures. Because a common mistake people make when they want to get everything in focus — for example everything looking sharp all the way to the horizon — is to focus their camera on the horizon. But you’ll now realise that’s wasting most of the focusing potential of a camera, because two thirds of what’s in focus will be beyond the horizon! The best thing you can hope for then is that the horizon will be nice and sharp, but things in the immediate foreground will look fuzzy. So what you want to do in those circumstances is to focus one third of the distance into the region where you want things to look sharp. Yep, just like with so much other stuff, photographers have a fancy name for that distance. They call it the hyperfocal distance. The next graphic (above) shows it happening again. The same rules apply: twice as many posts look okay beyond what the camera’s focusing on compared with the number in front. But depth of field is greater, so you get more posts overall looking sharp. So in a landscape where you want everything to look sharp all the way to the horizon, you focus on something that’s one third of the distance to the horizon. And you’d be using an aperture appropriate for a big depth of field (in other words, a big f-number). Now, if you’re using a wide-angle lens, then something like f/11 should be fine. If you’re not using a wide angle lens then you just won’t be able to get as much depth of field.	http://www.mdavid.com.au/photography/gettingsharp.shtml
The depth of field in an image is crucial to how it looks, and so controlling the depth of field when shooting is crucial in photography. Especially so in nature photography, where technical excellence is expected since there is usually time to thoughtfully set up one's camera controls. In this Photo Tip I'll explain how to dial in the exact amount of depth of field that you want, but first let me make sure you understand what depth of field is. Depth of field is the distance from the nearest to the farthest point in the image that is in acceptably sharp focus. I say "acceptably sharp" because, technically, only things at the exact distance to which you focused are at their sharpest. Objects closer to the camera and farther from the camera than the focused-at distance are somewhat out of focus and fuzzy. The degree of fuzziness gets worse the farther the object is from the focus distance. Eventually, this fuzziness gets objectionable, and one declares this point to be the limit of the depth of field. This degradation of sharpness with distance from the point of best focus happens slowly when the lens aperture is stopped way down to a small hole, and happens in a hurry when the aperture is wide open. Thus aperture controls the depth of field: depth of field is small with wide apertures and large with small apertures. This point is one of the most vital in all of photography and bears repeating: aperture controls depth of field. (Some people get confused by the f-stop labels for aperture: large f-numbers corresponding to small apertures and vice versa seems counterintuitive to them. For them, I suggest remembering that small f-numbers correspond to small depth of field, and vice versa. Maybe this will be more memorable.) I've illustrated the concept of depth of field in the following sketch. Note that with a large aperture and correspondingly small depth of field, only the middle flower will record sharply on the film; the near and far flowers will be blurry. By stopping down the aperture the photographer can increase the depth of field so that all three flowers register as (acceptably) sharp. Here is a real-world example. I shot the same scene (well, almost; I changed camera position slightly between the shots) with a large aperture and a small aperture. Same scene, same light, same film, same lens....but one with a narrow depth of field and one with a large depth of field. The two images look very different. You are welcome to prefer either one. I'm not telling you what aesthetic choices to make in your photographs, I'm just passing along the tools you need to execute the choices you make. Narrow depth of field (left) and large depth of field (right). The foreground foliage being in or out of focus significantly affects the look of the photo. Here are another two real-world examples of the importance of setting depth of field to what you want it to be. In the image on the left I deliberately chose a small depth of field to throw the background flowers out of focus, drawing the viewer's attention only to the foreground flowers. In the image to the right I wanted everything crisp, near to far. The closest leaves were only about 18 inches in front of my lens, so I had to be careful and deliberate in choosing my depth of field to accommodate everything from 18 inches to infinity. Narrow depth of field (left) and large depth of field (right). So you've seen how depth of field affects the look of a photo, you are aware that as the photographer you get to choose the depth of field you want, and you know that aperture is how you control it. Okay then , how do you precisely select your depth of field? I suppose guessing is one way, and with vast experience you might just be able to get away with it. "This scene looks like it needs about f/11." Or you could always go to extremes -- if you want a large depth of field, stop the lens all the way down, and if you want a narrow depth of field, open up all the way. But these approaches are crude, very crude. Somewhat better is to use your camera's depth of field preview feature, if it has one. (A must in a camera for nature photography.) This feature stops the lens down to its shooting aperture so you can see just how the scene will look on film. (Without this feature you are looking through the viewfinder with the lens wide open, no matter what f-stop it's set at.) This depth of field preview is great for telling how fuzzy the fuzzy things will be, but worthless for telling how sharp the sharp things will be -- the visual acuity in the viewfinder just isn't sufficient. Something that looks sharp in the viewfinder may record on film as only kind of sharp, an image immediately bound for the wastebasket. The most precise way of setting the depth of field to exactly what you want is to use the markings on the lens barrel. Here's how it works. The first thing to realize is that, when you focus on something through the viewfinder, you can then refer to the lens markings to read the distance to that object. This is shown below. You locate the black dot, identified in the photo by the large arrow, and then simply read off the distance from the distance marking lined up with it. In this example, the lens is focused 1.5 meters away (the white distance markings), or, equivalently, 5 feet away (the yellow distance markings). (The colors of the distance markings may be different on your lenses.) This means your camera can be used to measure distances. (Next time you want to measure a room to see how much paint it will need, you can use this rangefinding feature of your camera. It's not as accurate as a tape measure, but it's easier.) The camera can measure the distance to the focused-upon object. Armed with this ability of the camera to measure distances, here is how I set about establishing the exact depth of field I want in an image. I first measure the distance to the nearest point in the image I have composed that I need to be sharply in focus. Let's say this is what I did in the above photo. Then I focus on the farthest point I require to be in focus. This is illustrated in the picture below. In these examples the near and far points that I require in acceptably sharp focus are 1.5 meters (5 feet) and 3 meters (10 feet). I measure the farthest distance (illustrated here) and the nearest distance (illustrated above) that I insist be in acceptably sharp focus. Now I know exactly how much depth of field I need. Then I use the markings on the lens barrel to select the aperture that will give me that depth of field. In the picture below, look at the silver ring that has the black focusing dot. See how there are pairs of color-coded lines on either side of it? I turn the lens focusing ring until I find the pair of lines that will encompass my near and far points. In this example, I've found that the blue lines (pointed out by the arrows) will encompass my near and far points of 1.5 and 3 meters. After turning the focusing ring to line up the blue lines with my near and far points, I leave the focusing ring there. Then I look to see which aperture setting has a color to match the depth of field lines. In this case the blue lines match the blue f/16 marking. So I set the aperture to f/16 and I'm done! I've set the camera up to give me the precise depth of field I want for this image. I go ahead and shoot. What if my near and far points had been, say, 1.5 and 5 meters instead of 1.5 and 3 meters? Then the blue lines and f/16 wouldn't have provided enough depth of field. I'd have to switch to the orange lines and f/22. If the near and far points were 1 and 5 meters instead, you can see from the photo that there is no way even the orange (f/22) lines would provide enough depth of field. In this case the laws of optics forbid me from making the image I would like to make. Sometimes you just can't get enough depth of field from your lens. One solution in this case is to recompose your image so the camera is farther away from the objects of interest. Depth of field is most limited for close objects, and gets progressively larger the farther away they are. Another solution is to recompose your image using a wider angle lens. Again, the photo will be different from what you had originally envisioned, but wider angle lenses have larger depths of field at a fixed camera position than longer lenses. I don't know if you noticed it or not, but I shot without ever taking note of the distance I actually wound up focusing at! It doesn't matter -- if the near point and the far point are sharp, then everything in between is sharper still. I just don't care where the sharpest focus wound up. (In the above photo you can read it off as about 2 meters, but it just doesn't matter.) You now have heard the method of how to use your lens markings to precisely control your depth of field. (This procedure obviously only works if you have the leisure to execute it. In fast breaking situations you have to revert to less accurate methods.) What do you do if your lens lacks the markings I've been describing? Many zooms lack them, for example. Unfortunately, you are pretty much out of luck. This is one reason why I don't advocate zooms for scenic/landscape photography. Without these markings you are crippled as a photographer, and the disappearance of lens markings is an ongoing crime against photographic craft. Fortunately, although lens marking standards may have changed, the laws of optics have not. You may be able to get by with a graph, table, or formula that you carry in the field to provide the necessary depth of field information that would have been provided by the missing markings. One final thing to remember when choosing your aperture harkens back to the beginning of this Photo Tip. I said the depth of field is the range of the image that is in acceptably sharp focus. Whether something is acceptable is a matter of personal opinion. The folks who labeled your lens chose a standard that made sense to them, but it might not satisfy you. I am exacting in my work, and I try to stop down one extra stop beyond what the lens markings would tell me to do, as long as wind conditions permit the corresponding slower shutter speed Now you can go out and make your photos sing by imposing on them exactly the amount of depth of field that you, the photographer and artist, choose as optimal.	https://www.uphoto.com/newstore/photo-tips/295-setting-depth-of-field-2
There are four camera settings that are important to consider when taking a photograph: aperture, shutter speed, ISO, and white balance. Aperture is the size of the opening in the lens through which light passes. A large aperture (low f-stop number) lets in more light and produces a shallow depth of field, while a small aperture (high f-stop number) lets in less light and produces a deep depth of field. Shutter speed is the length of time that the shutter is open, exposing film or digital sensor to light. A fast shutter speed (1/500th of a second or faster) freezes action, while a slow shutter speed (1/30th of a second or slower) blurs motion. ISO is the sensitivity of the film or digital sensor to light. A low ISO (100 or lower) results in little grain or noise in the image, while a high ISO (1600 or higher) can produce grainy or noisy images. White balance adjusts the color temperature of an image to make whites appear white. Incorrect white balance can make an image appear yellowish, bluish, or even greenish. Grip and Hold. Your position and hold of the camera must be firm and enough to support the camera Grip and hold is one of the most important camera settings. The right grip will provide support and stability to your camera, while the wrong grip can cause camera shake and blur your images. Here are some tips on how to properly grip and hold your camera: 1. Firmly grasp the handgrip with your right hand. Place your index finger on the shutter release button, and wrap your other fingers around the handgrip. 2. Use your left hand to support the lens or body of the camera. Position your thumb and fingers so that they are not blocking any controls or buttons on the camera body. 3. Tuck in your elbows close to your sides to help stabilize thecamera. Be sure to keep you arms relaxed – tense muscles will cause shake as well.. If you are using a long lens, you may need to brace yourself against a wall or another solid object for added stability Stance. Your stance should be stable There are four basic camera settings that will affect the stability of your stance and therefore the quality of your photos. They are shutter speed, aperture, ISO and white balance. Shutter speed is the amount of time that the camera’s shutter is open while exposing film or a digital sensor to light. A faster shutter speed will result in a photo with less blur, but it will also require more light. A slower shutter speed will allow more light into the camera but may result in a blurry photo if you move while taking the picture. Aperture is the size of the opening in the lens through which light passes on its way to expose film or a digital sensor. A larger aperture (a lower f-number) results in a shallower depth of field, which can be used to create interesting effects by blurring parts of the photo that are not in sharp focus. However, a large aperture also requires more light, so it is important to find a balance between aperture and shutter speed depending on lighting conditions. ISO is a measure of how sensitive film or a digital sensor is to light. A higher ISO setting will result in less blur but may also produce more noise (graininess) in low-light conditions. It is important to experiment with different ISO settings to find what works best for each situation. White balance helps compensate for different lighting conditions so that colors are accurately reproduced in photos. Incorrect white balance can often give photos an unwanted color cast; for example, making them appear too blue or too yellow/orange. Experimenting with different white balance settings can help you achieve accurate colors under various lighting conditions. Shutter Release. Use the pad of your index finger to rest on the shutter Your shutter release is one of the four most important camera settings because it determines when your camera takes a photo. By default, your camera’s shutter release is usually set to “half-press”, which means that pressing the shutter release button halfway down will focus the camera and prepare it to take a photo. Pressing the shutter release button all the way down will take the photo. There are several reasons why you might want to change your shutter release setting. For example, if you’re taking a lot of photos in quick succession, you might want to switch to “full-press” so that your camera takes a photo as soon as you press the button all the way down. Or, if you’re taking a long exposure photo, you might want to use “bulb” mode so that you can hold down the shutter release button for as long as necessary without having to keep pressing it repeatedly. Changing your shutter release setting is usually pretty easy – just look for the option in your camera’s menu system. If you’re not sure how to find it, consult your camera manual or do a quick Google search for “[your camera model] + change shutter release”. Breath Control Breath control is one of the most important camera settings for achieving sharp images, especially when shooting handheld. By exhaling slowly and evenly as you press the shutter release button, you can minimize camera shake and ensure that your image is as sharp as possible.	https://imcphoto.net/general/discover-the-4-most-important-camera-settings/
When most people think about landscapes, they think of calm, serene, and passive environments. However, landscapes are rarely completely still – and if you can convey this movement, you’ll add drama and mood to your image. You’ll also create a point of interest. But how can you convey movement in a landscape? You can focus on wind in the trees, waves on a beach, water flowing over a waterfall, birds flying overhead, moving clouds, etc. Capturing this movement generally requires a longer shutter speed (sometimes a shutter speed of many seconds!). Of course, a slow shutter speed means more light hitting your sensor, so you’ll either need a narrow aperture or an ND filter. You might also choose to shoot at the start or the end of the day when there is less light. One of the questions you should always ask yourself as you do landscape photography is: “How am I leading the eye of those viewing this composition?” There are a number of ways to lead the eye (and including a clear foreground subject works well). But one of my favorite ways is to provide viewers with lines that lead them into the image (such as the road in the photo above). Lines give an image depth and scale. Plus, they can offer a point of interest by creating patterns in your shot. In landscape photography, you should always think about the sky. Most landscapes will either have a dominant foreground or a dominant sky. And unless you include one or the other, your shot will end up looking boring. Start by observing the sky. If it’s bland and lifeless, don’t let it dominate your shot; place the horizon in the upper third of the image (though you’ll want to make sure your foreground is interesting). But if the sky is filled with drama, interesting cloud formations, or colors, then let it shine! Place the horizon in the bottom third of the frame to emphasize the heavens. (Also, consider enhancing skies, either in post-production or with filters. For example, you can use a polarizing filter to add color and contrast.) Here’s one key tip that can make your landscape shots stand out: Think carefully about the foreground of your composition… …and include clear points of interest. When you do this, you give those viewing the shot a path into the image. And you create a sense of depth, which is always a nice bonus. Pretty much every shot needs some sort of focal point, and landscape photography is no different. In fact, a landscape photograph without a focal point ends up looking rather empty. And it’ll leave your viewer’s eye wandering through the image with nowhere to rest. Focal points can take many forms in landscape photos. They can range from a building or a structure (such as in the photo above) to an eye-catching tree, a boulder or rock formation, a silhouette, or something else entirely. Also, think not only about what the focal point is, but where you should position it within the frame. The rule of thirds can be useful here. To maximize your depth of field, you’ll be using a small aperture – and you’ll also likely shoot with a long shutter speed. But unless you’re careful, you’ll end up with an unusably blurry image. That’s where a tripod comes in handy. You can use it to stabilize your camera and keep your photos tack sharp for 1-second, 5-second, and even 30-second long exposures. In fact, even if you can shoot at a fast shutter speed, a tripod can still be beneficial. It’ll force you to slow down and consider your composition more carefully. Also, to prevent camera shake from pressing the shutter button, consider a remote shutter release. In landscape photography, a deep depth of field is almost always the way to go. In other words: You want as much of your scene in focus as possible. The simplest way to do this is to choose a small aperture setting (i.e., a large f-number, such as f/11 or f/16). Because the smaller your aperture, the greater the depth of field in your shots. Do keep in mind that smaller apertures mean less light is hitting your image sensor. So you’ll need to compensate for the narrow aperture either by increasing your ISO or lengthening your shutter speed (or both). PS: Of course, there are times when you can get some great results with a very shallow depth of field in a landscape setting. It’s just a tricky technique that requires a lot of finesse. Order High-End Photo Editing $10 Per Photo This technique is difficult and requires practice. It combines a huge number of techniques, the main task of which is maximum accuracy when working with pixels. This photo editing is suitable for those photos that should look perfect, without any visible drawbacks. It can be used in advertising, photographs for magazines and in the wedding photography, which makes it possible to print these images. Ideal skin is simply necessary for portraits of the bride and groom. Frequency Separation is a wonderful technique that will help you achieve an even skin tone when editing photos. Professionals also advise this technique to handle other parts of the image, from the dress, ending with the sky and flowers. This is one of the easiest wedding photography editing tips, which even a beginner can use. If you use the wedding photography tips and tricks of professional photographers, you know that the greatest photos are candid, they create an atmosphere and convey real emotions. And with these pictures, one of the most horrible problems is related, it is the blurriness of the image. Use Sharpness Tool to correct this defect, but do not overdo or the image can turn out to be a cartoonish one.	https://howtime.net/tip/photography/all/46
# Pinhole camera A pinhole camera is a simple camera without a lens but with a tiny aperture (the so-called pinhole)—effectively a light-proof box with a small hole in one side. Light from a scene passes through the aperture and projects an inverted image on the opposite side of the box, which is known as the camera obscura effect. The size of the images depends on the distance between the object and the pinhole. ## History ### Camera obscura The camera obscura or pinhole image is a natural optical phenomenon. Early known descriptions are found in the Chinese Mozi writings (circa 500 BCE) and the Aristotelian Problems (circa 300 BCE – 600 CE). Ibn al-Haytham (965–1039), an Arab physicist also known as Alhazen, described the camera obscura effect. Over the centuries others started to experiment with it, mainly in dark rooms with a small opening in shutters, mostly to study the nature of light and to safely watch solar eclipses. Giambattista Della Porta wrote in 1558 in his Magia Naturalis about using a concave mirror to project the image onto paper and to use this as a drawing aid. However, at about the same time, the use of a lens instead of a pinhole was introduced. In the 17th century, the camera obscura with a lens became a popular drawing aid that was further developed into a mobile device, first in a little tent and later in a box. The photographic camera, as developed early in the 19th century, was basically an adaptation of the box-type camera obscura with a lens. The term "pin-hole" in the context of optics was found in James Ferguson's 1764 book Lectures on select subjects in mechanics, hydrostatics, pneumatics, and optics. ### Early pinhole photography The first known description of pinhole photography is found in the 1856 book The Stereoscope by Scottish inventor David Brewster, including the description of the idea as "a camera without lenses, and with only a pin-hole". Sir William Crookes and William de Wiveleslie Abney were other early photographers to try the pinhole technique. ### Film and integral photography experiments According to inventor William Kennedy Dickson, the first experiments directed at moving pictures by Thomas Edison and his researchers took place around 1887 and involved "microscopic pin-point photographs, placed on a cylindrical shell". The size of the cylinder corresponded with their phonograph cylinder as they wanted to combine the moving images with sound recordings. Problems arose in recording clear pictures "with phenomenal speed" and the "coarseness" of the photographic emulsion when the pictures were enlarged. The microscopic pin-point photographs were soon abandoned. In 1893 the Kinetoscope was finally introduced with moving pictures on celluloid film strips. The camera that recorded the images, dubbed Kinetograph, was fitted with a lens. Eugène Estanave experimented with integral photography, exhibiting a result in 1925 and publishing his findings in La Nature. After 1930 he chose to continue his experiments with pinholes replacing the lenticular screen. ## Usage The image of a pinhole camera may be projected onto a translucent screen for a real-time viewing (used for safe observation of solar eclipses) or to trace the image on paper. But it is more often used without a translucent screen for pinhole photography with photographic film or photographic paper placed on the surface opposite to the pinhole aperture. A common use of pinhole photography is to capture the movement of the sun over a long period of time. This type of photography is called solarigraphy. Pinhole photography is used for artistic reasons, but also for educational purposes to let pupils learn about, and experiment with, the basics of photography. Pinhole cameras with CCDs (charge-coupled devices) are sometimes used for surveillance because they are difficult to detect. Related cameras, image forming devices, or developments from it include Franke's widefield pinhole camera, the pinspeck camera, and the pinhead mirror. Modern manufacturing has enabled the production of high quality pinhole lenses that can be applied to digital cameras; allowing photographers and videographers to achieve the camera obscura effect. ## Characteristics of pinhole camera photography As pinhole photographs have nearly infinite depth of field, everything appears in focus. As there's no lens distortion, wide-angle images remain absolutely rectilinear. Exposure times are usually long, resulting in motion blur around moving objects and the absence of objects that moved too fast. Other special features can be built into pinhole cameras such as the ability to take double images by using multiple pinholes, or the ability to take pictures in cylindrical or spherical perspective by curving the film plane. ## Construction Pinhole cameras can be handmade by the photographer for a particular purpose. In its simplest form, the photographic pinhole camera can consist of a light-tight box with a pinhole in one end, and a piece of film or photographic paper wedged or taped into the other end. A flap of cardboard with a tape hinge can be used as a shutter. The pinhole may be punched or drilled using a sewing needle or small diameter bit through a piece of tinfoil or thin aluminum or brass sheet. This piece is then taped to the inside of the light-tight box behind a hole cut through the box. A cylindrical oatmeal container may be made into a pinhole camera. The interior of an effective pinhole camera is black to avoid any reflection of the entering light onto the photographic material or viewing screen. Pinhole cameras can be constructed with a sliding film holder or back so the distance between the film and the pinhole can be adjusted. This allows the angle of view of the camera to be changed and also the effective f-stop ratio of the camera. Moving the film closer to the pinhole will result in a wide angle field of view and shorter exposure time. Moving the film farther away from the pinhole will result in a telephoto or narrow-angle view and longer exposure time. Pinhole cameras can also be constructed by replacing the lens assembly in a conventional camera with a pinhole. In particular, compact 35 mm cameras whose lens and focusing assembly have been damaged can be reused as pinhole cameras—maintaining the use of the shutter and film winding mechanisms. As a result of the enormous increase in f-number, while maintaining the same exposure time, one must use a fast film in direct sunshine. Pinholes (homemade or commercial) can be used in place of the lens on an SLR. Use with a digital SLR allows metering and composition by trial and error, and is effectively free, so is a popular way to try pinhole photography. ## Selection of pinhole size Up to a certain point, the smaller the hole, the sharper the image, but the dimmer the projected image. Optimally, the size of the aperture should be 1/100 or less of the distance between it and the projected image. Within limits, a small pinhole through a thin surface will result in a sharper image resolution because the projected circle of confusion at the image plane is practically the same size as the pinhole. An extremely small hole, however, can produce significant diffraction effects and a less clear image due to the wave properties of light. Additionally, vignetting occurs as the diameter of the hole approaches the thickness of the material in which it is punched, because the sides of the hole obstruct the light entering at anything other than 90 degrees. The best pinhole is perfectly round (since irregularities cause higher-order diffraction effects) and in an extremely thin piece of material. Industrially produced pinholes benefit from laser etching, but a hobbyist can still produce pinholes of sufficiently high quality for photographic work. A method of calculating the optimal pinhole diameter was first published by Joseph Petzval in 1857. The smallest possible diameter of the image point and therefore the highest possible image resolution and the sharpest image are given when: (Where d is the pinhole diameter, f is the distance from pinhole to image plane or “focal length” and λ is the wavelength of light.) The first to apply wave theory to the problem was Lord Rayleigh in 1891. But due to some incorrect and arbitrary deductions he arrived at: So his optimal pinhole was approximatively 1/3 bigger than Petzval’s. The correct optimum can be found with Fraunhofer approximation of the diffraction pattern behind a circular aperture at: This may be shortened to: d = 0.0366 f {\displaystyle d=0.0366{\sqrt {f}}} (When d and f in millimetres and λ = 550 nm = 0.00055 mm, corresponding to yellow-green.) For a pinhole-to-film distance of 1 inch or 25.4 mm, this works out to a pinhole of 0.185 mm (185 microns) in diameter. For f= 50 mm the optimal diameter is 0.259 mm. The depth of field is basically infinite, but this does not mean that no optical blurring occurs. The infinite depth of field means that image blur depends not on object distance but on other factors, such as the distance from the aperture to the film plane, the aperture size, the wavelength(s) of the light source, and motion of the subject or canvas. Additionally, pinhole photography can not avoid the effects of haze. In the 1970s, Young measured the resolution limit of the pinhole camera as a function of pinhole diameter and later published a tutorial in The Physics Teacher. Partly to enable a variety of diameters and focal lengths, he defined two normalized variables: resolution limit divided by the pinhole radius, and focal length divided by the quantity s2/λ, where s is the radius of the pinhole and λ is the wavelength of the light, typically about 550 nm. His results are plotted in the figure. On the left-side of the graph, the pinhole is large, and geometric optics applies; the resolution limit is about 1.5 times the radius of the pinhole. (Spurious resolution is also seen in the geometric-optics limit.) On the right-side, the pinhole is small, and Fraunhofer diffraction applies; the resolution limit is given by the far-field diffraction formula shown in the graph and now increases as the pinhole is made smaller. In this formula, the radius of the pinhole is used instead of its diameter, that's why the constant is 0.61 instead of the more usual 1.22. In the region of near-field diffraction (or Fresnel diffraction), the pinhole focuses the light slightly, and the resolution limit is minimized when the focal length f (the distance between the pinhole and the film plane) is given by f = s2/λ. At this focal length, the pinhole focuses the light slightly, and the resolution limit is about 2/3 of the radius of the pinhole. The pinhole, in this case, is equivalent to a Fresnel zone plate with a single zone. The value s2/λ is in a sense the natural focal length of the pinhole. The relation f = s2/λ yields an optimum pinhole diameter d = 2√fλ, so the experimental value differs slightly from the estimate of Petzval, above. ## Calculating the f-number and required exposure The f-number of the camera may be calculated by dividing the distance from the pinhole to the imaging plane (the focal length) by the diameter of the pinhole. For example, a camera with a 0.5 mm diameter pinhole, and a 50 mm focal length would have an f-number of 50/0.5, or 100 (f/100 in conventional notation). Due to the large f-number of a pinhole camera, exposures will often encounter reciprocity failure. Once exposure time has exceeded about 1 second for film or 30 seconds for paper, one must compensate for the breakdown in linear response of the film/paper to intensity of illumination by using longer exposures. Exposures projected on to modern light-sensitive photographic film can typically range from five seconds up to as much as several hours, with smaller pinholes requiring longer exposures to produce the same size image. Because a pinhole camera requires a lengthy exposure, its shutter may be manually operated, as with a flap made of opaque material to cover and uncover the pinhole. ## Coded apertures A non-focusing coded-aperture optical system may be thought of as multiple pinhole cameras in conjunction. By adding pinholes, light throughput and thus sensitivity are increased. However, multiple images are formed, usually requiring computer deconvolution. ## Modern day interest A revival in popularity has become evident in recent years with the success of Kickstarter crowdfunding campaigns offering a range of pinhole photography products. Projects have included a camera crafted from wood and the Pinhole Pro, a lens designed for DSLR and MILC digital cameras. ## Natural pinhole phenomenon A pinhole camera effect can sometimes occur naturally. Small "pinholes" formed by the gaps between overlapping tree leaves will create replica images of the sun on flat surfaces. During an eclipse, this produces small crescents in the case of a partial eclipse, or hollow rings in the case of an annular eclipse. ## Observation Worldwide Pinhole Photography Day is observed on the last Sunday of April, every year. ## Photographers using the technique Billy Childish George Davison Barbara Ess Wolf Howard Steven Pippin Jesse Richards	https://en.wikipedia.org/wiki/Pinhole_camera
Ferrum College Counseling Services Ferrum College Student Counseling Center (FCSCC) offers short-term, brief therapy and skills-based groups or workshops for students who are currently enrolled in classes. Counseling services are free of charge and there are no session limits; however, students may be referred to providers off campus for more involved therapy as appropriate or at the student’s request. Ferrum College no longer offers psychiatric services on campus but students with a need for medication evaluation and/or medication management can work with their therapist to locate psychiatric providers in the neighboring communities or in the students’ own communities. Please note that FCSCC staff do not provide assessment for or documentation recommending Emotional Support Animals (ESA). For 24-hour emergency help on campus contact: Campus Police at (540) 365-4444 or ext. 4444 For local mental health emergency assessments and care after hours: CONNECT Carilion Clinic Roanoke (540) 981-8181 or 1 (800) 284-8898 PIEDMONT COMMUNITY SERVICES Psychiatric Emergencies (888) 819-1331 or CONTACT Listen Line (877) 934-3576 National Suicide Prevention Lifeline: Counseling Hours Monday – Friday 8:00 am to 5:00 pm Counseling Center hours may vary at times. To schedule or cancel a counseling appointment, please call (540) 365-4219 or email therapist at [email protected] Seen by appointment unless urgent After Hours: After our normal business hours, if you need additional support please refer to the resources and tools available on the counseling center webpage, those in the student handbook, or consult with a resident assistant. **If it is an emergency, contact your resident assistant or Campus Police at (540) 365-4444** WHO IS ALLOWED TO USE COUNSELING SERVICES? Any full time Ferrum College undergraduate student currently enrolled is allowed to use counseling services. Each student choosing to use counseling services is required to complete intake paperwork. Counseling Center staff will work with graduate students to locate providers off campus. HOW DO I MAKE AN APPOINTMENT WITH A COUNSELOR? During counseling center’s normal business hours call 540-365-4219 or email therapist at [email protected]. Please advise if it is urgent. Appointments are typically 45-50 minutes long. WHAT ABOUT CONFIDENTIALITY? Information regarding services is confidential and will not be released to any other agency or individual without permission, except when required by law. Counseling center staff are required to report suspected abuse or neglect of a person who is presently a minor, an elderly person, or an incapacitated adult. Confidentiality may also be broken if there is a serious intent of harm to self or others or if there is a court order from a judge. A separate waiting room is available for individuals using the counseling services. WHERE ARE WE LOCATED? Bassett Hall (middle) on the 2nd floor: Waiting Room: 209/211 Jessica R. Stallard, LCSW: 206 WHAT SHOULD I EXPECT FROM COUNSELING? On your first visit you will receive intake paperwork to complete. The first session offers the opportunity to identify with the counselor what brought you in for a visit/consultation. Together you can decide the most effective way for you to be successful and healthy. MEDICAL OR PSYCHIATRIC SERVICES: Psychiatric services are no longer available on campus to students with a need for this service but students can work with their therapist to locate psychiatric services off campus if needed. EMERGENCY /URGENT REQUESTS: We will make every attempt to see any student in an urgent or emergency crisis during regular office hours: call 540-365-4219 and request an urgent appointment; if the therapist is unavailable please contact the Office of Student Life and Engagement at 540-365-4461. If it is after regular office hours: If it is an emergency please contact Campus Police at 540-365-4444. You may also seek support from housing & residence life staff members by contacting a resident assistant. If you are off campus please call 911 for assistance. Off Campus Referrals: If a student prefers to be seen off campus for any mental health/counseling services, the counselors are available to consult with you about local resources and referrals. When you’re concerned or worried about someone who needs some support it can be difficult to know the best way to truly be of help. Many people who struggle with high-risk health and safety issues say that talking with their friends helped them to seek professional help and gain better control of their behavior. IF AN EMERGENCY: if you are concerned about the immediate wellbeing of a friend/peer on the Ferrum College campus do not hesitate to contact Campus Police at 540-365-4444 who will be able to access the 24-hour Residence Life Staff on call to help with the situation. That is their job and they are always available. If additional services are needed they will know how to access those most efficiently and save a lot of time and perhaps someone’s life. IF NOT AN EMERGENCY: - If someone needs to talk make sure it is a good time to do so–not too late or tired or upset. Getting sleep helps. Suggest you talk briefly if you have time but then see if following up when both are rested might be the best suggestion. - Encourage and help them seek out the RA or other Residence Life Staff to talk as these individuals are trained and know the campus resources. - Perhaps offer to help them access resources if they are unfamiliar as this can be stressful. Look up the Counseling Center website for information and hours; offer to go with them if that would make it easier to schedule or meet with someone. Remind them that going can be just one time or up to 8 sessions for free. None of us can solve someone else’s problems but we can try to be compassionate, non-judgmental and support them in getting the assistance that will help the most. National Mental Health or Crisis Resources National Suicide Prevention Lifeline 1-800-273-TALK (8255) https://suicidepreventionlifeline.org/ Crisis Text Line Text HOME to 741741 https://www.crisistextline.org/ National Alliance on Mental Illness (NAMI) www.nami.org or (helpline) 800-950-6264 Trans Lifeline Peer Support Hotline: 877-565-8860 JED Foundation https://www.jedfoundation.org/ It could be beneficial for first year students who have received mental health care or care for chronic/on-going medical condition to look at JED Foundation’s Transition of Care document: https://www.settogo.org/transition-of-care-guide/ Sexual Assault and Intimate Partner Violence Resources Virginia Sexual and Domestic Violence Action Alliance http://www.vsdvalliance.org Franklin County Family Resource Center 540-483-1234 SARA Roanoke 540-981-9352 (24/7 crisis hotline) https://sararoanoke.org/ Alcohol and Substance Use Resources Alcoholics Anonymous To find local meetings: https://aavirginia.org Narcotics Anonymous To find local meetings: http://www.roanokena.com Piedmont Community Services (local Community Services Board) 540-483-0582 The Ferrum College faculty and staff have contact with our students in their daily college life. They are in an excellent position to be aware of a student who may need additional assistance. If you are concerned about a student we suggest: - Make sure the student is aware of the availability of resources on campus and how to access it. It could be helpful to add this information to the course syllabus. - Be sure to address their possible lack of experience or the stigma often associated with “asking for help”. Often students voice a concern for how they will be perceived by a professor or peers. - If faculty or staff would like to talk with the therapist feel free to call the counseling center (x4219) and request a telephone or meeting consultation regarding a student of concern. - Reporting concerns to the Dean of Student Life or Chief of Police would bring the student to the awareness of the Care Assessment Team that pro-actively coordinates identifying appropriate resources and supports for students. If the student’s behaviors are of significant concern, reporting to one of the above staff can assist the student in accessing additional resources as quickly as needed. - The counseling center welcomes faculty and staff accompanying a student to make an appointment or attending a consultation if the student requests this assistance. Member of Threat Assessment Team My name is Jessica R. Stallard and I am a Licensed Clinical Social Worker in the state of Virginia. I received a Bachelor’s Degree (BA) in Sociology and a Master’s Degree (MSW) in Social Work from Radford University. I have over 10 years of experience working with people of diverse backgrounds and various ages in a variety of clinical settings including crisis assessment, outpatient counseling, and clinical supervision. I am a person-centered and trauma-informed therapist who uses cognitive behavioral and mindfulness concepts to help students achieve goals. When not at work, I enjoy spending time with family, friends, and my two cats as well as reading, watching movies, and exercising.	https://www.ferrum.edu/counseling/
When off-campus therapy is recommended or preferred by students, a counselor will support the student through the process of getting connected. We will help to identify several referral options selected specifically for their personal situation. We can help with accessing health insurance benefits and navigating transportation options. Local counseling options include some providers within walking distance to campus and some that provide low or sliding scale fee services. It is our goal to insure that students are connected with the treatment that will best fit their particular needs, and we will continue meeting with you during this transition. Connecting with a health or mental health professional in the community, whether in Baltimore or back home during semester breaks, is a new process for many students. Our counselors will offer support, assistance, and referrals to empower students to connect with the best treatment option for them. Below are some additional resources that are useful in making this connection. Provider Directory: the Loyola University Counseling Center maintains a network of local mental health providers for students seeking services off-campus. This directory is provided as a free community service to streamline the process whereby students seeking mental health care can connect with providers that meet their needs. While the providers have generally been screened regarding their clinical practice, neither Loyola University MD nor the Counseling Center is endorsing the providers listed. Please note that this is not a comprehensive list of all providers in the area and that insurance coverage should be verified with the provider and individual's insurance company prior to initiating services. For questions, concerns, or assistance with this directory, please contact the Counseling Center at 410-617-2273. Considerations in Off-Campus Counseling: a guide to seeking services off-campus that includes information on contacting providers, verifying insurance benefits, and local transportation options. Locating Mental Health Providers: a list of referral sources How to determine if a Counselor is the Right Fit: information to consider when connecting with a new provider Please watch this video for more information about our referral services. Please note that access to the Counseling Center for an emergency meeting, and assistance with navigating on or off-campus resources remains available to all students throughout their college career, regardless of whether they have been referred to an off-campus provider for on-going treatment. For more information or to schedule an appointment to discuss what treatment options are best for you, please call 410-617-CARE (2273). How Flexible Are You??	https://www.loyola.edu/department/counseling-center/services/comprehensive-referral-assistance
Vice President Lombardi offers condolences on death of Lorna Breen ’92, M.B.A./M.S. ’21 It is with deep sadness that I share the news that Dr. Lorna Breen ’92, M.B.A./M.S. ’21 died on April 26 while at home with her family. Lorna was a talented student enrolled in the Executive MBA/MS in Healthcare Leadership program. She also served as the Emergency Department Director of the Allen Hospital at Columbia University Medical Center. She was respected by her classmates and colleagues and will be greatly missed. On behalf of the Cornell community, I extend my sincere condolences to Lorna’s family, friends and faculty. Please keep them in your thoughts at this difficult time. While many of us are currently studying and working remotely, please know that support services remain available to all community members. Please reach out to any of the offices listed below if you are in need of support. Sincerely, Ryan Lombardi Vice President for Student and Campus Life Cornell’s Ithaca-Based Resources: Support services are available to all members of the Cornell community. Students may consult with counselors from Counseling and Psychological Services (CAPS) by calling 607-255-5155. Employees may call the Faculty Staff Assistance Program (FSAP) at 607-255-2673. For additional resources, visit caringcommunity.cornell.edu. Weill Cornell Medicine Resources: Support services are available by contacting the Student Mental Health Program at 212-746-5775. Learn more detailed information on the Student Mental Health Program page. Faculty and staff may reach out to the Employee Assistance Program Consortium at 212-746-5890 or [email protected]. Employees can also access CopeWeillCornell, an urgent counseling service through the Department of Psychiatry that provides quick and free access to confidential and supportive virtual counseling.	https://statements.cornell.edu/2020/20200427-YBJs9-lorna-breen.cfm
Oakland County Hosts Free Mental Health Counseling & Resource Events Throughout County In Aftermath Of Oxford High School Shooting Pontiac, Michigan – Oakland County and its community partners will offer free mental health and other assistance throughout the county to individuals impacted by the tragic Oxford High School shooting last week. The Oakland Cares Mental Health Counseling & Resource Events will offer on-site counseling, pastoral guidance, and other resources Tuesday, Wednesday, and Thursday this week. “We will deploy every resource at our disposal to give this community what it needs to heal. But make no mistake, there are no students, faculty and staff who were left unscathed in this tragedy,” said Oakland County Executive David Coulter. “There were more than 1,700 students at Oxford High School who were forced to flee the violence and that is a trauma that isn’t easily erased for students, their families and the larger community.” The Oakland Cares Mental Health Counseling & Resource Events will be in various locations to make it accessible to residents throughout the county. They will take place from 2-7 p.m. Tuesday, December 7 at the Legacy Center, 925 N. Lapeer Rd. in Oxford; 2-7 p.m. Wednesday, December 8 at Welcome Missionary Baptist Church at 143 Oneida St. in Pontiac; and 2-7 p.m. Thursday, December 9 at the Southfield Pavilion, 26000 Evergreen Rd. in Southfield. Oakland Cares Mental Health Counseling & Resource Events will return to the Oxford community next week, date to be announced later. Licensed counselors and social workers will be available, including for private one-on-one sessions, as well as faith-based leaders. Table resources will include parent support groups, school shooting resources, parent guidelines for helping youth after a shooting, discussing difficult situations with children, including violence, and information on suicide prevention. Participating community partners include Oakland County Department of Health and Human Services, Oakland Community Health Network, ACCESS Community Health and Research Center, Catholic Charities of Southeast Michigan, and Welcome Missionary Baptist Church. Meijer, Costco, and Sam’s Club are donating water for the events. For more information, click on www.oakgov.com/oaklandcares. Note for media: In order to respect the privacy of residents seeking assistance and provide a safe space for all who attend, we ask the media to understand that they will not be permitted to enter the Oakland Cares Mental Health Counseling & Resource Events. Interviews with one of the community partners supporting the event may be arranged.	https://orionontv.org/2021/12/oakland-county-hosts-free-mental-health-counseling/
We know that many of you are facing significant challenges right now: concerns about access to technology, housing, finances, and the health of yourself and your family. We want to make sure you have what you need to be successful. Our Student Affairs staff are working remotely and are available to support students, and below are some additional resources and support services available to students through the university. Student Emergency Services Student Emergency Services is available for support and to request academic accommodations. Allie Ambriz is our dedicated SOA SES Liaison. University Health Services University Health Services is open to provide care for acute illness or injury, including evaluation of COVID-19. Call the UHS Nurse Advice Line (512) 475-6877 for guidance about when to come to UHS, especially if you have a fever and respiratory symptoms. UHS can also schedule telehealth appointments at (512) 471-4955 for some health concerns. CARE Counselor CARE Counselors will provide counseling services by phone. Leave a message for UTSOA's dedicated CARE Counselor, Abby Simpson, LCSW at (512) 471-3115. Counseling and Mental Health Center (CMHC) The Counseling and Mental Health Center will continue to provide counseling services throughout this time over the phone. Click here for information about how they are modifying services. This info may change in the future, as the situation evolves. During regular business hours (M-F, 8-5), students who are experiencing a crisis should call (512) 471-3515 and choose option 3. For crises after hours or on weekends please call the CMHC Crisis Line at (512) 471-2255, which is available 24/7. Additional General Resources: - Enrollment Management and Student Success - https://onestop.utexas.edu/faq-covid19/ - Housing and Dining - https://housing.utexas.edu/ - Office of the Dean of Students - https://deanofstudents.utexas.edu/about/coronavirus.php - Spectrum is offering free wifi to students without internet. Installation fees will be waived for student households. Call 844-488-8395 to enroll. - University Co-Op is providing free access to online textbooks through May 25. Visit bookshelf.vitalsource.com. UT Austin.edu email necessary to access materials. Additional Self-Care Resources: - Coping in Times of Uncertainty: A list of tips and general resources from the Dell Medical School Department of Health Social Work. - The MindBody Labs at UT are currently closed but by scrolling to the bottom of their homepage you can find audio guides for excellent breathing and body scanning exercises.	https://soa.utexas.edu/headlines/covid-19-student-support-services
The goal of the Counseling and Consultation Center (CCC) is to help students manage the challenges of college life. Counseling is available to help students deal with their personal and academic concerns to facilitate their success in school and in life. Let us help you in taking a step towards your I.D.E.A.L self. FALL 2021 UPDATE The CCC has been working hard to ensure that our students feel welcomed and supported during campus reactivation. We are preparing by adding new team members and creating meaningful events and innovative services for our students. Students can look forward to monthly Stress Management For Life events as well as a monthly support group focused on processing and adjusting to reactivation. Additionally, the CCC will continue to offer individual counseling and consultation services virtually by appointment only. We are still deciding the safest way to offer in-person counseling services and will consider in-person sessions on an individual client basis. Sessions are held via Microsoft Teams and can be scheduled by emailing [email protected] or calling 512.505.6481. We are committed to supporting our students and their social-emotional-mental development. Resources for Emergency/ Crisis Disaster Distress Helpline: 1.800.985.5990 or text TalkWithUs to 66746 (TTY 1.800.846.8517) Virus Anxiety Crisis Text Line: Text “HOME” to 741741 National Suicide Prevention Lifeline 1.800.273.8255 https://suicidepreventionlifeline.org/ Veterans Crisis Line 1.800.273.8255 (press 1 when connected) National Domestic Violence Hotline 1.800.799.7233 (TTY 1.800.787.3224) ARE YOU IN CRISIS? If serious harm is about to happen to any person, including one’s self, please call 911 immediately. If there is a student in crisis (intense difficulty, trouble, or danger) please contact Austin-Travis County Integral Care’s 24/7 Crisis Hotline at 512.472.HELP (4357) or Austin Police Department and request the Crisis Intervention Team or a Mental Health Officer. The Counseling and Consultation Center’s Pledge To You The counselor will provide respectful, competent, and compassionate services to all students attending Huston-Tillotson University. Students sometimes need to talk to someone, and voice their feelings, thoughts and behaviors that are troubling them. Counseling helps students become aware of their feelings and underlying issues as well as identify problems, find solutions, and build an effective plan of action. Counseling is CONFIDENTIAL and PRIVATE. Who Can Benefit from Counseling? Everyone can benefit from counseling! We encourage you to seek counseling if you experience any of the following concerns which are common among college students: - Stress, anxiety and depression - Academic concerns, such as procrastination and attention problems - Interpersonal relationship problems - Adjustment issues such as homesickness and loneliness - Thoughts of hurting self or others - Problem behaviors, such as drug or alcohol abuse - Experience with trauma, such as sexual abuse and PTSD - Grief and sense of loss - Confusion, worry, negativity Services Provided - Individual Counseling - Group Counseling - Couples Counseling - Consultation (academic, professional, personal) - Referrals to mental health care providers in the community - Mental Health resources for students, faculty, and staff To Schedule an Appointment You may send an e-mail to [email protected]. You must be a currently-enrolled student to receive counseling services. First Visit When you come in to talk with the counselor for the first time, you will be asked to complete an information sheet that provides your counselor with background information about you (email [email protected] to receive an Intake Form). Then you’ll sit down and start a conversation to explore how counseling can help you reach your therapeutic goals. Sessions usually last 45-50 minutes. How to make the most of your counseling session? - Be an active participant: Come to your appointment and be open and honest with your counselor. Explain what you would like to get from counseling. Describe the thoughts, feelings, and behaviors that bring concern to you. - Be patient: Talking through things is not easy and finding solutions take time. Do not give up, counseling works! Cancellation Policy Due to the heavy demand for counseling and consultation services, we ask that clients call to cancel or reschedule appointments at least 24 hours in advance so that the appointment time may be utilized by another student waiting for an appointment. When a client misses multiple appointments, she/he may be asked to confer with the Center director before additional appointments will be scheduled. If a client repeatedly misses scheduled appointments and reasonable accommodations have been offered, the client may be referred to appropriate professional service providers in the Austin community. Protection of Records The services provided by the Counseling and Consultation Center (CCC) are confidential and do not become part of the student’s academic record. The CCC operates according to ethical, federal and state guidelines which protect the privacy of the student’s medical records. Mental Health Screening Screening for Mental Health – This free & confidential screening program is intended to help you make the decision to seek additional help, if desired, in areas such as Depression, Eating Disorders, Alcohol use and abuse, Generalized Anxiety, and Post Traumatic Stress. Stress Management for College Students Visit the link below to learn about different types of stress and get tips on how to manage your life when stress hits! How to Avoid Stress in College Suicide Warning Signs The link below provides information from the National Suicide Prevention Lifeline. It is a national network with information available to anyone in suicidal crisis or emotional distress. Need information about Drug or Alcohol addiction? Use this resource to learn more about drug addictions, treatments, and rehabilitation centers in Texas. Drug and Alcohol Addiction Resources Veterans, Active Duty, and Active Reserve The Counseling and Consultation Center extends a warm welcome to all veterans, active duty and active reservists. You are invited to utilize our services at any time while enrolled. For information specific to the needs of Veterans’ mental health please visit this Veterans Mental Health Resource Page. LGBTQ+ Policy The Counseling and Consultation Center (CCC) provides annual training to its counselors on issues pertaining to LGBTQ+ populations. The CCC is competent to provide counseling and support on a wide variety of issues related to sexual orientation, gender identity, transition, etc. The CCC does not provide formal psychological services (letters, evaluations) for the purpose of transition. However, the CCC can provide counseling and support on these issues. Currently, students would be referred to friendly service providers in Austin.* If you are seeking resources or immediate assistance, specifically for the LGBTQ population, please visit The Trevor Project’s website, dial 1.866.488.7386, or text START to 678678 at any time. *Developed in accordance with the LGBTQ policy at The State University of New York-Albany.	https://htu.edu/students/services/counseling-services
The Johns Hopkins University Behavioral Health Crisis Support Team (BHCST) pairs experienced, compassionate crisis clinicians with specially trained public safety officers on every shift on and around the Homewood campus, seven days a week. This team and its approach were developed in response to a growing need, as supported by data and a desire from our community, for a more comprehensive, public health response to individuals who may be experiencing a behavioral or mental health crisis. The BHCST will provide immediate assistance to those who need it and, just as importantly, link individuals in crisis to ongoing support services in the days and weeks that follow. How It Works If you or a friend are in crisis, the Behavioral Health Crisis Support Team is here to help. Here are a few quick steps to take when you or someone you know is in crisis and needs help. Step 1: Reach the BHCST Call the BHCST access line at 410-516-WELL (9355) to speak with a crisis support clinician. Step 2: Let’s Connect - Share your name, current location, and how to contact you if disconnected. - The clinician is then ready to hear what’s happening, and you will receive immediate help. About our BHCST crisis support clinicians Our BHCST Crisis Support Clinicians are licensed mental health professionals who come to Johns Hopkins with strong backgrounds in crisis counseling and de-escalation. Within their first month on the job, they underwent an extensive orientation, which included diversity, equity, and inclusion training; introductions to Hopkins programs; and meetings with organizations representing JHU’s neighbors. The team also participated in collaborative training—alongside their public safety counterparts—which included a trauma-to-trust workshop that explored the ways in which trauma presents in their work and how to use those experiences to create mutual trust within the communities they serve. Separately, our public safety officers have also participated in trainings focused on LGBT+-informed language and pronouns, crisis de-escalation, countering implicit bias, and response adaptations for providing care to trauma victims, those who are unhoused, and those with disabilities. For more about the Behavioral Health Crisis Support Team, please click here. Additional resources to support the emotional and mental health of the Hopkins community: - Homewood Counseling Center. 410-516-8278 (Press 1 to reach the on-call counselor 24/7). Serves Homewood and Peabody students. - Johns Hopkins Student Assistance Program (JHSAP). 443-287-7000; Toll Free: 866-764-2317; support available 24/7. Serves all students except Homewood and Peabody. - University Health Services. Primary care for students and trainees at the School of Medicine, School of Nursing, and School of Public Health. - University Health Services Mental Health (UHS). 410-955-1892. Outpatient mental health for students and trainees at the School of Medicine, School of Nursing, and School of Public Health. - Center for Health Education and Well-Being (CHEW). Serves all students and trainees. - Student Health & Wellness Center. 410-516-8270 (daytime). Primary care for Homewood and Peabody students. - Student Disability Services. Serves all students. - TimelyCare. All students and trainees that are at least half-time and non-employees.	https://wellbeing.jhu.edu/bhcst/
Click here to view more info on support services. The Office of Disability Services coordinates academic accommodations for students with mental, physical and developmental disabilities. This office requires certain documentation from a medical or mental health provider in order to offer various accommodations to students. Extra time on tests and quizzes. An isolated testing room for a quieter and less distracting environment. Preferential seating in the front row of the classroom. Note-taking assistance, among other modifications. Request for disability services forms are available by stopping by the office or by downloading them from below. If and when a student’s application is approved, the Office of Disability Services will provide the student with a letter for their instructors. While it is ultimately the student’s responsibility to ensure they have received the adjustments they need in the classroom, this office is the first point of contact for all students with disabilities and will try to ensure that every qualified person who needs reasonable accommodations on campus can get them. Monday–Friday from 8 a.m. to 5 p.m., by appointment. To schedule an appointment, send an email. The Testing Center is open from 8:30 a.m.-8 p.m. Monday through Thursday and 8:30 a.m.-5 p.m. on Fridays. Only students with disability accommodations have access to the Testing Center. The Testing Center is located at Academic Success Center East in residence hall II. Students with accommodations may schedule their upcoming exam here. Please note that all forms should be filled out by the student. While students may allow their parents or guardians to help them, students should not have anyone else (including their medical or mental health providers) fill out the forms on their behalf. Separate documentation from licensed evaluators and treatment providers is required to support a student’s application and to verify any health conditions. Please email for the Request for Disability Services Packet. Please submit your Request for Disability Services Packet three weeks prior to the start of the semester so that we can ensure timely implementation of any accommodations. The Johnson Scholarship can offer significant financial assistance to qualified individuals. Below you will find a list of specific requirements for applying to this program, as well as the application packet. The packet requires a FAFSA form. While the FAFSA forms are due April 15 on the government’s website, all other materials must be submitted by April 1 to the Office of Disability Services. Counseling Services provides mental health counseling for students who need help working through and overcoming personal problems. The Health Clinic is provided by Lakeland Regional Health and is staffed by a registered nurse.	https://floridapoly.edu/campus-life/health-wellness/disability-services/
Our school counselors, psychologists, and social workers conduct check-ins and offer individual and group counseling services to help our students with academic, social, emotional, and behavioral needs. Contacts for these services are Mrs. Carolyn Welshonce, School Social Worker (7-12),724-625-3111, ext. 2227; Dr. Taylour Kimmel, school psychologist (K-6), Dr. Missy Ramirez, school psychologist (7-12); and Dr. Maura Paczan, Lead Psychologist District-Wide, can be reached at 724-443-7230, ext. 6500. - PRHS School Counselors - PRMS School Counselors - Eden Hall School Counselors - Hance School Counselor - Wexford School Counselor - Richland School Counselor School-Based Mental Health Counseling Students in grades K-12 can access outpatient mental health services both in school and through telehealth through a partnership with Holy Family Services. New intakes for outpatient referrals can be completed by contacting either your school counselor and/or Holy Family Services at 412-766-9020, ext. 1222. Student Assistance Program (SAP) Students in grades K-12 are supported through this systematic team approach to navigate school and mental health resources for families and remove barriers to a child’s learning and mental health treatment. You can find information about Pine-Richland’s SAP and team members for each school building along with resource numbers here: Student Assistance Program / Overview. Suicide Prevention and Intervention (K-12) We encourage all parents, school staff, and students to review the Preventing Youth Suicide Risk Factors and Warning Signs. Students who are experiencing suicidal ideation often do not directly seek help. Parents, school personnel, and students can help recognize the warning signs and observe changes in behavior. More information on what to look for and do can be found at CDC Mental Health and Coping During COVID-19, Pine-Richland Suicide Prevention and Intervention, and Immediate Crisis Help and Support. Grief Resources (K-12) Pine-Richland partners with The Highmark Caring Place to provide support, grief resources and materials, consultation services, educational training, and peer support groups. Please reach out to your school counselor for assistance in getting started. Crisis Center North The district has a partnership with Crisis Center North to provide support to our students and families counseling services and supports who experienced trauma and/or violence. RAMS Way (K-12) Pine-Richland has a district-wide positive behavioral support and intervention program - RAMS Way. RAMS Way encourages a positive safe environment for both students and staff members,- both virtually and in person. Resources for Families (Food Resources, Child Care, Shelters, Unemployment Compensation, Utility Assistance, Medical Assistance, Internet Safety) The Pennsylvania Department of Education has a list of Resources to Support Families for support, services, and information that can help children and families with their basic needs. PA 2-1-1 is an easy-to-remember telephone number and web resource for finding health and human services- for everyday needs and crisis situations. What to Do and How to Get Help? - As a first option, we encourage our students to talk with one trusted adult at home and school. - Call 911 if there is any indication that danger appears immediately. - Do NOT leave the child alone until his or her safety is made certain. - Directly report a potential concern to the Northern Regional Police Department (911) or anonymously through The Pine-Richland TIPS Line: 724-449-TIPS (8477). - Safe2Say: 1-844-SAF2SAY or Safe2SayPA.org - This program operates 24/7 and allows one to report a secure and anonymous safety concern to help identify and intervene upon at-risk individuals before they hurt themselves and/or others. - Resolve Crisis Network: 1-888-7-YOU CAN (1-888-796-8226) - All calls are answered 24/7 by a mental health counselor. - National Suicide Prevention Lifeline: 1-800-273-8255 - All calls are answered 24/7 by a mental health counselor. - Crisis Text Line - Text “HOME” to 741-741 to text with a crisis counselor 24/7. The Crisis Text Line is similar to the National Suicide Prevention Lifeline and other hotlines but allows those in crisis to text in rather than call.	https://www.pinerichland.org/site/default.aspx?PageType=3&ModuleInstanceID=12604&ViewID=7b97f7ed-8e5e-4120-848f-a8b4987d588f&RenderLoc=0&FlexDataID=37487&PageID=9247&Comments=true
This reference sheet to the many mental health resources and websites available to you is provided by the SMMPTA Council with the help of Shuli Lotan, our mental health counseling coordinator. First, if you are concerned about your child’s mental well-being, the SMMUSD webpage has a link to Family Resources here. Group and individual counseling services for SMMUSD students are available on a limited basis at school sites to help support students in need. For assistance getting connected to services on or off campus, please contact the following person depending on your child’s age level, who can talk with you about what supports may be available to you. Elementary school – Principal or Assistant principal Middle or High School – Counselor / Academic Advisor If you need further assistance obtaining or navigating insurance to connect your child to mental health counseling off campus and would like to speak directly with the district’s Mental Health Counseling Coordinator, please contact Shuli Lotan at [email protected] or (310) 395-3204 ext. 71519. Links to several sources for information regarding the mental wellness of your children are available here.	https://lmsptsa.org/2021/11/mental-health-resources/
HARRISONBURG — Page County doctors will get some much-needed help beginning in spring 2022 when James Madison University launches a residency program for doctoral students training to become advanced counseling practitioners or counselor educators. With a $712,000 grant from the federal Health Resources and Services Administration, planning for the residency started in May, said Robin Anderson, head of the graduate psychology program at JMU. The doctoral students will assist physicians who provide medication-assisted treatment to patients with substance use disorders. The program will increase access to quality substance use and behavioral health services in Page County, a Health Professional Shortage Area, with an emphasis on addressing barriers to service for minority and marginalized persons. “Our goal is to establish a long-term residency program in Page County that will provide mental health and nursing support to our doctor partners so we can expand the MAT services in the county,” said Anderson, a Page County native who graduated from Luray High School. Kelly Atwood, an assistant professor of graduate psychology and director of Counseling and Psychological Services, the training clinic for the department of graduate psychology, said the clinic has partnered with primary care providers at Page Memorial Hospital for the past 17 years to offer increased access to mental health care while providing students the opportunity to learn with, from, and about clients and providers across disciplines. The latest grant “grew out of this long-term partnership when providers identified a shortage of behavioral health resources as the limiting factor in providing MAT to residents of Page County and faculty identified the need for increased student training related to substance misuse,” Atwood said. Tim Schulte, professor emeritus of graduate psychology, said the residents’ unique contribution will be treating the more difficult and long-standing mental health conditions that can drive substance misuse. During the year-long planning process, the graduate psychology department will partner with Valley Health, the Winchester-based healthcare system that operates Page Memorial Hospital, and the Page Free Clinic to develop the program and to create professional development materials for both the students and practicing medical professionals. While the grant will fund the planning year and three additional years, Anderson said the program will continue beyond the grant-funded time and could include more than one student per year.	https://pagevalleynews.com/jmu-residency-will-increase-counseling-in-page-county-next-spring/
These agencies provide services for the immigrant and Hispanic communities, including advocacy, legal services, counseling and more. Explore resources below. This office provides bilingual services, acting as a community resource and referrals, integration and citizenship services, and advocates for the Hispanic community. [email protected] This organization provides a range of services including employment services, crisis intervention, cultural programming, domestic violence resources, education and literacy resources, health, immigration and youth services. Long Beach: (516) 431-1135 Hempstead: (516) 282-0145 North Franklin, Hempstead: (516) 292-2433 This center helps immigrant workers through leadership development, community organizing and education to promote economic justice. The Hispanic Counseling Services provides mental health support programs including chemical dependency outpatient treatment, children & family support services, youth programs, and more. This organization provides English and citizen classes, as well as classes to children with learning disabilities. This organization provides civic education and networking opportunities, workforce development and economic development for minority communities. The Empire Justice Center provides remote services for low income families. They can provide full representation, brief advice, and self-help materials for housing, social security benefits, domestic violence, immigration, and other issues. Offers comprehensive and reliable legal consultation, application completion, and representation in court for immigrant groups and resettlement services for refugees. Also provides general services in nutrition, health, housing, and public assistance. Runs soup kitchens in Hempstead, Long Beach, Freeport, and Central Islip, in addition to emergency shelters and a long-term housing program. Serves as a direct service provider and advocate for lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) young people through age 30 in Long Island, with counseling, education, and other supportive services. 24/7 Crisis Hotline: (516) 679-1111 SEPA Mujer provides advocacy and support for immigrant women on Long Island. Services include cash assistance, leadership development, legal assistance, victim assistance, and youth programming. 110 N. Ocean Ave, Patchogue Ayuda Latina Hotline: 833-762-9832 Operates a food bank with several Long Island locations. Also has programs such as job training, children’s nutrition, pet pantry, and mobile vans with information, referrals and emergency food. The primary nonprofit umbrella organization for health and human services providers in Long Island through advocacy, support, and communication. Assists with public assistance and health care access in partnership with other community-based organizations. Community Response Collaborative was created to help our clients access the resources and services they need. An organization that seeks to improve access to programs by persons with limited English proficiency through advocacy and education. Provides information and resources for those with limited English proficiency and meets once a month alternating between Nassau and Suffolk counties. Offers child care programs for all ages, clinical and counseling services, a student volunteer group, and family assistance services. OLA provides ESL and computer classes, leadership seminars and workshops, other educational workshops, and arts programs. Currently they have an active Project Hope Program which provides crisis counseling. Project Help helpline: 631-500-0837 Has access to interpretation services for multiple languages. Works in providing education, advocacy and early intervention services. Public Health Hotline: 631-787-2200 This organization provides legal services for immigration issues including application for citizenship or refugee status, work authorization, and green cards, and engage in advocacy for the Central American community. Hempstead: 516-489-8330 Brentwood: 631-273-8721 CLA provides low cost legal services to low income Long Island residents in the areas of immigration, public benefits denials, and more. Their website also provides self-help resources about immigration rights and laws. The Hispanic Brotherhood has resettlement services, including housing and employment counseling, translation, immigration and legal assistance, naturalization and citizenship counseling, and advocacy in landlord-tenant and employer-employee disputes. The organization also has after school child care and senior lunch programs. This organization provides programming for the Latino community including youth job training, immigration protection forums, and delivery of essential items. Make the Road is an advocacy organization that uses community organizing to advance immigrant rights. They also provide education programs, health services, and legal services. Brentwood: (631) 231-2220 This organization provides adult education, youth services, employment services including a job bank, and housing counseling to low to moderate income Latino residents in the Glen Cove area. Provides information, education, and assistance to the Hispanic immigrant community in Hempstead. Includes English and Spanish classes, information on labor, tenants, and civil rights, assistance with immigration and naturalization, translations, social service filing applications, and produces informational publications. Has access to interpretation services for multiple languages. Provides family education & support/Children’s mental health, senior & adult services; residential care, addiction prevention, treatment & recovery. Roosevelt Prevention Coalition (substance abuse treatment): 516-509-3366 Hempstead Prevention Coalition (substance abuse treatment: (516) 486-7200 ext. 4318 Offers personalized treatment and services to children from birth to age 24 and their families in substance abuse, mental health, and developmental delays. Has three locations in Long Island in Roslyn Heights, Manhasset and Westbury. Provides legal assistance and services to students and their families in education related cases in Nassau and Suffolk counties. Nassau: (516) 248-2222 Suffolk: (631) 234-0467 The mission of 2-1-1 Long Island is to provide all Long Islanders a comprehensive internet connection to human services on a day-to-day basis and in time of disaster. Services include housing & utilities, crisis & emergency, disaster assistance, food, health, jobs & support. Languages: Can communicate with callers in 200 languages. This organization serves the Latino community in Hampton Bays through education, social services, emergency assistance, support and advocacy. Regional office: (914) 631-8872 Offers programs in housing and case management, mental hygiene, family and youth services, housing & tenant counseling services, job development, English classes, youth leadership and an afterschool program, and assistance with nutrition and Medicaid. Runs multiple locations in Long Island that offer addiction services, children and youth programs, family mental health and support services, housing and homeless services, integrated health care, technology and job development, and seniors and veterans assistance. Has access to interpretation services for multiple languages. Offers counseling and mental health, HIV/STD testing, support groups. They also have regularly-scheduled programs and services each week and offer public spaces for people of all ages. Bay Shore: 516-323-0011 Hauppauge: 631-665-2300 Sag Harbor: 631-899-4950 Offers services to Suffolk County Youth, under the age of 21 by ensuring their physical, social and educational well-being. The agencies contracted by this organization offer the following services: Crisis Intervention, Informal and Formal Counseling, Temporary Shelter, Recreational/Cultural Programs, Employment Programs, Information and Referral, Advocacy, Educational Programs, Youth Hotlines, and Runaway and Homeless Youth Services. Provides education, emergency services (food, shelter). Creates opportunities by focusing on education, financial stability and health.	https://www.lihomeless.org/copy-of-drop-in-centers
Southern Utah University's Counseling and Psychological Services (CAPS) has received $100,000 from the Utah Division of Multicultural Affairs to directly support students impacted by the mental and behavioral health challenges arising from the COVID-19 pandemic. “Living in a rural area where SUU is located, we’ve seen difficulties meeting the high demands of students who seek access to mental health resources,” said Dr. Curt Hill, director of CAPS. “Securing these funds allows us to increase availability and access for community members, especially our students, to these important services.” The grant could not be more timely. The global pandemic has increased mental and behavioral health issues. Several surveys, including those collected by the Centers for Disease Control (CDC), have shown substantial increases in self-reported behavioral health symptoms. Funds will be used to hire a new staff member experienced with multicultural populations, helping those with limited access to mental health resources. “We’ve been working with the Center for Diversity and Inclusion (CDI) and others on campus who work with students who have limited resources," said Dr. Hill. "For a variety of reasons, we know that students of color and those from diverse walks of life often struggle to gain access to quality mental health services. We want them to know that counseling is not just for the privileged, it is for all. We want to form relationships with students who don’t have easy access to us. We want to understand their concerns and needs and to do better in meeting these needs.” The purpose of CAPS is to help SUU students achieve educational, career, and personal goals. This is done by addressing the stress and conflicts that may distract students from achieving their full potential. CAPS is staffed with experienced licensed mental health professionals including psychologists, social workers, and mental health counselors who help reduce the interference of everyday stress and also treat more serious conditions. This grant will support the urgent need to address mental and behavioral health challenges that have been intensified and magnified by the global pandemic in Utah’s rural communities. Andrea Donovan, CAPS mental health counselor, provided the detailed background information needed to secure this grant to SPARC office pre-award research administrator Jenn Stewart. Stewart said she was amazed at the energy Donovan poured into this document, given the heavy demands on Donovan’s time. Donovan’s efforts allowed Stewart to craft well-informed and specific answers to the required submission portal questions. Many of the questions related to SUU's diverse student population. CAPS staff have given sedulous care, working long and hard to assist students here in T-Bird nation. If you or anyone you know could benefit from Counseling and Psychological Services, don’t hesitate to reach out to the CAPS office at 435-865-8621 or email at [email protected]. Produced by the SPARC Office SUU’s SPARC Office provides assistance to faculty, staff, and administrators seeking external funding for their projects and programs, from concept development and planning through implementation and management of funded projects. Contact Information:	https://www.suu.edu/news/2021/08/caps-supports-rural-mental-health.html
Diversity is an indisputable reality in our world. Diversity has the potential to serve as a great source of wealth or as an excuse to appeal to discriminatory tendencies and actions. Our political representatives can either choose to build a better common future for everyone or to exploit differences among people by resorting to scare tactics in order to strengthen their own political networks. In reality, societies are more prosperous and pacifist when both political leaders and citizens acknowledge and celebrate the value of diversity and actively promote a cohesive society in which all members derive a sense of belonging, stability and security; a society that respects the dignity of each person, protects human rights, and offers to each individual equal opportunity. A strong political will is key to the creation of an inclusive society. The long term costs and damages caused by social division can only be overcome with the support of a political leadership that recognizes the social and economic benefits of a cohesive society. We need the support of political representatives who actively promote policies and best practices that respect and celebrate diversity and create opportunities to bring people together around common projects and goals. A cohesive society is not only necessary, but possible; many examples in Madrid, Norway, the United Kingdom, Nigeria, Canada, Kazakhstan, Rotterdam, Indonesia, Brazil, Egypt, etc. have shown this to be true. When an economic crisis exacerbates the tendency to scapegoat those in society who are different from us, a conscious political leadership is more critical than ever. We invite you to add your voice to the call made by Club Madrid, other world leaders, and hundreds of citizens who are petitioning their leaders for an increased political prioritization and commitment to the goal of creating a safe world of difference. *** ABOUT THE CLUB OF MADRID The Club of Madrid responds to the demand for leader-to-leader support to confront today’s global, regional and national democratic leadership challenges. It is an independent organization dedicated to strengthening democratic values and leadership around the world by drawing on the unique experience and resources of its Members –more than 70 democratic former Heads of State and Government from 50 countries who contribute their time, experience and knowledge to this mission. The Club of Madrid’s membership constitutes the world’s largest forum of ex-Presidents and ex-Prime Ministers and offers today’s leaders an unequalled body of knowledge and political leadership. ABOUT THE SHARED SOCIETIES PROJECT The Shared Societies Project is a Club of Madrid global initiative that provides leaders with greater understanding of the benefits of social cohesion, the incentives and means to act to advance it. The project supports democratic development through promoting leadership for dialogue, diversity and social cohesion. The project is designed in the belief that societies are most likely to be peaceful, democratic and prosperous when leaders and citizens recognize the value of diversity and actively build a shared society. FOR FURTHER INFORMATION Silvia Pescador Communications Coordinator [email protected] Tel. +34 91 154 82 30 Club de Madrid is committed to advancing democracy worldwide. With your support, we can advance democratic values and foster social and political change. You can help ensure a sustainable future for the next generations by joining our efforts in a variety of ways. Here’s how you can make a difference.	http://www.clubmadrid.org/what-your-leaders-do-matters-demand-action-in-favour-of-social-inclusion/
Kosovar society has so far remained almost untouched by a phenomenon sweeping much of Europe – but that is no cause for complacency Considering the factors behind the rise of the far-Right, we should understand that crisis situations create a favourable environment for such ideologies to thrive. While Kosovo still remains relatively untouched by the far-Right compared to some other European countries, it is imperative to recognize the facts that lead to the rise of such groups and ideologies. While economic factors and migration crises offer a basis for these groups to gain popularity, deep social divisions also create an environment for them to thrive. Despite the international standing of Kosovo as a partially recognized independent country – and probably due to the large diaspora who are prone to falling victims of such ideologies in the countries where they live – Kosovar society has not opened its doors to these ideologies as yet. However, it is important to recognize that the ongoing Brussels-facilitated dialogue for the normalisation of relations between Kosovo and Serbia must begin to show results. In 11 years of this dialogue, the two parties have signed 33 agreements, but have also failed to implement them. The heated rhetoric in Prishtina and Belgrade, with elements of populism and nationalism, leads to the creation of further divisions between the two peoples. In turn, conditions for the creation of far-Right groups are laid. The Interactive Map launched by the Balkan Investigative Reporting Network, BIRN, has identified eight far-Right organisations/groups operating in Kosovo, while Serbia has 20 or so such organisations/groups operating in its territory. The Map offers an interesting hint; while Serbs make up only about 6 per cent of the total population of Kosovo, four out of these eight far-Right organisations/groups are operated by Serbs -= that is, half of them. While these groups in Kosovo do not have prominence and support among the general public, this could shift if the situation between Kosovo and Serbia remains in the realm of a “frozen conflict”. The big social divisions between the two ethnic groups, fired by the rhetoric of the political leaderships in both countries, not only is failing to normalise relations but is creating further divisions. Furthermore, the far-Right groups in the north of Kosovo, populated mostly by ethnic Serbs, could pose a challenge for the government in Prishtina to exercise its authority in that part of the country even after normalisation of relation of relations with Serbia, once the EU-facilitated dialogue reaches its desired goal. This was seen with the recent resignations of Serb officials from Kosovo institutions of all levels in the north. After the mass resignations of the mayors in the north, the laws require that new, extraordinary, elections be called. However, instead of complying with Pristina’s decision to call them, Central Election Committee officials were attacked in the north, and the situation has escalated to the most severe social clashes since the unrest of March 2004. Faced with such situations, it is only a matter of time for far-Right extremism to find its way into the Kosovar reality, as has happened in other areas of the continent. Political leaderships in both Kosovo and Serbia must lower the tensions and de-escalate the situation. Both sides should recognize the need for normalisation of relations and pave the way for the opening of a new chapter in the history of the Western Balkans. Not only will the continued situation foster extremism, but it most certainly blocks the aspirations of both countries for European integration. BIRN’s Interactive Map offers another interesting clue as to how deep social divisions create an environment for far-Right extremism to flourish: the country with the highest number of such organisations in the Western Balkans is Bosnia and Herzegovina. The existing cleavages in Bosnia have allowed for the creation of more such organisations. On the other hand, the country with the lowest number of such organisations in the Western Balkans is Albania, which can be understood as a result of the lack of deep inter-ethnic and inter-religious divisions within this country, despite its economic instability and political divisions. As discussed in the previous article, economic factors are among the common factors that lead to the rise of the far-Right. However, as in the case of Kosovo, in Albania – due to the large diaspora residing abroad – such ideologies have not found much support. Here, too, the prejudices Albanians abroad face in the countries they live in has led to a rejection of such policies. Going back to the case of Kosovo, opinion-makers and politicians need to refrain from the divisive discourse that fuels inter-ethnic tensions. The process of comprehensive normalisation of relations should be a top priority for the Kosovo political leadership, in order to avoid further divisions that will in turn pave the way for far-Right groups and ideologies to gain momentum. While the populist discourse in general poses a threat to the country – still battling for international recognition and to become an equal member of the international community of nations – it is not as concerning as the prospect of far-Right populism. Kosovo’s path to independence was marked by certain concessions the country had to make, such as guaranteeing the rights of non-majority communities, and far-Right ideologies would attack the very core principles of the statehood of Kosovo. This would be dangerous and harm Kosovo’s path towards integration. While we cannot forever remain untouched by trends in the rest of the continent, it is important that Kosovars abstain from exclusion and instead focus on ideas of inclusion, as stipulated by Kosovo’s supreme law of the land – the Constitution.	https://prishtinainsight.com/ethnic-divisions-could-be-gateway-for-far-right-in-kosovo-mag/
Implementation of the EU-Egypt Action Plan On August 28th, the Official Journal of the European Union published the Recommendation nº1/2007 of the EU-Egypt Association Council of March 6th 2007 on the implementation of the EU-Egypt Action Plan. With this Action Plan, the European Communities and their Member States, and the Arab Republic of Egypt, intend to strengthen the objectives set out within the Euro-Mediterranean Agreement scope. The Action Plan serves the dual purpose of setting out concrete steps in bringing about the fulfilment of the Parties’ obligations set out in the Euro-Mediterranean Agreement, and of providing a broader framework for further strengthening EU-Egypt relations to involve a significant measure of economic integration and a deepening of political cooperation, in accordance with the overall objectives of the Euro-Mediterranean Agreement. In this regard, the Action Plan between Egypt and the EU within the European Neighbourhood Policy sets ambitious objectives based on joint ownership, common interests, reciprocal commitments, differentiation, shared values and implementation of national plans and reform programmes, politically, economically, socially and institutionally. Egypt and the EU agree, in this Action Plan, to enter into intensified political, security, economic, trade, investment, scientific, technological and cultural relations, and shared responsibility in establishing an area of peace and stability including the prevention and settlement of conflicts in the region and to reinvigorate regional and subregional cooperation. This Action Plan is a first step in a process covering a timeframe of three to five years. Its implementation will help to fulfil the provisions and aims of the Association Agreement (AA) and will encourage and support Egypt’s national development, modernisation and reform objectives. The main areas of the actions to be put forward within the Action Plan are: - The enhancement of political dialogue, economic and social development and reform: strengthening the implementation of the Democracy and the Rule of Law, promoting the creation of effective institutions, independent administration and justice, as well as the reinforcement of Human Rights and Fundamental Freedoms, specially related to the protection of rights of women and children, and the fight against discrimination, intolerance and racism, also aiming to assure freedom of association and expression. Cooperation on foreign and security policy, and fight against terrorism are also key issues. In the field of Economic development and reform, the Action Plan aims to consolidate progress made with a view to improving macroeconomic stability and to promoting growth and employment. Facilitating the access to export markets, inter alia, by approximation of technical legislation, is also an objective set by the Action Plan, specially for agriculture and fisheries. - Trade related issues, market and regulatory reform: There are important actions to be taken in relation to trade relations, customs and the identification of areas with export potential to the EU and further enhancement of Egypt’s export capability. The Action Plan aims to the continuation of work on the implementation, within the EU harmonised areas, of the Palermo Action Plan for the Free Movement of Industrial Products approved by the July 2003 Euro-Mediterranean Conference of Trade Ministers. Cooperate to facilitate the establishment of companies and foreign investment and progressively remove obstacles to establishment, are also important issues to the Plan. - Transport, energy and environment: The general objective to implement a national transport strategy, including transport infrastructure development and transport sector reforming. The Action Plan aims to cooperate in the development of an overall long term energy strategy converging towards EU energy policy objectives, improving environmental performance and enhancing good environmental governance. - Migration, social integration, justice and security: Develop a comprehensive and balanced dialogue with Egypt on various migration-related issues, including legal migration, seasonal migration, status of Egyptian migrants and workers residing legally in Europe, brain drain, asylum, movement of people, control of illegal migration and return, visa; and monitoring and the analysis of the migration phenomenon as a synergy with the Euro-Med initiatives on research on migration and the Consortium on Applied Research on International Migration (CARIM) in particular. This cooperation chapter also includes measures related to the fight against terrorism and organized crime. - Science and technology, research and development, information society and audiovisual cooperation: Accelerate the integration of Egypt into the European Research Area and the Community Framework Programme. - People-to-people contacts: the establishment of cultural cooperation between Egypt and EU and its Member States, as well as address youth and sport issues and civil society cooperation.	https://euroalert.net/news/7735/implementation-of-the-eu-egypt-action-plan
IGOHR Condemns Terrorist Attack that Killed Two Civilians in Qatif Governorate, Saudi Arabia The International Gulf Organization for Human Rights (IGOHR) strongly condemns the recent terrorist attack at development projects in the eastern Qatif governorate in Saudi Arabia that left two people dead including a two-year-old child. IGOHR is deeply shocked at the attack and views such attacks as a means used by individuals with negative ideologies to undermine the peace, security, prosperity and stability of the Kingdom of Saudi Arabia. The incident took place at Al-Masoura neighborhood in Al-Awamiya town in Qatif, where a group of armed assailants attack company workers and pedestrians at a development project by firing gun shots indiscriminately in a bid to stop the demolition of houses in the area. The also used explosive devices to stop the projects. As a result, two civilians were killed during the terror attack – a two-year-old Saudi child and a Pakistani resident – and 10 others were injured. The main objective of the terrorists was to halt the demolition of abandoned houses in Al-Masoura district and other development projects which will bring sustainable growth and progress in the area. The houses were used by terrorists to perpetrate criminal activities such as kidnapping and drugs selling thereby terrorizing and instilling fear among the population. The International Gulf Organization for Human Rights vehemently condemns the attack and considers that such terror attacks against unarmed civilians carrying out development projects are a blatant violation of international humanitarian treaties in times of peace. The 1997 Terrorist Convention describes as terrorist attack “the unlawful and intentional use of explosives in public places with intention to kill, to injure or to cause extensive destruction to compel a government or an international organization to do or to abstain from doing some act.” The convention equally urges its member states to take measures to investigate and prosecute perpetrators of such terrorist acts. IGOH asserts that terrorist activities like the one that took place in Qatif governorate negatively impact on the human rights and freedoms of the victims such the rights to life, liberty, and their security of person. In addition, such acts of terrorism are conducted by terrorists with the aim of destabilizing the government, undermine civil society, jeopardize peace and security, and threaten social and economic development. It equally seeks to threaten regional and international peace. Therefore, IGOHR calls on the Saudi government to promptly investigate the recent bombings and to hold accountable all organizers, perpetrators and financiers of these horrible acts and to bring them to justice. IGOHR further calls on the Saudi authorities to step-up their efforts in combating terrorism in the country that will enhance peace, stability, security of person and prosperity. They also need to activate its human rights mechanism and ensure the rights of their citizens and that of others by taking positive steps to protect them from threats of terrorist acts like the one that took place recently. IGOHR also extends its sincere sympathy and condolences to the families of the victims and to the Saudi government and people.	http://www.igohr.org/igohr-condemns-terrorist-attack-that-killed-two-civilians-in-qatif-governorate-saudi-arabia/
President Isaias Afwerki made a statement on 28 August 2009 at the national conference marking the 30th anniversary of the NCEW in which he highlighted the essence and objective of Eritrean workers. Noting that the significance and objectives of workers movements should be viewed from an economic, social and political standpoint, the President explained that workers productivity is affected by the level of societal progress. He went on to explain that people’s standard of living depends on workers’ productivity and called on the National Confederation of Eritrean Workers (NCEW) to strive to nurture a skilled and committed workforce. Full text of the President’ statement follows:- The National Confederation of Eritrean Workers (NCEW) is one of the many aspects of the Eritrean people’s struggle and thus I congratulate all those who struggled under its banner as well as those who organized this seminar. We can use such occasions to talk about the history of workers’ movements in the first quarter of the 20th century or during the 50s and 60s, but the primary objective and target of such occasions is to determine who workers are and identify their future role and place among the society. Today’s agenda, ‘The Meaning and Objective of Workers’ Movements’ is a reminder of the need for continued extensive seminars on the role of workers in society; for to talk about the meaning and objective of workers’ movements we will need more of similar occasions in which to conduct in depth discussion regarding the topic at hand. I will try to address the meaning and objective of workers movement in relation with the socio-economic and political development of communities and what significance it had in our case. What is the objective of such movements? We can perhaps talk about the different stages of workers movements in Europe and the Unites States over the past 100 years; however, generally speaking, workers movement is something that came into existence following the industrial revolution. With the advent of industrial development, societies or countries were divided into three different categories, namely highly industrialized economies, developing countries and underdeveloped ones. And this is not just past history but it is the present global state of affairs as well. Since we cannot talk about the history or the role of workers in the unindustrialized world, to include all the categories of countries I mentioned above, we will talk about the significance and role of workers movements on a global scope. I mentioned earlier that we will examine the role of workers movements in the social, economic and political aspects of societies. The most direct influence such movements have is on the economic level, which in turn affects the social and political lives of societies. In all the different stages of human and global development, even during the early days of mankind, the fundamental meaning of existence was to improve one’s living through the development production and output. Developing production systems and tools from the basic to more sophisticated levels and thereby increasing output, which in turn would change the mode and meaning of the lives of human beings. If we ask what economy signifies at the present stage of world development or even during the early periods of human existence, it is the industrial and technological endeavor to change people’s lives. To change people’s lives for the better, you need to continuously modify your tools and technology as well as organization. In view of this fact, we can identify the level of organization and the sophistication of technologies in all the three categories of societies; i.e., the developed, developing and the underdeveloped. Thus we can see that the history, development, role, objective and meaning of workers organizations vary in all the three different worlds. Having established the fact that the meaning and objective of workers movements differ according to the levels of industrialization and organization, we come to the question of who or what a worker symbolizes. In general terms a worker is someone who produces or works to produce something, although the level of productivity varies from one worker to another. The level of productivity of different workers varies according to their skills, experience and the modes of technology they apply. Another factor that affects workers’ productivity is the state of economic development within their respective communities. Although experts might make extensive analyses, economy can be simply defined as production, distribution of resources and consumption. But when we look at the economy from the perspective of the role of workers, we can focus on two of the afore-mentioned aspects of the economy-production and the distribution of resources. Whenever we talk about the political and social aspects of different societies taking economy as the basic factor, we should start with the level of productivity within the respective societies as well as the contribution and share of individuals in the society’s resources. The concept of the role and meaning of workers movements is much more clearly explained in relation with the aspects of economy just cited. There is a tendency to often associate workers with only the production side of the economy. However, the role of workers in the distribution of resources as well as their share within the resources is of equal importance. When we look at the social aspect of the role of workers we can note that people’s social standing in their community or society is directly affected by their economic status. Numerous ambiguous theories might be put forth in this case. However, the social standing of every individual within a community or country is determined by his/her economic status. If one’s income is among the lowest in the society then one’s status in the society is a reflection of one’s income; the same applies for those who earn medium and high incomes. Thus, people’s social standing can be determined by whether they produce or work for a living or whether they live on others’ production. Another factor that can determine social standing is where individuals rank in the distribution of resources. If a person does not get the share of resources that is proportionate with his/her production, then he/she can be unfairly classed in the lower income category. Thus, a person’s access to national resources can determine his/her social status. Citizenship could also be described in terms of social status. One could be first-class citizen, second-class citizen or may not even have any citizenship at all; and as such this could decide one’s position in that specific society. The availability of opportunities is also another factor that determines one’s status in a given community. If one is marginalized from the allocation of natural resources of a given country, this state of affairs is tantamount to being robbed of one’s rights to different economic opportunities. Even one’s access to basic services such as education, health and job opportunities determines one’s status in that specific community. The same thing applies to whether someone has rights or not. It is worth mentioning at this juncture that the mere casting of ballots in elections does not at all signify that one’s right has been ensured; it would be misleading to think so. Hence, to determine whether if someone has rights or not in a given country, we should try to understand his/her status in that specific society. It is equally significant to understand the role of workers in society while talking about social status. The third political meaning is that of defining the objectives of workers movements. Viewed from this standpoint, politics is quite often an extension of economy or socio-economics. Political systems or politics cannot exist or be created in a vacuum. Economy is the foundation of politics, and that economy deals with production and distribution of resources and products. No matter what name or color a certain political system bears, the decisive factor in the final analysis is which section of the society that particular political system serves. And as I have mentioned earlier, society comprises of various sections within it, and thus the political system that benefits a specific section of society represents only the beneficiaries. Hence, in such a situation we could not say that there exists a political system that fulfills the aspirations of the people at large, because it has never been witnessed in history. As political systems are usually described in terms of their specific characteristics, the main factor for determining the system’s nature should primarily be its representation of a given section of the society. Is it a system that looks out for the interests of the productive members or that of those who idly depend on the toil of others? A certain political system might bear various descriptions and colors, but eventually the most important question is which section of the society that system represents. A system that fails to ensure fair and just representation of all sections of a society has its own characteristic feature. A lot of other additional questions could be raised in order to determine the representation of a political system in a society. And these similar questions could motivate members of the society to bring about economic growth and stability, in addition to improving their standard of living. Finding an answer to these questions could help one to understand if there exist stability, good living condition and economic prosperity in that society. If a political system in a given country strives only to promote the interest of the few, there exists no quality of life, as it is determined by the living standard of the majority. There is also no stability as long as the system represents the interests of the few. It may somehow appear as if there exists stability by employing various deceptive ploys, but such state of affairs is only short-lived. In a nutshell, suffice it to say that there would be no stability in a country where the political system represents only the minority or the few. Thus, the prevalence of stability and security in a given society could be viewed from the standpoint of the nature and representation of the political system in power. And it is absurd to argue that any political system that fails to ensure fairness and justice in a society would be secure and long-lived. The prevalence of stability in a community could, therefore, be determined by answering the questions raised above. Likewise, within political perspective struggle, organization and conflict that surface in a society are just a method or a means to an end. A struggle for an organization and even a given organization in itself could never be an end in themselves, but rather a means applied to attain the set goal. Conflict too is not only a consequence but also a means to an end. Hence, the objective of all struggles, conflicts and organizations is to ensure fair and just allocation of resources. The absence of fair and just distribution of resources and products usually entails conflict, which in turn leads to struggle, be it on the part of the neglected sections inside or external ones. And until the desired goal is realized, the struggle would continue through employing various methods, including raising arms. Thus, such a scenario could be viewed from the economic, social and political angles. The role and position of workers movement is another significant factor that requires elaboration. And we can talk about the role and status of workers movements from the dynamic nature of political, social and economic spheres. In fact, workers and their movements were the driving force in the transformation of socio-economic and cultural progress in the industrialized countries. The scope and effectiveness of workers movement goes parallel with the level of development of a particular society. Societies can be categorized in 3 stages, namely underdeveloped, developing and developed. In those underdeveloped societies, the role of workers movement is quite minimal and could even be said to be non-existent. Similarly, in the developing ones, their role is relatively major and comprises considerably large section of the society. But in those developed societies in the industrialized countries that completed the process of transformation, workers comprise the biggest section of the society. Although they may have their own characteristic features in describing the progress of workers, their role could be defined in the aforementioned three stages of societal development. In those underdeveloped and developing societies, the effectiveness and growth is to be viewed within the framework of their pace of progress and the stage of development they have reached. We could cite many examples from the objective situation in the world, but it is better to talk about the major topics of importance in this regard. In light of this, we can talk about the role and position of workers and their movements in the respective category of society. It is also ironic to say that the journey of progress of the underdeveloped and developing societies would be retarded at a certain point. In view of the fact that all societies strive to reach the highest state of economic progress, the path taken to this end always assumes the same dimension. And as all societies and countries work tirelessly to achieve economic prosperity and improve the people’s standard of living, the transformation process continues to assume its own dimension at an accelerated pace. The role and position of workers in industrialized societies could be described in this way. But even in those underdeveloped and developing ones, their role and status could be perceived from the society’s dimension of transformation, as they are marching towards the industrialized stage of development. Taking lessons from history those in the underdeveloped and developing world should strive to nurture productive workers. What we refer as development or prosperity is at the end of the day where we are heading. There can be nations far behind us, some who exceed us or some at an equal level with us, but each one has its own aspiration as to how to attain a comfortable standard of living, which has the capability to utilize any equipment at hand and enhance their productivity. Speaking from this perspective, the goal of the National Confederation of Eritrean Workers (NCEW) could be defined as follows. One thing that needs to be underlined here is that the workers and their objectives are inseparable from the society. Of course, the workers are a part of the society, but they differ in their role and contribution; yet, the goal of the Eritrean Confederation of Workers should not be separately looked at from the rest of the society. The working class, however, is the driving force to all-round societal development, and for that reason plays a decisive role in a given society. Hence, the role of the workers in bringing about economic, political and social changes is vital. The goal of the NCEW is therefore at the forefront of different organizations and associations in society. There can exist a National Union of Eritrean Women, Students Union, Youth Union or may be other related associations, in the final analysis, however, the role and standard of the workers confederation in a given society is importance. For that reason, a workers confederation means forming a working class which is fully equipped technologically possessing strong educational background so as to ensure productivity. The workers confederation therefore needs to have educated workers because productivity goes hand in hand with it. In addition to this, the availability of workers with ample experience is another very important criterion. If the productivity of the working class is upgraded, a country’s economy is equally strengthened. All these experiences, education or skill also needs to be enforced by providing technologically advanced equipments to the workers. The goal of the workers confederation is hence producing such kind of workers but not just on individual basis. The second most important task of the confederation is nurturing an economically, socially and politically well-informed working class. Economic productivity needs awareness in addition to education, skill and experience. Hence, the movement needs to give continuous lectures so as to upgrade the political, economic and social awareness of the workers. This is one of the major objectives of the workers confederation. Furthermore, the movement should have an organization of high efficiency and strength so as to effectively achieve set goals. The capacity and the awareness could be well in place, but the organizational structure is of utmost importance. A disorganized worker cannot maintain his/her position in a given society; that is why the working class needs to be well coordinated. In addition to the three major imperatives, I have prepared extra two in connection with some with wrong understanding of the workers confederation. One of these that needs to be underlined here is that the workers union should not be taken as an organization always ready for riots and related public disturbances. If we look at the history of workers in Europe or maybe the United States, they had different experiences. If we look at how the administrations that were in the areas were just referred to were handling the issue and movement of workers, for instance they took them separately from the rest of the society and sidelined its real political, economic and social meaning because they had an understanding that it is the workers who rioted for salary scale or related public demonstrations. But having such an understanding of workers is very narrow and indeed wrong. This issues need concentration, because taking a workers union as one that instigates such things and taking it as a means for chaos would just be insane. Another thing that might have direct relations with the above mentioned issue is that the workers have their own labor law, and so taking the workers as a group who usually speak about on their issues and laws would just be another mistake. This means that there have to be criteria. The labor laws should be drafted in a way that fit the economic, social and political issues. Otherwise, it would just be talking on some nitty-gritty matters; but of course the workers union and any other organization needs proper law, because as I mentioned earlier, one cannot talk of economic, social or political achievements without having law. It is, however, an utter mistake to take the union as one that argues on terms and articles of the labor law. It may be difficult to cite each and every single one of the thoughtfulness needed in this section, because of the different levels of development among societies. We have the underdeveloped, the developing and the developed societies; but we cannot really talk about the developed or industrial society, because we know our position. The underdeveloped countries and the developing ones often experience polarization when it comes to the workers union and other societal organizations; this may be due to domestic and foreign interferences or interests that utterly lead to a state of paralysis among the society. Of course, the issue of polarization is natural, and mostly the cause for such things is unequal distribution of resources. But what we witnessed in most underdeveloped and developing countries nowadays is vertical polarization. This includes polarization based on religious, racial, tribal or ethnic differences. Indeed, such differences constitute a dragging force for development and paralyze the achievement of the said objectives. Such polarization among the society or the Confederation is a bottleneck for development, and one cannot speak of economic prosperity or development in such areas. When vertical polarization prevails in a certain area, social harmony vanishes and there is no social cooperation, because it is unnatural. In the underdeveloped or developing nations where vertical polarization exists, corruption gets on the rise and the few interest-oriented groups who benefit from such things misuse their position to assist members of their social class. These types of people plunge societies into chaos and social variances without which they cannot uphold their mission of promoting. One cannot exploit one’s position without resorting to vertical polarization of people; it is a rat hole for individuals in this category. Thus, if the categorizations of societal classes do not occur naturally among such underdeveloped and developing societies, the aforementioned problems arise. In the end, such unnatural occurrence of class division becomes a cause for friction, unrest, civil wars and destruction. Hence, in order to properly identify their role and place among the society, workers movements have to consider the atmosphere and the level of development in which they find themselves. They also have to overcome the obstacles that might hamper them from achieving their goals. They have to be able to challenge the traditions and attitudes that can negatively affect the role of workers movements in their respective societies. Furthermore, unions should consider the attitude and ideology of those in power towards such movements. The numerous workers movements established in the 20th century or the last quarter of the same century had been severely weakened. One of the major reasons for this weakness is the conspiracy by special interest groups. These special interest groups, irrespective of whether they are in power or not, derail workers movements applying different means, including corrupting union leaders. Derailment is one of the most favored methods of the special interest groups by which they weaken struggles like workers movements in order to safeguard their interests. One of the tools of derailment is to use race, religion and other affiliations with view to instigating mistrust and division among members of workers union. Many examples from both the developed and underdeveloped countries could be cited but what we have to consider is the one that happens frequently, and that is the suppression of workers movement. If the movement can’t be weakened through suppression, one creates various layers in between the members of the movement. Many examples could be mentioned regarding those three reasons. We can view a certain country’s movement, how it began, the stage it has reached, and when and how the union got weakened and what the factors for the movement’s failure. And a lot of reasons could be mentioned. So the reasons for failure should be considered carefully. If there exists a workers union or movement, it should realize the objectives besides recognizing the obstacles so as to tackle them, and that will make it a strong organization. Efforts focusing on the background and history of a given workers union is not a bad idea. However, what is important is the current status of that union at present. And at the present era regarding the global situation, how it influences workers union should be carefully studied. The workers union today needs to analysis developments in different parts of the world as well as in each country so as to realize its objectives. And the current world economic meltdown is the outcome of going against the natural and cultural courses of societies. Another incident in the history of movements is the struggle waged by various societies in different parts of the world. The development humankind is we are currently witnessing runs counter to natural societal progress. Other developments are those historical incidents that surfaced in the 20th century and their present outcome. It is also imperative to highlight the fact that mistakes and loss opportunities were encountered in the popular struggles waged in different parts of the glob. With the changes taking place at the global level in the 20th century, the role of special interest groups that began to expand beyond Europe, the US and Asia, where their specific mission is not a point of contention, as they seek to monopolize other people’s resources and instigate problems. In order to realize their goals of monopoly and greed, such special interest groups make futile attempt towards weakening and polarizing societies, and thereby suppressing popular oppositions. As I mentioned earlier, all these divisive ploys employed by the special interest groups are mainly designed to exercise monopoly over the resources of others. Besides polarizing and fomenting discord among societies, as well as weakening workers movement, these quarters resort to military adventurism, which serve as a potent weapon for monopolizing and dominating other societies along with their resources. The military adventurism we are currently witnessing in different parts of the world is part and parcel of this scenario. Despite the fact that financial institutions play key role in the economic development of a given country, such institutions nonetheless have been diverted to serve their own vested interests as amply demonstrated in the prevailing world economic meltdown. These special interest groups installed with the concept of speculation in these financial institutions, seek to ensure their narrow interests’ as opposed to providing efficient economic service and making due contribution for the well-being of societies and countries. The greed-oriented practices of such interest groups over the past 100 years gave rise to the current economic crisis which has already exposed the world to multi-faceted chaos.	https://shabait.com/2009/11/18/president-isaias-statement-at-ncew-conference/
Our Co-ordinating Fellow, Fr Simon Cuff, has just had Love in Action – his guide to Catholic Social Teaching (CST) – published by SCM Press. The formal book launch is on 18 March in central London. Here he reflects on the importance of CST in our fractured society… As a society, we are in desperate need of consensus. We disagree about how to tackle rising inequality, about how to solve the disparity of income across regions, about how to relate to the European Union. We even disagree about how best to disagree. We are in desperate need of consensus, of common ground. We know that common ground exists. Jo Cox, the MP murdered during the Referendum campaign taught us in her maiden speech in Parliament: “We are far more united and have far more in common with each other than things that divide us”. We know that common ground exists, but we’re reluctant to do the hard work of compromise. One of the lessons of Brexit has been that in a world of social media echo chambers and cosy bubbles, we all need to learn how to do the difficult business of compromise and how to disagree well as we seek that common ground. Until we find consensus, we remain divided. Within Scripture, S. Mark’s Gospel reminds us: ‘If a kingdom is divided against itself, that kingdom cannot stand. And if a house is divided against itself, that house will not be able to stand’ (Mark 3.24-5). We know that the Easter feast we are preparing ourselves for this Lent celebrates Christ’s ultimate overcoming of the divisions we make for ourselves: ‘In that renewal there is no longer Greek and Jew, circumcised and uncircumcised, barbarian, Scythian, slave and free; but Christ is all and in all!’ (Col 3.11). Christ reconciles us to himself, and ourselves to each other. We are still living this process of reconciliation. The gift of consensus-making that has been discovered within the Social Teaching of the Roman Catholic Church is one way of living out our Risen faith, sharing in the reconciliation of all things. In the midst of our divisions, Catholic Social Teaching has much to offer to all Christian communities seeking to play their part in that of overcoming divisions which is life in Christ. The principles of Catholic Social Teaching derive from more than a century of thought and praxis within the Roman Catholic Church about how to overcome such divisions and social ills. The extremity of division in society is nothing new. Widely recognised as the foundational document of Catholic Social Teaching, Rerum Novarum, the 1891 letter of Pope Leo XIII was written in part in response to such divisions between the newly urbanised rich and industrial poor, and to offer practical solutions to the worsening living conditions of those urban poor at the end of the 19th Century. The whole tradition of Catholic Social Teaching begins with the need to seek consensus in the midst of opposing extremes. Leo XIII writes Rerum Novarum in order to mediate between these divides opening up within industrialised Europe at the end of the 19th Century, between ‘the enormous fortunes of some few individuals, and the utter poverty of the masses’. He does so in the midst of ‘the conflict now raging’ in part, to stem ‘the spirit of revolutionary change’. Rerum Novarum features one such example of the kind of consensus which Catholic Social Teaching has arrived at for the sake of mediating between opposing extremes – the living wage. Pope Leo XIII writes that it is ‘a dictate of natural justice more imperious and ancient than any bargain between man and man, namely, that wages ought not to be insufficient to support a frugal and well-behaved wage earner’ [Rerum Novarum 45] The just or living wage is a concrete example of this search for consensus between possible extremes. Catholic Social Teaching neither allows free reign for employers to set exploitative wages, nor does it call for wages that are so high they risk unemployment. The call for a living wage is a safeguard against exploitation, whilst securing dignity for the worker without calling for such a high minimum wage that it risks unemployment. Likewise, Catholic Social Teaching’s view of private property negotiates a path between those who wish to emphasis the absolute right to private property, and those who wish to emphasise the universal communal destination of all the goods which God has given us. The position articulated within Catholic Social Teaching achieves a consensus between these two extremes. Private property is permitted as the best means of administration, but all property is destined for common use. Pius XI articulates this position in an encyclical of 1931: God has ‘given man the right of private ownership not only that individuals may be able to provide for themselves . . . but also that the goods which the Creator destined for the entire family of mankind may through this institution truly serve this purpose’ [Quadragesimo Anno, 45]. In a 1981 encyclical, Pope John Paul II spells out how this consensus was arrived at: ’The right to private property is subordinated to the right to common use, to the fact that goods are meant for everyone’ [Laborem Exercens, 14] We can look at one further example in the reception within Catholic Social Teaching of one of the insights of Liberation Theology regarding the social or structural nature of sin. Whereas the tradition of Liberation Theology is happy to assert that sin can be social and structures within society can be sinful, initially the Church was reluctant to identify sin outside of sinful individuals. Two important Conferences of Latin American Bishops meeting at Medellín in 1968 and Puebla in 1979 assert that there are unjust structures and a situation of social sin as a daily reality across their continent. Pope John Paul II’s initial reluctance to ascribe sin to structures or situations is found in his 1984 apostolic exhortation, Reconciliatio et Paenitentia. Social sin he argues ‘is a case of the very personal sins of those who cause or support evil or who exploit it’ (§16). However, in his 1987 encyclical, Sollicitudo Rei Socialis, we see the compromise position which Catholic Social Teaching reaches. Structural sin is permitted as a concept, but its links to personal sin made clear: ‘“structures of sin” . . . are rooted in personal sin, and thus always linked to the concrete acts of individuals who introduce these structures, consolidate them and make them difficult to remove… They grow stronger, spread, and become the source of other sins, and so influence people’s behaviour’. [§36] John Carr calls this process of finding consensus and discerning truth between extremes ‘in the often ideological and polarised economic debate… “the Catholic AND”. Carr’s “Catholic AND” is the feature of Catholic Social Teaching which ‘brings together complementary ideas and values into a more coherent and integrated framework’. For example, ‘private property is both a right and a responsibility, there is both a duty to work and a right to decent work, wages etc.’. The ability of Catholic Social Teaching to find consensus across divided positions, and to seek truth amongst extremes means that it offers important lessons for negotiating the current divided societies in which we live. The documents of Catholic Social Teaching demonstrate how keeping in mind certain foundational principles of decency and dignity can negotiate divides and find ways through extremes. It does not allow a free-for-all, or support of whichever position is popular or politically expedient. Instead, it seeks consensus by applying an agreed set of foundational concerns and ideas to the changing problems of living in the world. Catholic Social Teaching has shown itself to be an important witness in how to negotiate living and leading in a divided society. It encourages us to hold fast to a small number of core principles essential to our faith, and to show as much flexibility as we are able in our application of these core principles to the many and changing social problems we face. In so doing, it shows us the importance of finding a consensus which is not simply the whim of a majority, or that excludes some or part of society from its scope, but seeks to discern truth amongst the many conflicting and divided voices of our day. As the divisions in our society seem no closer to being overcome, Catholic Social Teaching is a lesson in consensus according to red lines which safeguard the dignity and image of God in each and every human being, and brings together opposing groups around a hopeful vision of the common good. Catholic Social Teaching offers us important lessons in compromise and consensus, lessons which are surely needed as we negotiate the ever-increasing divisions of our day. This Lent let us learn these lessons of compromise and consensus as we strive to live out even now the unity which Christ has brought about, in which there is neither Jew nor Greek, slave nor free, male nor female, Leave or Remain.	http://www.theology-centre.org.uk/catholic-social-teaching-and-consensus/
A lot is being written about BJP after the Delhi Vidhan Sabha elections. One stream of the discussions talks about the national impact of this result, the probable brakes on the ‘Modi juggernaut’, how AAP is the model for countering BJP, etc. A more interesting stream of discussion highlights the dilemma of the present BJP government that has so long been covered up by the euphoria of ‘Modi wave’. Last time when the BJP led NDA came to power it was the result of a period of great political instability in India. The BJP had risen in prominence with the vitriolic Mandir issue and the following communal turmoil in the country. However, despite being the single largest party in 1996, the Vajpayee government had to resign within 13 days as it could not muster enough support in the Lok Sabha to form a stable government. A period of two failed United Front Governments paved way for the first BJP led NDA to power. Ironically, it lasted for only 13 months as AIADMK withdrew support, leading to another round of elections in 1999. Finally, after three general elections over three years (1996-1999) and a lot of political mud-wrestling, the new BJP led NDA managed to garner enough numbers in the parliament to stitch together a successful coalition government. The nation was desperately seeking for political stability and BJP was seen as the TINA factor in Indian politics. The RSS immediately took this as a mandate for its Hindutva project and along with its cohorts (Bajrang Dal, Viswa Hindu Parishad, and many more that suddenly sprung up given the favourable winds) started a period of social upheaval in the country. What really kept the NDA rolling was the economic boom that the country witnessed during this period where the upper and a sizeable section of the middle class was engrossed in their material benefits and thus remained silent to a large extent on the saffron brigade’s excesses. Nonetheless, the first NDA had to lose power after just one term. This was because of two major factors. The RSS pushed the envelope too far resulting in the Gujarat carnage that was unpalatable for the large section of even the majority Hindu community. Secondly, the excess of neoliberalism was too hot to handle, and rising social inequalities gave rise to popular discontent that ripped apart the ‘India Shining’ campaign of the NDA. 10 years down the line, in between which it reached a political nadir, the BJP has once again managed to rise, and in greater strength than ever. The political revival of the BJP, that presently has an unprecedented mandate in the Lok Sabha, was based on the messianic rise of Narendra Damodar Modi. The Chief Minister of Gujarat who oversaw the Guajarat carnage has always been an extremely controversial figure in Indian politics over the past decade and his rise to power is perhaps the highest point of rightward shift in the Indian polity. With the support of a powerful PR drive (funded no doubt by the large corporate lobby that saw this as an opportune time to dump the Congress and shift camps) and riding on the popular discontent over the UPA-2 government in a period of economic turmoil, the Modi mania managed to convince a huge section of Indians. His promise of achhedin and vikas rallied the nation which voted in numbers for his leadership, thereby giving BJP single largest majority in Lok Sabha. The return of BJP to power, and that too with such majority in the Lok Sabha, was an ominous sign for all progressive and rational people in the country who remembered the excesses of the fundamentalists last time. Not surprisingly, the return of the BJP has also signaled a return of those various fundamental elements that have already started flexing their muscles across the country. The eight months following the arrival of Modi at the highest chair of power has been a period of uneasy calm, with Modi himself engaged in consolidating his dictatorial authority over the central administration while the fringe elements have been given leeway to test the waters continuously. However, the support of Modi has two distinct sections. The first is the hardcore rightwing hindutva section, that has always been the mainstay of BJP, but which by itself cannot even today ensure a political majority for BJP. The real sizeable support comes from the upper, upper middle and middle class section that look upon Modi to revive the period of economic ‘development’ required to feed their aspirations. These aspirations rely heavily on continuing neoliberal economic policies, and this section has no qualms about it even if it ends up widening social inequalities as long as their interests are met. The success of the Modi phenomenon lies in the fact that both sections see Modi as the champion of their cause. For those seeking ‘economic development’, Modi is the charismatic CM behind Gujarat’s phenomenal development; for the hindutva brigade Modi is the pracharak who tacitly supported the Gujarat carnage. Given the huge mandate Modi has, the expectations from him of both lobbies are sky-high. The first eight months has satisfied none, and the disappointment is being vented out in the aftermath of the Delhi elections. There are open accusations from both lobbies blaming Modi for the Delhi election defeat, but citing contradictory reasons suiting their interests. Thus, while one section accuses him of not doing enough to revive the economy while letting rogue fundamentalist elements have a free run; the other section complains that Modi has been neglecting the hindu cause, being too engrossed on economic issues, and thereby neglecting his real support base. The sudden outburst of such emotions just after a state assembly election reflect the impatience of both sections, and certainly adds to the pressure on Modi to act fast. The real challenge for Modi is that delivering on both grounds will be quite tough for him. This is a typical problem that is faced by many who try to ride two boats at the same time. Modi’s model of ‘development’ is nothing but blatant appeasement of corporate interests and an unflinching affiliation to the ‘trickle down’ theory. His idea of growth is quite apparent from the small but significant steps his government has taken in the form of diluting environmental norms and land acquisition norms to ‘facilitate’ corporate sector interests. Even in the recent meeting with other Chief Ministers in the Niti Ayog session, Modi has reportedly lectured them on the need for ‘growth’ to address problems of ‘poverty’ and ‘development’; arguments that are past their shelf life and already discredited globally. He fails to realize that (a) economic growth during global economic recession is not possible unless policies are taken to boost domestic consumption levels and (b) the neoclassical traits like ‘jobless growth’ and falling wage shares prevent even the limited economic growth from translating into economic development, thereby limiting the growth prospect itself. Overzealous imposition of neoliberalism will only end up worsening the woes of the marginalised section of society with very little economic wellbeing for the beneficiary class, leading to overall discontent. On the other hand, pursuing hindutva fundamentalism in times of economic distress will only end up alienating the new found support base that helped his meteoric rise to power. The Indian polity, despite its dubious tendencies, has consistently resisted any kind of religious fundamentalism whenever such forces have tried to usurp moral hegemony in the society. It had little appetite for such obscurantism ten years ago, and has lesser patience for such things during troubled times like the present. There are two possibilities before us in such a situation. Modi might fail to maintain the balance of assuaging both sections successfully together and soon lose some of his charismatic aura. The jumla over black money has infuriated many, and Modi can ill afford more such jumlas. Already the victory of AAP is being said to have exposed chinks in his infallibility and political oppositions are poised to exploit it to the end. The euphoria surrounding Modi might just cascade into a wave of resentment as his messianic image crumbles down while he desperately tries a balancing act. Secondly, in his efforts to deliver on both counts, he might end up repeating the same mistake of double excesses that led to the ousting of the previous NDA. The real danger is that given the kind of mandate BJP has this time around, it is unfettered by political compulsion of coalition government (a factor that many in the erstwhile BJP lamented a lot) and the magnitude of damage it can do is alarming. Even in this quiet phase, Modi has revealed his fascist tendencies in glimpses. An overactive Modi or a cornered Modi is a danger that is the worst nightmare of all progressive people in this country.	https://www.vikalp.ind.in/2015/02/the-modi-wave-and-its-inherent-dilemma.html
I was fortunate enough to present as the keynote speaker for HouSecCon 4. The first part of my presentation focused on the parallels between information security today and the dawn of the space age in the late 1950s. The second section dove into internet-wide measurement and details about Project Sonar. Since it may be a while before the video of the presentation is online, I wanted to share the content for those who may be interested and could not attend the event. A summary of the first section is below and the full presentation is attached to the end of this post . In 1957 the soviet union launched Sputnik, the first artificial satellite. The US public, used to being first in most things scientific, panicked at being beaten to space. This lead to unprecedented levels of funding for science, math, and technology programs, the creation of NASA, and the first iteration of DARPA, known then as ARPA. Sputnik also set the precedent for the “freedom of space”. Although Sputnik was the first salvo in the space race, it was quickly left in the dust by increasingly powerful spy satellites The cold war accelerated technology by providing both funding and a focus for new development. Limited visibility meant that both sides were required to overestimate the capabilities of the other, driving both reconnaissance and weapon technology to new heights. The space age changed how we looked at the world. The internet was born from ARPA's attack-resistant computer network. Military technology was downleveled for civil use. GPS and public satellite imagery shrank the physical world. Public visibility led to accountability for despots and companies around the world. Global imagery shone a light on some of the darkest corners of the planet. Technology developed in the paranoid shadows of the cold war radically changed how we live our lives today. The proverbial swords turned into plowshares faster than we could imagine. The differences between military and consumer capabilities are shrinking every year. Crypto export control is useless in the face of strong implementations in the public domain. Alternatives to GPS are launching soon and location awareness has gone well beyond satellite triangulation. High-resolution thermal imaging systems are available off-the-shelf from international suppliers. So what does all of this have to do with information security? There are direct parallels between the start of the space age and the last decade of information security. Public fear over being out-gunned and out-innovated triggered a demand for improved security. Consumers and businesses are becoming aware of the real-world impact that a security failure can have. The more we move online, the more is at risk. Technology is been pushing forward at a phenomenal pace. Network neutrality draws similarities with the concept of “freedom in space”. Out of this environment, predators have emerged, first opportunistic criminals, and now organized crime, law enforcement, and intelligence agencies. The Snowden leaks have painted a detailed picture of how the US and its allies monitor and infiltrate computer networks around the globe. Although most of the security community assumed this kind of intelligence gathering went on, having it confirmed and brought into the limelight has been something else. Even the tin foil hat crowd didn't appear to be paranoid enough. Indeed, claims against China and Russia look weak in comparison to what we now know about US intelligence activities. To me, the most surprising thing is the lack of “cutting edge” techniques that have been exposed. Most of the methods and tools that have been leaked are not much different from what the security community is actively discussing at conferences like this. In fact, many of the tools and processes used by both intelligence and military groups are based on work by the security community. Snort, Nmap, Metasploit, and dozens of other open source security tools are mainstays of government-funded security operations, both defensive and offensive. Governments of every major power are pouring money into “cyber”, but the overlap between “secret” and “this talk I saw at defcon” is larger than ever. The biggest difference is where and how the techniques or tools are being used. Operationalized offense and defense processes are the dividing line between the defense industrial base and everyone else. It doesn't take a lot of skill or resources to break into most internet-facing systems. If the specific target is well-secured, the attacker can shift focus to another system nearby or even a system upstream. The number of vulnerable embedded devices on the internet is simply mind boggling. The Snowden leaks also confirmed that routers and switches are often preferred targets for intelligence operatives for this reason. My research efforts over the last few years have uncovered tens of millions of easily compromised devices on the internet. The number doesn't get any smaller. More and more vulnerable equipment continues to pile up. IBM, Symantec, SANS, and SecureWorks all provide internet “Threat Levels”. Dozens of commercial firms offer “threat intelligence” services. What actionable data are you getting from these firms? How do you know whether what they are providing is even accurate? Case in point. During 2012, an unknown researcher compromised 1.2 million nodes, using telnet and one of three passwords. 420,000 nodes were then used to conduct a scan of over 700 TCP and UDP ports across the entire internet. The same nodes were also used to send icmp probes and traceroutes to every addressable IPv4 address. Not a single “threat intelligence” vendor noticed the telnet exposure, its mass-compromise, or detected the scanning activity. In fact, nobody noticed the activity, and the internet became aware only after the researcher published a 9Tb data dump and extensive documentation and statistics from the project. The graphic you are seeing now is a 24 hour cycle of active public internet IPS (via ICMP), from this project. We can't improve things unless we can measure them. We cant defend our networks without knowing all of the weak links. We are starved for real information about internet threats. Not the activities of mindless bots and political activists, but the vulnerabilities that will be used against us in the future. Without this, we can't make good decisions, and we cant place pressure on negligent organizations. So, lets measure it. It is time for better visibility. It is time for accelerated improvement. It is time for a security space age.	https://blog.rapid7.com/2013/10/25/the-security-space-age/
The legal issues surrounding the interception of electronic communications are many and varied, primarily because they arise in different contexts: criminal investigations, corporate espionage, employer-employee relationships, and the intelligence activities of the federal government conducted against foreign countries. In recent years, two primary issues have arisen. One, rapid changes in technology can sometimes outpace legislation designed to protect United States citizens from unwarranted electronic intercepts. Two, in response to the threat of terrorism against the United States, the federal government passed legislation that, in the eyes of some, weakened constitutional protections against unwarranted interception of electronic communications. Electronic intelligence. Traditionally, intelligence-gathering operations have been divided into two broad categories: human and electronic. Human intelligence gathering, or what the intelligence community refers to as HUMINT, involves the use of on-the-scene human operatives who, for example, prepare maps, observe enemy troop movements, steal documents, recruit others to provide information, or physically eavesdrop on conversations. HUMINT is a dangerous undertaking. The possibility always exists that the operative will be caught, forced to reveal information about his or her activities and purposes, and even imprisoned or executed. For this reason, intelligence agencies whenever possible have come to rely more on electronic intelligence gathering, or ELINT. Spy satellites and high-altitude planes such as the U2, for example, can be used to provide accurate and timely information about troop deployments or missile installations, while wiretaps and hidden microphones allow communications to be intercepted without placing an operative in danger. Further, ELINT can be conducted by those who have no particular training in spycraft (tradecraft) from positions thousands of miles away. ELINT is divided into two types: trespassory and nontrespassory. As its name suggests, trespassory ELINT requires some sort of trespass; the target's physical premises have to be entered—to install a transmitter or microphone, for example. Non-trespassory ELINT, in contrast, does not require physical invasion of the target premises. Since the end of World War II and throughout the Cold War, the intelligence community has devised various forms of non-trespassory ELINT, enabling it to intercept information transmitted by satellite, radio, cell phone, and microwave transmissions. While ELINT was and is valuable for gathering foreign intelligence, Congress and the public were concerned about possible misuses of it in conducting criminal investigations against U.S. citizens. Accordingly, under Title III of the Omnibus Crime Control and Safe Streets Act of 1968 (the "Wire Tap Statute"), trespassory interception of electronic communications in criminal investigations without a court order was made illegal. In 1986 the Electronic Communications Privacy Act amended Title III to include non-trespassory interception of e-mail, computer communications, and cell phones calls. TEMPEST technology. The chief legal issue surrounding nontrespassory interception of electronic communications stems from the use of the word communication. Under the act, it would be illegal for authorities to, for example, tap a phone without a court order, because the purpose of a phone call is to communicate a message. But modern electronic devices emit all sorts of information that is never intended to be "communicated." They do so in the form of what are called emanated transient electromagnetic pulses (ETEP), which can be received and reconstructed. A computer screen, for example, displays information in the form of pixels that glow when they are struck by an electron beam. To keep the pixels on a computer screen lit, the electron beam fires perhaps 60 times per second. The beam's high-voltage electromagnetic emission can be intercepted and read from as far away as a kilometer using classified government technology called TEMPEST, which stands for Transient Electromagnetic Pulse Emanation Standard. Thus, information can be legally intercepted from a computer screen because it is not "communication"; it is merely incidental to the work that the machine is performing. The potential for abuse is clear. A person or agency with the know-how could intercept from a business computer information that would be beneficial in, for example, making stock market transactions, or steal proprietary information about the development of a new product. But because the U.S. government uses TEMPEST technology to conduct intelligence on foreign governments and potentially to monitor the activities of terrorists, it currently prohibits nongovernment agencies or individuals from owning TEMPEST equipment, making it difficult to research ways to protect legitimate computer users from this modern form of "eavesdropping." Echelon. In 1947, the United States and Great Britain agreed to join forces to form a "worldwide listening network," primarily to keep themselves apprised of the activities of the Soviet Union and its allies. In the United States, this agreement in 1971 evolved into Echelon, a global communications interception and surveillance system. In its early days, the U.S.-UK system and Echelon focused on phone and radio traffic. Later, the focus shifted to satellite and microwave communications. More recently, Echelon has also been used to monitor digital communication, principally on the Internet. The workings of Echelon remain secret; the U.S. government barely acknowledges that it exists, and personnel who work for the agencies of foreign governments with access to Echelon (currently, Australia, Canada, Denmark, Germany, New Zealand, Norway, and Turkey) sign lifetime confidentiality agreements. Echelon functions by tapping numerous sources, including ground-based radio antennae, cable devices, satellites, equipment housed in the U.S. embassies of foreign nations, and the Internet. With regard to the Internet, Echelon can intercept e-mail and file transfers, and by using so-called sniffer devices, it can monitor Web browsing. It then uses a "dictionary" to filter information through key words and addresses, as well as to translate messages and even to interpret their content. It is estimated that Echelon can intercept three billion communications per day, including 90 percent of Internet and satellite traffic. Echelon was formed for the purpose of conducting foreign intelligence operations. Under the Foreign Intelligence Surveillance Act, no proof of criminality has to be shown to conduct such operations; the only safeguard is the secret Foreign Intelligence Surveillance Court, which verifies that the target of an operation is an "agent of a foreign government" rather than a U.S. citizen (or permanent resident alien). Once again, though, the potential for abuse is clear. Many governments have pressured the United States to reveal information on surveillance targets and intelligence operations conducted through Echelon. They are concerned because of reports that economic and business information gathered through Echelon has been passed to American companies, giving them an advantage over their foreign competitors. In recent years, too, civil libertarians have expressed concern that Echelon could be used in a way that violates the Fourth Amendment, which preserves the right of American citizens to be free from unreasonable searches and seizures. The USA Patriot Act. These developments—the pervasiveness of electronic intelligence-gathering capabilities, the existence of sophisticated surveillance technologies, the evolution of Echelon—all coalesced on October 26, 2001, when President George W. Bush signed into law the USA Patriot Act, more formally the Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act (Public Law 107–56; 115 Stat. 272). The act was passed in response to the terrorist attacks against the United States on September 11 that year. Its goal was to provide law enforcement and the intelligence community with tools to combat international terrorism. Even before it was signed into law, the bill was controversial. Its supporters argued that it was necessary in an environment when attacks could emanate not only from recognized states with identifiable borders but also from loosely affiliated transnational groups such as militant Islamic extremists. These groups, it was pointed out, include American citizens and others living inside the United States, such as many of the September 11 hijackers. To communicate across national borders, launder money, and channel funds, these groups rely on phones, radio, and especially the Internet, and law enforcement's efforts to monitor their communications were shackled by legislation that restricted electronic intercepts. The bill's opponents argued that the act poses significant risk that civil liberties will be infringed and that it does not provide for legislative and judicial overview of the purposes for which such information is used. The 342-page USA Patriot Act amends fifteen different statutes, including the Electronic Communications Privacy Act, the Computer Abuse and Fraud Act of 1986, and the Foreign Intelligence Surveillance Act. Many of the changes are scheduled to expire on December 31, 2005, unless they are extended by Congress. While many of the changes are minor, they collectively give the Federal Bureau of Investigation (FBI), the Central Intelligence Agency (CIA), other federal agencies, and local law enforcement sweeping new powers to conduct intelligence operations against terrorists inside the United States. For example, the government can now legally monitor Web surfing, including terms entered into search engines, by informing a judge that doing so could lead to information "relevant" to a terror investigation. Again, civil libertarians fear that a ten-year-old who innocently conducts a Web search for bomb or a student doing Internet research on Allah (the name of the deity in the Islamic faith) could actually attract the attention of the CIA—and never know it. The act made other significant changes in the law. Both the FBI and the CIA had complained that earlier laws requiring a court order to tap a phone were unduly restrictive in the age of cell phones, when a user is not wired to a location and can easily use multiple phones while on the move. Under the USA Patriot Act, they have the authority to conduct roving wiretaps; instead of getting a court order to tap a phone, they now can get such an order to tap a person or organization. This means that if a terrorist suspect uses a cell phone, throws it away, then uses another phone, the government can monitor calls made and received on both phones rather than just one. Similarly, the new law makes it easier for the government to get so-called pen/trap orders, referring to "pen register" and "trap-and-trace device" orders. This change authorizes the collection of telephone numbers dialed to and from a particular communication device, including phones of course, but also computers with Internet connections. Another change involves Internet service providers (ISPs). Previously, the government had to obtain a court order to access the records of an ISP. Now, the government can seek information from ISPs with just a subpoena. This information includes records of session times and durations, network addresses, and methods of payment. The law also authorizes the ISPs themselves to turn over information they believe suggests that a threat against American lives exists. This includes not only "noncontent" information (account numbers, phone numbers, credit card account numbers, and the like) but "content" information—that is, the actual content of messages that suggest a terrorist threat. Again, the purpose of all these changes is to enable law enforcement to monitor the "chatter" of terrorist groups and, on the basis of information gathered, warn the American public about impending threats, thwart terrorist attacks, and round up suspected terrorists. █ FURTHER READING: BOOKS: Ewing, Alphonse B. USA Patriot Act. Hauppauge, N.Y.: Nova Science Publishing, 2003. Reams, Bernard D., Jr., and Christopher Anglim, ed. USA Patriot Act: A Legislative History of the Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act. Littleton, CO.: Fred B. Rothman, 2002. Richelson, Jeffrey T. The Wizards of Langley. Boulder, CO.: Westview, 2001. ELECTRONIC: Electronic Frontier Foundation. "EFF Analysis of the Provisions of the USA PATRIOT Act that Relate to Online Activities," October 31, 2001 < http://www.eff.org/Privacy/Surveillance/Terrorism_militias/20011031_eff_ sa_patriot_analysis.html . Federation of American Scientists. "Echelon." < http://www.fas.org/irp/program/process/echelon.htm . United Nations. "Echelon: Legal, Political, and Economic Issues of International Surveillance." < http://www.unesco.org/webworld/observatory/in_focus/290302_echelon.html .	http://www.faqs.org/espionage/Ec-Ep/Electronic-Communication-Intercepts-Legal-Issues.html
Geography and Military Intelligence, married in the UKThe histories of geography and military intelligence in Britain are closely inter-related. Exploration, map-making and cartography were the basis of early intelligence-gathering. The Depot of Military Knowledge is the first British intelligence agency and the ancestor of both MI5 and MI6. It was created during the Napoleonic wars by the Quartermaster General’s Department of the War Office. Its purpose was to gather foreign maps and information on the military resources and topography of other countries. After 1815 this activity lost its dynamism, in spite of attempts to give a boost to intelligence gathering to strengthen British imperial expansion around the world. Military defeats by the British army like, for example, in the Crimean War, were widely attributed to a lack of geographical intelligence. World War II was a global conflict that involved national maps based on various map datums as well as different reference ellipsoids. The requirements of weapons systems like bombers and missiles with considerably elborateded ranges made the gap between national mapping systems quite obvious. One attempt to bridge this gap was to spread national datums to other countries, but in 1944 this met a huge technical and political obstacles. SHORAN (Short Range Navigation) radio navigation systems, made around 1943 for approximate geopositioning for “blind-bombing” operations, showed great interest for geo-positioning outside extant geodetic networks. Later it became a recognized powerful tools for post-war development. Photogrammetry and terrain models Aerial photography from airplanes was a major and powerful technology of World War I, aerial photogrammetric mapping applications appeared between the wars. In World War II, aerial photogrammetry was a necessity. According to Amrom Katz, During World War II, aerial reconnaissance helped gathering about 80% of the information on the Axis powers and their operations. Aerial photoraphy gave a great contribution to battlefield startegy by supporting the construction of 3D terrain models at different scales. Those were used in all major offensive operations. The conception and use of such terrain models was the main focus for military geography, and the use of those models involving planning and analysis for military geographic intelligence. Maps served the Military Intelligence. The latter and Geography evolved alongside until fusioning and creating one body, The Military Geographic Intelligence. Through navigation systems and satellites today, military departments can not only collect data but also spy on each other. This raises questions of security and regulation. Any action to regulate the use of satellite would automatically be applied to both, spied and spies, when spied can also be spies. Can we fill this gap or is it condemened to remain as a deadlock ? If you have enjoyed all the exciting information in this article about geography and cartography, you will love everything else about GIS you will find at http://www.globeanalytics.com By Morad Ouasti 1. Cloud, J., 2002. American Cartographic Transformations during the Cold War, Cartography and Geographic Information Science, Vol. 29, No. 3, pp. 261-282 2. Heffernan, M., 1996. Geography, cartography and military intelligence: the Royal Geographical Society and the First World War. Transactions of the Institute of British Geographers, 21(3), 504-533.	http://skytoearth.com/military/military-geographic-intelligence/
ARLINGTON, Va. (NNS) -- Augmented reality systems and advanced wireless networks were among the technologies shown during the Ship-to-Shore Maneuver Exploration and Experimentation Advanced Naval Technology Exercise (S2ME2 ANTX) 2017-a set of amphibious exercises May 4 at Marine Corps Base Camp Pendleton in California. S2ME2 ANTX brought together industry, academia and the Naval Research and Development Establishment-which includes the Office of Naval Research (ONR) and various research laboratories associated with the Department of the Navy-to demonstrate emerging technology innovations. The exercise involved hundreds of Sailors, Marines and Department of Defense civilian employees and contractors. By using direct feedback and technical evaluations from participating warfighters and senior leadership in attendance, S2ME2 ANTX also may change the way the U.S. Navy and Marine Corps look at prototyping and rapidly acquiring technology. "The large scope of this exercise allows the Navy and Marine Corps to make informed decisions about future generations of technology for use by the warfighter," said Dr. David E. Walker, ONR's director of technology. "This pairing of Sailors and Marines with scientists and technologists will help move innovation at a faster pace." S2ME2 ANTX focused on five different capability areas of amphibious operations: ship-to-shore maneuver; weapons fire support and effects; clearing assault lanes; command and control; and information warfare. Demonstrated technologies included unmanned and autonomous vehicles equipped with sensors to gather intelligence in the air, on land and underwater. During each amphibious beach demonstration, unmanned surface and underwater vehicles approached the shore first, collecting intelligence about battlespace conditions-including threats and obstacles-providing an accurate picture of what warfighters would face when leaving their vessels and vehicles. Several ONR- and Naval Research Laboratory-sponsored systems were demonstrated at S2ME2 ANTX, including: Battlespace Exploitation of Mixed Reality (BEMR)Lab: This cutting-edge technology merges virtual reality (complete immersion in a simulated/virtual world) and augmented reality (where virtual objects are imposed onto real-world vision), through the use of Oculus Rift goggles. Mine Warfare Rapid Assessment Capability (MIW RAC): A small quadcopter is outfitted with an ultra-sensitive magnetometer and sensors to detect mines and provide real-time data to a handheld Android device. Coalition Tactical Awareness and Response (CTAR): This system uses satellite imagery to conduct surveillance of large areas of open ocean. CTAR processes image data to generate detailed reports about maritime activity in these ocean areas, and can share this information with partners and allies. Technologies that performed well at S2ME2 ANTX potentially could be featured at Bold Alligator 2017, a multinational series of amphibious exercises led by U.S. Fleet Forces Command and U.S. Marine Corps Forces Command, scheduled for the fall. The appearance of external hyperlinks does not constitute endorsement by the United States Department of Defense, or the United States Department of the Navy of the linked web sites, or the information, products or services contained therein. For other than authorized activities such as military exchanges and Morale, Welfare and Recreation (MWR) sites, the United States Department of Defense, the Department of the Navy does not exercise any editorial control over the information you may find at these locations. Such links are provided consistent with the stated purpose of this DoD web site.	https://www.public.navy.mil/surfor/swmag/Pages/Navy-Marine-Corps-Spotlight-the-Future-of-Amphibious-Autonomous-Warfare.aspx
Immerse yourself in Virginia's history by visiting one of our exhibitions. Home to the Confederate capital, Virginia became a battleground. More battles were fought here than in any other state. The Virginia landscape was soon scarred by fortifications, decimated forests, ruined homes and farms, and vast graveyards. More enduring was widespread poverty and the emotional scars of defeat, occupation, and subjugation felt by whites and the horrors of slavery remembered by blacks. The Art of War One of the Civil War's greatest tragedies was that the battlefield tactics used during the conflict were not compatible with recent technological advances. No development had as much influence on Civil War combat as the extensive use of incredibly accurate long-range rifles. These inflicted horrific casualties on the massed infantry formations that were necessary in order to make their single-shot, muzzle-loading weapons effective. Organizing infantrymen into “regiments” of 1,000 men each remained the main organizing principle for Civil War armies and allowed troops to produce massive volumes of fire. Field artillery was organized into batteries of four to six guns supported by as many as twenty vehicles, 150 men, and nearly 100 horses. Five basic types of firearms were used in Virginia by soldiers on both sides during the Civil War The Changing Role of Cavalry Improved weapons changed the role of Civil War cavalry. In addition to reconnaissance, horse soldiers became a mobile strike force that often fought on foot. Confederate general J. E. B. Stuart mastered both roles. Colonel John S. Mosby led a band of mounted “partisan rangers” that disrupted federal operations in Northern Virginia by striking swiftly before dispersing into the countryside. Communicating on the Battlefield Communication is important to any group effort. At the squad and company level, officers communicated with their troops by shouting commands. The bugle, fife, and drum were used to communicate across regiments and brigades, but coordinating the movement of armies required sending messages over greater distances with flags, torches, and the telegraph. Because enemy observers could easily see signals sent by flag, both armies used coded messages. One system of ciphering and deciphering—originally developed in the fifteenth century—used two concentric circular plates, one mounted on top of the other. By aligning the alphabets inscribed along the edges of each plate a substitution code was created. By means of electrical signals carried by wire, the telegraph allowed instantaneous communication by combining dots and dashes to represent letters. With it, military commanders could coordinate more effectively, and reporters could send news from the battlefield instantaneously. With this expanding media coverage, the military took on the added responsibility of managing information as well as their armies. Improvements in Battlefield Medicine Despite initial setbacks, Civil War surgeons developed a system of aid stations, field hospitals, and general hospitals to manage casualties—a system still used today. They also learned the importance of immediately treating wounds and that major operations were best carried out in the first twenty-four hours. Although little about the cause of disease was understood, surgeons surmised that clean environments would prevent infection. Steam and Steel In the decade before the Civil War, advancements in propulsion and artillery changed naval warfare forever. By the late 1850s, all new warships featured steam engines and achieved unprecedented freedom of movement. These ships also hosted larger, more accurate, and longer ranged guns. These two developments encouraged shipbuilders to improve naval ship defenses by plating them with iron or steel. Three Means of Reporting the War: Spies Without a Central Intelligence Agency, both sides used a variety of spies to gather information. The Confederate Signal Corps established a covert agency known as the Secret Service Bureau. Union generals often set up their own intelligence gathering networks which frequently included enslaved and free blacks. In 1863, the Union army created the Bureau of Military Information to oversee these efforts. Hundreds of Virginia women—Unionists and Confederates—risked their lives by spying during the war. Women were excellent nineteenth-century spies because they were considered non-threatening by soldiers who did not expect them to be involved in such dangerous work. As armies moved into their neighborhoods, women were in the best position to gather information about enemy numbers and nearby fortifications. “Rat Hell”: Life in Libby Prison In 1854, Luther Libby rented a three-building complex along the James River to sell shipping supplies and groceries. In March 1862, his warehouses were converted to house prisoners of war. More than 125,000 Union soldiers passed through its doors by March 1864, when shortages and concerns about security in Richmond led to the transfer of most prisoners to Georgia. Union soldiers were crowded into Libby Prison’s second and third floors. Ceiling heights were low and windows were barred and open to the elements. Exposed to the elements, prisoners often went without furniture, blankets, and eating implements. Throughout the war, they were plagued by overcrowding, disease, and hunger. By the winter of 1863, when the inmate population rose to 1,000, hunger and disease increased. Prisoners were supposed to receive the same rations as Confederate soldiers, but inflation and food shortages made that impossible. Total War and Trench Warfare Following the bloody battles of the Overland Campaign in May and June 1864, Lt. Gen. Ulysses S. Grant moved the Army of the Potomac south to Petersburg—a key supply center for Richmond. The nine-month campaign that followed also involved fighting north of the James River near Richmond and was closely linked with military movements in the Shenandoah Valley. The extensive use of interconnected lines of field fortifications—trenches and obstructions—defined the campaign to capture Richmond and Petersburg. By April 1865, the opposing armies had constructed thirty-seven miles of earthen fortifications. These types of defenses were not new to war, and both sides understood that using them multiplied a defender’s strength by a factor of three. Petersburg During the War Petersburg stands at the falls of the Appomattox River, twenty-three miles south of Richmond. Five railroad lines met in the city, making it one of the South’s leading transportation hubs. In June 1864, Union and Confederate troops descended on the strategic city. The campaign to defend Petersburg lasted 292 days—the longest in U.S. history—and produced more than 75,000 casualties. The Final Days of the Civil War By the spring of 1865, the Confederate army defending Richmond was stretched to the breaking point. On April 2, Union forces overran the southern defenses near Petersburg, forcing Robert E. Lee’s army to abandon both cities. During the evacuation of Richmond, fire destroyed much of the city. Lee surrendered to Ulysses S. Grant on April 9 at Appomattox Court House. After Appomattox, all Virginians faced an uncertain future. Loss Twenty-five thousand Virginia soldiers died during the Civil War, and rarely did next of kin receive timely notification—if any. But when the battlefield was nearby, the horror of death was especially shocking. In the nineteenth century, people traditionally observed formal periods of mourning. In the South, where nearly one in five white men of military age died in the war, grief was universal.	https://www.virginiahistory.org/what-you-can-see/story-virginia/explore-story-virginia/1861-1876/battlefront-virginia
Guest post by Benjamin Davies Fact: War is complicated. But knowing where armed actors are and in what number is about more than what army has what weapons – that information can also alert at risk civilians to impending attacks and pressure policy makers to protect them. Access to that information has almost always been the sole domain of militaries and intelligence agencies – or at least it used to be. Over the past year, the Satellite Sentinel Project has documented the key aspects of a military build-up by the Sudan Armed Forces and their alleged crimes against civilians in Sudan, one of the world’s most volatile regions. With each report, we ensure that citizens and policymakers alike – from Khartoum to Beijing to Washington – have equal access to the same clear, timely, and accurate information that would have once been classified. Harvard Humanitarian Initiative’s work on behalf of the Satellite Sentinel Project marks the first sustained, public effort to use satellite imagery and analysis in near real time to protect vulnerable people and capture evidence of mass atrocities. This project is rooted in the belief that satellite surveillance and public documentation of violations of the laws of war can deter perpetrators, help hold them to account, and pressure the international community to respond faster. David Crane, former Prosecutor of the Special Court for Sierra Leone, spoke directly to the transformative effect that the use of publicly available technologies can have on abusive governments. “With the advance of modern technology, particularly those technologies that were once unavailable to nongovernmental organizations, and the proliferation of social media, these governments can no longer sweep such actions ‘under the rug’. To put it more bluntly, they ‘cannot get away with it’.” Though tools for making sense of open source data and satellite technology are at the core of the Satellite Sentinel Project, it is our ongoing development of the first technical standards and code of ethics for the emerging field of “protective humanitarian technologies” that is our most crucial contribution to date. It is not enough to just collect data: people need to be able to make sense of it safely, accurately and responsibly. The Harvard Humanitarian Initiative’s work in Sudan, which begins over 400 miles above the earth’s surface, shares the same goal as Craig’s efforts to help individuals reliably make sense of an increasingly complex, digital world. Whether taking pictures over Africa or checking facts from San Francisco, both projects have the same objective of making sure the facts –and the human beings who live and die by them– always come first.	https://craigconnects.org/2012/01/10/fact-checking-the-fog-of-war/
Mass government surveillance has become a fact of modern life, though most citizens are unlikely to note how often each day their images are captured by cameras; their metadata tracked while browsing the web; and even their locations logged thanks to the GPS capability included in most smartphones. Public opinion has been sharply divided on the extent to which authorities should be allowed to monitor citizens who are not suspected of criminal activity; proponents point to the capability of mass surveillance techniques to prevent terrorism and other major crimes, while detractors consider these same techniques an infringement on individual liberties. Wilfrid Laurier University’s online Master of Public Safety and Public Safety Graduate Diplomas are dedicated to training Canada’s public safety leaders and ensuring they are equipped to handle these complex issues. Graduates will be well-prepared for these challenges, thanks to a curriculum developed in collaboration with Public Safety Canada. What Preceded Canada’s Anti-Terrorism Act? Did you know that the Anti-Terrorism Act followed the attacks of September 11, 2001? Its made-in-Canada solution to address terrorism amended several Acts including the Official Secrets Act, the Criminal Code, the Proceeds of Crime Act (Money Laundering) and the Canada Evidence Act. justice.gc.ca/eng/cj-jp/ns-sn/act-loi.html Everybody has a question. Are you curious about how Wilfrid Laurier University’s Master of Public Safety degree helps graduates to become knowledgeable in strategies that strengthen Canada’s commitment to the safety of all Canadians? Get in touch with us today so we can answer your questions! History of Mass Surveillance The modern history of mass surveillance dates back to the 1940s, when wartime espionage technologies developed in Britain, the United States, and the Soviet Union made it possible to monitor communications on an unprecedented scale. During the Second World War, interception and censoring of domestic communications was broadly approved of by the public as a means of hindering espionage, and establishing information superiority. However, these extreme wartime measures were not always discontinued after the Axis’ defeat. Under the leadership of the NSA, Project SHAMROCK secretly gathered every telegraph message entering or exiting the United States over a period of 35 years (1940-1975) until a Congressional investigation led to its abrupt discontinuation.[i] During this time, mass surveillance techniques were used to monitor, and at times disrupt not only the communications of foreign embassies, but also organized crime[ii]; political organizations such as the Black Panthers;[iii] and even private citizens like actress Jean Seberg.[iv] Known as COINTELPRO, the FBI explained its goals as “protecting national security, preventing violence, and maintaining the existing social and political order.”[v] Early international pacts such as the UKUSA Agreement created frameworks for information-sharing between governments on each side of the Cold War divide—frameworks which continue to this day in the form of the Five Eyes intelligence alliance between the UK, USA, Australia, New Zealand and Canada. Recent estimates place the number of CCTV cameras (both government & private industry) surveilling the greater London, UK area at 500,000. These cameras are considered part of daily life and greatly enhance public safety, as witnessed by their usage in recent terrorists attacks. Surveillance and Anti-Terrorism in Canada Canada’s signals intelligence (SIGINT) and cryptologic agency is the Communications Security Establishment Canada (CSE), which like its British and American counterparts originated during World War II. CSE states that its mission is: To provide and protect information of national interest, through leading-edge technology, in synergy with our Government of Canada partners in the security and intelligence community. The Communications Security Establishment is mandated to acquire and provide foreign signals intelligence, and to provide advice, guidance and services to help ensure the protection of Government of Canada electronic information and information infrastructures. We also provide technical and operational assistance to federal law enforcement and security agencies.[vi] Much of CSE’s initial work was devoted to maintaining public safety in Canada by countering Soviet espionage rings, like those exposed by intelligence officer Igor Gouzenko, who defected in the mid-40s and lived the rest of his life under police protection,[vii] and it would remain a primary focus through the fall of the Berlin Wall in 1989. (In fact, the very existence of the organization was kept secret from the public, and most of the House of Commons, until it was exposed by a CBC Fifth Estate investigation in 1974.[viii]) The organization would gain new relevance after the 9/11 attacks, when a greater awareness of the threat of terrorism, and the fact that some of the perpetrators had passed through the Canadian border on their way into the US, led to significantly increased responsibilities, and surveillance powers, for national defence and law enforcement.[ix] Public Safety Canada, and its partners, coordinate information-sharing between police services, border services, and CSIS to counter incipient radicalization and potential threats.[xiii] New Technology and Public Safety In recent years, the nature of surveillance has changed considerably. Surveillance was once a process which required intention at every stage: a target had to be chosen, likely following preliminary investigation; permission granted by a judge to track them; an operative dispatched to keep an eye on them, or to install some means of tracking and recording. Now surveillance capability is latent in most consumer technology, meaning the choice to surveil and the initiation of surveillance are virtually one. Responses to Public Scrutiny of Surveillance Operations Security agencies continue to be reticent about exposing the scale of their surveillance operations to public scrutiny. There is no doubt that giving authorities greater surveillance tools helps to prevent certain kinds of crime, but there also is the possibility of abuses or that the rights of citizens could be compromised. There is no doubt that these tools must be used responsibly by future public safety leaders, and that they are ultimately accountable for how they are used to the very public they watch. Contact us for more information on our online Master of Public Safety program and Public Safety Graduate Diplomas. Read Keeping Canada Prepared: Careers in Public Safety GIS & Data Analytics and Public Safety Canada and the Work of Keeping Canada Secure Sources:	https://online.wlu.ca/news/2018/03/27/can-surveillance-increase-public-safety
Modus Operandi, a leading software and information integration technology company, has been awarded a $70,000 contract by the U.S. Army Communications-Electronics Command (CECOM) to develop automated natural language sensor programs. The programs will automatically search through enormous amounts of domain specific textual data to help intelligence analysts see patterns of behavior and gain a better understanding as to what adversaries may do on the battlefront. The Phase I contract is sponsored by the U.S. Army Research, Development and Engineering Command (RDECOM) at Ft. Monmouth, N.J. through the Small Business Innovation Research (SBIR) program. The contract, entitled “Vocabulary—Intelligence, Surveillance and Reconnaissance (V-ISR)” addresses a high-priority technology risk—text-based data analytics—for the Army’s next generation ISR systems such as the Distributed Common Ground System. Modus Operandi will develop automated programs or natural language ‘sensor bots’ that will monitor data feeds, extract vocabulary, relate it to concepts of interest to military intelligence analysts, and make the knowledge available to other software components. The bots will be capable of automatically augmenting the original vocabulary terms with new terms discovered in the data feeds. The resulting automated natural language processing capabilities will support advancements in fusion and exploitation of raw data intelligence products that contain unstructured text. During warfare, military intelligence relies heavily on sensor data, much of which is summarized in unstructured natural language text. The volume of data greatly taxes the Army’s ability to store and retrieve it, and yet analysts desire even more data feeds. Successful exploitation of this data demands advanced text analytics. Modus Operandi will build natural language ‘sensor bots’ to shed light on this landscape of meaning. “We’re combining objective analysis with subjective reasoning in an automated software program,” said Dr. Richard Hull, chief scientist, Modus Operandi. “We believe that such a high degree of automation is essential to address the massive volume of data feeds without placing an undue burden on analysts.” About the U.S. Army CECOM & RDECOM The U.S. Army CECOM’s mission is to sustain and support superior Command, Control, Communications, Computers, Intelligence, Surveillance and Reconnaissance (C4ISR) systems for the joint warfighter, including sustaining base, tactical, and strategic battlespace systems. The U.S. Army RDECOM is the Army’s focal point for developing and accelerating innovative technology and sound engineering solutions that provide our U.S. forces with decisive and dominant capability where they need it, when they need it. RDECOM is unparalleled in its depth and breadth of technical capability, innovation, and dedication to provide our U.S. forces with the best technology, today and in the future.	http://www.modusoperandi.com/modus-operandi-awarded-u-s-army-contract-to-develop-automated-natural-language-processing-programs/
Revamping the CIA The terrorist attacks have once again exposed wide-ranging flaws in the agency’s operations. One week after the terrorist attacks on the Pentagon and the World Trade Center, national security adviser Condoleeza Rice told the press: “This isn’t Pearl Harbor.” No, it’s worse. Sixty years ago, the United States did not have a director of central intelligence and 13 intelligence agencies with a combined budget of more than $30 billion to produce an early warning against our enemies. There is another significant and telling difference between Pearl Harbor and the September 11, 2001, attacks: Less than two weeks after Pearl Harbor, President Franklin D. Roosevelt appointed a high-level military and civilian commission to determine the causes of the intelligence failure. After the recent attacks, however, President George W. Bush, Director of Central Intelligence George Tenet, and, surprisingly, the chairmen of the Senate and House intelligence committees adamantly opposed any investigation or post mortem. Sen. Bob Graham (D-Fla.), chair of the Senate Select Committee on Intelligence, said it would not be “appropriate” to conduct an investigation at this time; his predecessor, Sen. Richard Shelby (R-Ala.), agreed that any investigation could wait another year. The President’s Foreign Intelligence Advisory Board normally would request such a study, but the board currently has only one member, because the president has not yet replaced members whose terms have expired. The president’s failure to appoint a statutory inspector general at the Central Intelligence Agency (CIA) deprives the agency of the one individual who could have requested an investigation regardless of the CIA director’s views. Overall, the unwillingness to conduct an inquiry increases the suspicion that there may have been indicators of the attacks that went unheeded. The failure to anticipate the attacks is merely the latest in a series of CIA failures during the past 10 years. The CIA spent nearly two-thirds of its resources on the Soviet Union but did not foresee the Kremlin’s collapse. Yet there was no investigation or post mortem of what went wrong in the CIA’s directorate of intelligence, nor were there major changes in the CIA’s analytical culture. There was also the incredible but true saga of Aldrich Ames, the CIA officer who spied for the Soviet Union and the Russian Federation for nearly a decade, flaunting his KGB-supplied wealth and betraying the entire U.S. spy network inside Moscow. The Ames saga did lead to a 1994 study of the CIA’s clandestine culture that concluded, in the words of then-director James Woolsey, “It is a culture where a sense of trust and camaraderie within the fraternity can smack of elitism and arrogance.” A year later, in fact, then-director John Deutch learned that the CIA payroll included a Guatemalan colonel implicated in the murder of a U.S. citizen and, as a result, initiated efforts to reform the directorate of operations and to remove the thugs from the payroll. Predictably, the old boy network rallied in the name of the directorate and tried to stymie Deutch’s efforts. Demilitarize intelligence gathering Previous directors, particularly Deutch and Robert Gates, have done great harm to the CIA and the intelligence community by deemphasizing strategic intelligence for use in policymaking and catering instead to the tactical demands of the Pentagon. The CIA began to produce fewer national intelligence estimates and assessments that dealt with strategic matters and placed its emphasis on intelligence support for the war fighter. Gates, moreover, ended CIA analysis of key order-of-battle issues in order to avoid tendentious analytical struggles with the Pentagon; Deutch’s creation of the National Imagery and Mapping Agency (NIMA) at the Department of Defense (DOD) enabled the Pentagon to be the sole interpreter of satellite photography. This is particularly important because the Pentagon uses imagery analysis to justify the defense budget, to gauge the likelihood of military conflict around the world, and to verify arms control agreements. In creating NIMA, Deutch abolished the CIA’s Office of Imagery Analysis and the joint DOD-CIA National Photographic Center, which often challenged the Pentagon’s analytical views. In its short history, NIMA has been responsible for a series of major intelligence disasters, including the failure to predict Indian nuclear testing in 1998, the bombing of the Chinese embassy in Belgrade in 1999, and more recently the exaggeration of the missile programs in North Korea and Iran. The failure to anticipate and record Indian nuclear testing stemmed from the Pentagon’s downgrading of South Asian intelligence collection and DOD’s low priority for counterproliferation. Open sources did a far better job of predicting the nuclear tests than did the U.S. intelligence community. To make matters worse, CIA Director Tenet told the Senate that the CIA could not monitor and verify the Comprehensive Test Ban Treaty and, for the first time in 80 years, the Senate failed to ratify a major international treaty. The bombing of the Chinese embassy was attributed to the faulty work of NIMA as well as the inability of the CIA to conduct operational targeting for the Pentagon. Consequently, when the crew of a U.S. B-2 Stealth bomber skimmed over Yugoslavia and dropped three bombs on a building in downtown Belgrade, it actually believed that it had made a direct hit on the country’s arms procurement headquarters. Instead, three people were killed and 20 wounded, creating a diplomatic crisis with Beijing and key members of the NATO coalition. The CIA had never been responsible for operational targeting before, and as a result of the Belgrade disaster, Tenet has made sure that the agency stays out of the targeting business. Leaving imagery analysis in the Pentagon’s hands allows the military to exaggerate strategic threats to the United States. Throughout the Cold War, military intelligence consistently exaggerated Soviet strategic power, particularly the quantity and quality of Soviet strategic forces and the capabilities of key weapons systems. The Air Force was particularly guilty of exaggerating Soviet missile forces, presumably in order to gain additional resources for U.S. missile deployment. At the same time, the uniformed military was not enamored with the intelligence capabilities of satellite photography and such surveillance aircraft as the U-2, and if it had not been for lobbying by the CIA and civilian scientists, the United States would not have had access to such technology until much later. When the CIA tried to create its own Foreign Missile and Space Analysis Center in 1963 to provide detailed intelligence information on offensive missile systems, senior Air Force generals unsuccessfully tried to stop it. New intelligence priorities Although the collapse of the Soviet Union and its Eastern European empire fundamentally altered the strategic environment, there has been no major effort to redefine U.S. national security and intelligence needs. The Soviet collapse created new areas of instability and policy challenges in the Caucasus, central Asia, and southeastern Europe, where the United States and the intelligence community possess few intellectual resources. And nontraditional security problems, which will define U.S. policy choices in the 21st century, have been given short shrift. These problems include water scarcity in the Middle East, social migration caused by coastal flooding in South Asia, infectious diseases in Africa and Russia, and contamination caused by nuclear and chemical weapons stored in the former Soviet Union. The nontraditional national security problems that confront the United States could give the CIA a competitive advantage because of its data storehouse on oil reserves, demographics, and water supply. The CIA is in a position to provide information on a variety of environmental issues, using baseline data from satellite photography documenting global warming, ozone depletion, and environmental contamination. Spy satellites already provide key environmental data on Earth’s diminishing grasslands, forests, and food resources. Yet the CIA has not been forthcoming with its data, and the only politician who has ever made a serious effort to obtain such data and analysis–former vice president Al Gore–is on the sidelines. To make matters worse, there is a satellite sitting on the ground that is designed to collect such data, but the Bush administration will not pay to launch it. With the proliferation of international peacekeeping missions, the intelligence community is a natural resource for providing political and military data to peacekeepers in places such as Afghanistan, Bosnia, Cambodia, and Somalia. The CIA should have assisted the United Nations (UN) monitoring programs in Iraq rather than running its own operations against Saddam Hussein. War crimes tribunals also require funds and expertise for collecting data on political and military officials, which would be a less difficult task if the political and biographic assets of the CIA could be used. And it is unlikely that global institutions such as the International Atomic Energy Agency can successfully monitor strategic weapons production in North Korea, Iraq, and Pakistan without support from the CIA. Unfortunately, the CIA has shown little inclination to take on these tasks. Woolsey was lukewarm at best to the idea of sharing intelligence with international agencies. Deutch was stubbornly opposed to providing information to the UN, even though it would have been helpful in peacekeeping situations. And current director Tenet also does not have much interest in these activities. Problems with covert action There is no absolute political and ethical guideline delineating when to engage in covert action. However, Cyrus Vance, secretary of state in the Carter administration, articulated a standard two decades ago when he recommended covert action only when “absolutely essential” to the national security of the United States and when “no other means” would do. The CIA observed this standard in the breach when it placed world-class criminals such as Panama’s General Manuel Noriega, Guatemala’s Colonel Julio Alpirez, Peru’s intelligence chief Vladimiro Montesinos, and Chile’s General Manuel Contreras on its payroll. The CIA’s favorite “freedom fighter” in Afghanistan in the 1980s, Gulbuddin Hekmatyar, was also the country’s chief drug lord. In addition to playing a role in overthrowing the democratically elected government of Chile in the 1970s, the CIA hired and protected Contreras despite his involvement in assassination plots in South America and the United States, including the car bombing in the nation’s capital of former Chilean Ambassador Orlando Letelier and his U.S. associate, Ronni Karpen Moffitt. Recently released documents demonstrate that the CIA placed Contreras on its payroll despite its acknowledgement that he was the “principal obstacle to a reasonable human rights policy” in Chile. These unsavory assets had nothing to do with the collection of sensitive intelligence but were important to the CIA for the conduct of covert actions in South America that usually were counterproductive to the interests of the countries involved as well as to the United States. Montesinos, for example, was responsible for two decades of human rights abuses in Peru. Yet the CIA helped him flee the country in September 2000 to avoid standing trial for crimes that included the massacre of innocent civilians in the early 1990s. The CIA station in Amman approved an arms deal between Jordanian officials and Montesinos, although he was involved in a 1998 transfer of arms from Jordan to leftist guerrillas in Colombia, perhaps Washington’s most notorious enemies in Latin America. There is probably no stronger evidence of the ineptitude of the CIA’s directorate of operations. We learned in 1999 that the United States and the CIA used the cover of the UN and the UN Special Commission (UNSCOM) to conduct a secret operation to spy on Iraqi military communications as part of an effort to topple Saddam Hussein. Neither the UN nor UNSCOM had authorized the U.S. surveillance, which Hussein cited as justification for expelling the UN operation. As a result, the most successful effort to monitor and verify Iraq’s nuclear, chemical, and biological programs was lost, and the credibility of multilateral inspection teams around the world was compromised. Separating intelligence and operations Any reform of the role and missions of the CIA must recognize that the agency performs two very different functions. The CIA’s clandestine operations, particularly covert action, are part of the policy process. Yet when paid agency assets are also the sources of intelligence reporting, the finished reports may be seriously flawed. CIA’s covert operations are approved and often designed by the White House and the State Department to support specific policies. The Bay of Pigs in 1961, which the inspector general of the CIA described as the “perfect failure,” and Iran-Contra in the 1980s, which violated U.S. law, demonstrated the ability of the directorate of operations to corrupt the analysis of the directorate of intelligence. The CIA’s intelligence analysis, including national estimates and current reporting, must provide both an objective exploration of the situation for which policy is required and an impartial assessment of alternative policy options. Intelligence should play a role in setting the context for policy formulation, but it should never become an advocate for a specific policy. CIA Director William Casey and his deputy for intelligence, Robert Gates, slanted intelligence reporting in the 1980s to support operational activity in Central America and southwest Asia. In his memoirs, former Secretary of State George Shultz charged that the CIA’s operational involvement “colored” the agency’s estimates and analysis. The CIA’s distortion of Soviet strategic policy skewed the public debate on the Star Wars program in the 1980s, and similar distortions of the strategic capabilities of so-called rogue states have factored into the debate on national missile defense. The decline of wizardry During the worst days of the Cold War, the strategic position of the United States was enhanced by the scientific and technological successes of the CIA, which designed and operated some of our most important spy satellites as well as the U-2 spy plane. The CIA was heavily involved in the collection of signals intelligence and helped pioneer the technical analysis of foreign missile and space programs. Secret CIA installations eavesdropped on Soviet missile tests and gathered intelligence that was crucial to the success of arms control negotiations in the 1970s and 1980s. As a result, the CIA had advance knowledge of every Soviet strategic weapons system and up-to-date intelligence on the capabilities of these systems. Unfortunately, the technological frontier has moved from Langley, Virginia, to Silicon Valley, and as a result, the CIA has lost much of its technological edge. In 1998, the CIA abolished its Office of Research and Development (ORD), which had been responsible for much of the agency’s success in the fields of technical collection and analytical intelligence. The CIA will no longer be on the cutting edge of advanced technology in the fields of clandestine collection and satellite reconnaissance and will be heavily dependent on the technology of outside contractors. ORD led the way in major breakthroughs in the area of overhead reconnaissance, including optics and imagery interpretation, which presumably are paying dividends in Afghanistan. Previous ORD technology, such as sophisticated facial recognition, will help in the war against terrorism but only if that technology is shared with the Immigration and Naturalization Service (INS), the FBI, and the Drug Enforcement Agency. In addition to the weakening of the CIA in important areas of science and technology, the National Security Agency (NSA), which is responsible for collecting and interpreting signals and communications intelligence from around the world, has been weakened by a series of management decisions that have created serious problems. The NSA has been caught off guard by a series of new communications technologies that have compromised its intercept capabilities, including fiber optic cables that cannot be tapped, encryption software that cannot be broken, and cell phone traffic that is too voluminous to be processed. There is no question that a managerial revolution needs to take place throughout the intelligence community. A new intelligence infrastructure What the CIA and the intelligence community should be, what they should do, and what they should prepare to do are all less clear than at any time since the end of the World War II and the beginning of the Cold War. Throughout the Cold War, the need to count and characterize Soviet weapons systems against which U.S. forces might find themselves engaged, as well as the search for indications of surprise attack, focused the CIA’s efforts. Such clarity disappeared with the fall of the Soviet Union. The following steps are needed in order to design an intelligence infrastructure to deal effectively with the new and emerging national security problems. Demilitarize the intelligence community. The mismatch between the tools of the past and the missions of the future has given rise to an increased militarization of the various intelligence agencies and an excessive reliance on CIA support for the war fighter. It is essential that the major intelligence collection agencies–NIMA, NSA, and the National Reconnaissance Office (which designs spy satellites), with their collective budget of at least $10 billion–be taken from DOD and transferred to a new office that reports to the director of central intelligence. This move would allow more leeway for spending the intelligence budget on analysis and sharing of information gathered by satellites, rather than the current emphasis on building satellites and other data collectors. According to press reports, retired general Brent Scowcroft, who is conducting a comprehensive review of the intelligence community for President Bush, favors such a transfer of authority, but Secretary of Defense Donald Rumsfeld and high-ranking members of the Senate Armed Forces Committee oppose it. Revive oversight. The decline of the CIA during the past decade coincides with reduced oversight of the intelligence community by the Senate and House intelligence committees. Beginning with the chairmanship of Senator Shelby in 1994, the Senate committee has become less effective in providing oversight and in advancing much-needed reform. It is unusual to have more than two or three senators present at any given time, even at important hearings, and Senate committee members are limited to an eight-year term. (The House has a six-year term limit.) The number of open intelligence oversight hearings has dropped significantly, as has the number of nongovernmental witnesses invited to testify. Because the authorization bill for the intelligence community is imbedded in the defense budget, the Senate Armed Forces Committee is able to significantly modify the authorizations of the intelligence committee. The system worked when former Senators Sam Nunn and David Boren, who were close colleagues, chaired the armed services and intelligence committees, respectively, in the 1980s, but the system has broken down in the 1990s. The House intelligence committee chair, Rep. Porter Goss (R-Fla.), is a former CIA case officer who has acted as an advocate for the intelligence community and not a reformer. There has also been an astonishing exchange of personnel between intelligence committee staffs and the agencies they oversee. Tenet and his chief of staff formerly served as the majority and minority staff chiefs, respectively, of the Senate intelligence committee. Other staff members went on to serve in a variety of other CIA posts: inspector general, chief of the legislative counsel’s office, chief of the Foreign Broadcast Information Service, deputy director of the Counter-Proliferation Center, and director of resource management for the directorate of operations. The current head of the NRO and the NRO’s inspector general both came from the Senate intelligence committee, as did the deputy director of intelligence programs at the National Security Council. It is unprecedented for one congressional committee to supply staff to so many senior positions at a major executive agency, which raises a disturbing question: Who will oversee the overseers? Reduce covert action. Covert action could be radically reduced without compromising national security. CIA propaganda has had little effect on foreign audiences and should end immediately. The CIA should never be allowed to interfere in foreign elections. Many problems that have been considered candidates for covert action were ultimately addressed openly by unilateral means or cooperatively through international measures, both of which are preferable to clandestine operations. Nuclear proliferation problems created by missile programs in Iraq and North Korea in the 1990s led to congressional calls for covert actions, but in both cases overt multilateral activity with the United States in a pivotal role contributed to denuclearization. The U.S. military was successfully involved in secret denuclearization of the former Soviet Union, clandestinely removing strategic weapons and nuclear materials from Georgia, Kazakhstan, and Moldova in the 1990s. Separate operations and analysis. It is time to debate whether it is preferable to separate the CIA’s operational activity from its analytical work or continue running the risk of tainted intelligence. The issue is one of advocacy, ensuring that the provider of intelligence is not in a position to advance its own point of view in the policy process. The CIA’s heavy policy involvement in the war on terrorism will certainly call into question the worst-case views of the directorate of intelligence on terrorist threats at home and abroad. Because there are few institutional safeguards for impartial and objective analysis, the intelligence community ultimately depends on professional personnel of the highest intellectual and moral caliber. Yet Walter Lippmann reminded us more than 70 years ago that is essential to “separate as absolutely as it is possible to do so the staff which executes from the staff which investigates.” If Washington is serious about “reinventing government,” Lippmann’s admonition is a good place to start for the intelligence community. The intelligence directorate has become far too large and unwieldy and, because of its failures during the past decade, has become permeated with the fear of being wrong or second-guessed. Hiring smarter, more informed people would help. In recent years, the CIA’s rigorous security standards have often filtered out analysts who have traveled and lived abroad and have collegial relations with their foreign counterparts. Not surprisingly, the intelligence directorate thus lacks people with the language skills and the regional expertise needed for dealing with today’s intelligence challenges. The operations directorate also needs to be revamped. Its modus operandi is based on placing relatively junior people abroad, working out of U.S. embassies with State Department cover. Yet the directorate will not be able to substantially increase the amount of crucial information it collects unless it is willing to take greater risks by assigning experienced people abroad without diplomatic cover. Only then would intelligence personnel have the wherewithal to encounter the unsavory people who threaten our interests. In addition, the operations directorate must rely more heavily on foreign liaison services that have access to sensitive intelligence on terrorism and criminal activities abroad. Doing so would allow the CIA to concentrate clandestine collection efforts on countries where no access currently exists, such as Somalia, Sudan, and Yemen. Just as the U.S. military could be used to perform clandestine actions in wartime, State Department foreign service officers could collect intelligence more effectively than their clandestine counterparts. However, recent budget cuts have seriously eroded the department’s capabilities. At the same time, the demands of an unstable and fractious world have created additional demands on the department, which must supply an ambassador and staff to 192 independent countries. Because of budget cutbacks, the department has been forced to close important posts in Zagreb, Medellin, Lahore, Alexandria, and Johannesburg, to name just a few, and has had to post political amateurs with deep pockets to key embassies in Europe and Asia. The staffs of most of these embassies could collect intelligence openly and less expensively than could their CIA counterparts, freeing the agency to concentrate on the collection of intelligence on terrorist networks, technology, and weapons of mass destruction in closed areas. One of the CIA’s first and most prestigious directors, Allen Dulles, emphasized that “the bulk of intelligence can be obtained through overt channels” and that if the agency grew to be a “great big octopus” it would not function well. The CIA has about 16,000 employees–more than four times as many as the State Department. Increase intelligence sharing. The CIA must strengthen links across the intelligence community in order to share intelligence. Today, information tends to move vertically within each of the 13 intelligence agencies instead of horizontally across them. The CIA’s emphasis on the compartmentalization of intelligence and the need to know also serve as obstacles to intelligence sharing. In addition, the CIA must become more generous in sharing information with organizations that will be on the front lines in the war against terrorism, including the INS, the Federal Aviation Agency, the Border Guards, and the Coast Guard. The intelligence community, particularly the CIA, faces a situation comparable only to that of 55 years ago, when President Truman created the CIA and the National Security Council. As in 1947 and 1948, the international environment has been fundamentally recast and the threats have been fundamentally altered. The institutions created to fight the Cold War must be redesigned. This is exactly the task that the new FBI director, Robert Mueller, has established for himself and his agency, and a failure to do so at the CIA could mean a repeat of the intelligence failures of September 11, 2001, and an additional erosion of CIA credibility. A reconstituted directorate of operations and directorate of intelligence could be the linchpin of a reform process that will restore a central and valued role to intelligence in the making of national security policy.	https://issues.org/goodman/
Any type of content formally published in an academic journal, usually following a peer-review process. Cranial neural crest cells (crNCCs) migrate from the neural tube to the pharyngeal arches (PAs) of the developing embryo and, sub- sequently, differentiate into bone and connective tissue to form the mandible. Within the PAs, crNCCs respond to local signaling cues to partition into the proximo-distally oriented subdomains that convey positional information to these developing tissues. Here, we show that the distal-most of these subdomains, the distal cap, is marked by expression of the transcription factor Hand1 (H1) and gives rise to the ectomesenchymal derivatives of the lower incisors. We uncover a H1 enhancer sufficient to drive reporter gene expression within the crNCCs of the distal cap. We show that bone morphogenic pro- tein (BMP) signaling and the transcription factor HAND2 (H2) syner- gistically regulate H1 distal cap expression. Furthermore, the homeodomain proteins distal-less homeobox 5 (DLX5) and DLX6 reciprocally inhibit BMP/H2-mediated H1 enhancer regulation. These findings provide insights into how multiple signaling pathways di- rect transcriptional outcomes that pattern the developing jaw.	https://hra.figshare.com/articles/journal%20contribution/Vincentz_et_al_2016_PNAS_pdf/7808564/1
\|9th\|\|Top ichthyology terms\| Fish anatomy is primarily governed by the physical characteristics of water, which is much denser than air, holds a relatively small amount of dissolved oxygen, and absorbs light more than air does. \| \| Contents The fins are the most distinctive features of a fish, composed of bony spines protruding from the body with skin covering them and joining them together, either in a webbed fashion, as seen in most bony fish, or more similar to a flipper, as seen in sharks. These usually serve as a means for the fish to swim. Fins can also be used for gliding or crawling, as seen in the flying fish and frogfish. Fins located in different places on the fish serve different purposes, such as moving forward, turning, and keeping an upright position. In bony fish, most fins may have spines or rays. A fin can contain only spiny rays, only soft rays, or a combination of both. If both are present, the spiny rays are always anterior. Spines are generally stiff and sharp. Rays are generally soft, flexible, segmented, and may be branched. This segmentation of rays is the main difference that separates them from spines; spines may be flexible in certain species, but they will never be segmented. Spines have a variety of uses. In catfish, they are used as a form of defense; many catfish have the ability to lock their spines outwards. Triggerfish also use spines to lock themselves in crevices to prevent them being pulled out. For every fin, there are a number of fish species in which this particular fin has been lost during evolution. In many species of fish, fins have been modified to allow internal fertilization. A gonopodium is an anal fin that is modified into an intromittent organ in males of certain species of live-bearing fish in the families Anablepidae and Poeciliidae. It is movable and used to impregnate females during mating. The male's anal fin’s 3rd, 4th and 5th rays are formed into a tube like structure in which the sperm of the fish is ejected. In some species, the gonopodium may be as much as 50% of the total body length. Occasionally the fin is too long to be used, as in the "lyretail" breeds of Xiphophorus helleri. Hormone treated females may develop gonopodia. These are useless for breeding. One finds similar organs having the same characteristics in other types of fish, for example the andropodium in the Hemirhamphodon or in the Goodeidae. When ready for mating, the gonopodium becomes “erect” and points forward, towards the female. The male shortly inserts the organ into the sex opening of the female, with hook-like adaptations that allow the fish to grip onto the female to insure impregnation. If a female remains stationary and her partner contacts her vent with his gonopodium, she is fertilized. The sperm is preserved in the female's oviduct. This allows females to, at any time, fertilize themselves without further assistance of males. Male cartilaginous fish have claspers modified from pelvic fins. These are intromittent organs, used to channel semen into the female's cloaca during copulation. The outer body of many fish is covered with scales. Some species are covered instead by scutes. Others have no outer covering on the skin; these are called naked fish. Most fish are covered in a protective layer of slime (mucus). There are four types of fish scales. Another, less common, type of scale is the scute, which is: The vertebrae of lobe-finned fishes consist of three discrete bony elements. The vertebral arch surrounds the spinal cord, and is of broadly similar form to that found in most other vertebrates. Just beneath the arch lies a small plate-like pleurocentrum, which protects the upper surface of the notochord, and below that, a larger arch-shaped intercentrum to protect the lower border. Both of these structures are embedded within a single cylindrical mass of cartilage. A similar arrangement was found in primitive tetrapods, but, in the evolutionary line that led to reptiles (and hence, also to mammals and birds), the intercentrum became partially or wholly replaced by an enlarged pleurocentrum, which in turn became the bony vertebral body. In most ray-finned fishes, including all teleosts, these two structures are fused with, and embedded within, a solid piece of bone superficially resembling the vertebral body of mammals. In living amphibians, there is simply a cylindrical piece of bone below the vertebral arch, with no trace of the separate elements present in the early tetrapods. In cartilagenous fish, such as sharks, the vertebrae consist of two cartilagenous tubes. The upper tube is formed from the vertebral arches, but also includes additional cartilagenous structures filling in the gaps between the vertebrae, and so enclosing the spinal cord in an essentially continuous sheath. The lower tube surrounds the notochord, and has a complex structure, often including multiple layers of calcification. Lampreys have vertebral arches, but nothing resembling the vertebral bodies found in all higher vertebrates. Even the arches are discontinous, consisting of separate pieces of arch-shaped cartilage around the spinal cord in most parts of the body, changing to long strips of cartilage above and below in the tail region. Hagfishes lack a true vertebral column, and are therefore not properly considered vertebrates, but a few tiny neural arches are present in the tail. The vertebrate jaw probably originally evolved in the Silurian period and appeared in the Placoderm fish which further diversified in the Devonian. Jaws are thought to derive from the pharyngeal arches that support the gills in fish. The two most anterior of these arches are thought to have become the jaw itself (see hyomandibula) and the hyoid arch, which braces the jaw against the braincase and increases mechanical efficiency. While there is no fossil evidence directly to support this theory, it makes sense in light of the numbers of pharyngeal arches that are visible in extant jawed (the Gnathostomes), which have seven arches, and primitive jawless vertebrates (the Agnatha), which have nine. It is thought that the original selective advantage garnered by the jaw was not related to feeding, but to increased respiration efficiency. The jaws were used in the buccal pump (observable in modern fish and amphibians) that pumps water across the gills of fish or air into the lungs in the case of amphibians. Over evolutionary time the more familiar use of jaws (to humans), in feeding, was selected for and became a very important function in vertebrates.	http://www.thefullwiki.org/Fish_anatomy
XB-ART-49768J Morphol April 1, 2014; 275 (4): 398-413. Cranial muscle development in frogs with different developmental modes: direct development versus biphasic development. Abstract Normal development in anurans includes a free swimming larva that goes through metamorphosis to develop into the adult frog. We have investigated cranial muscle development and adult cranial muscle morphology in three different anuran species. Xenopus laevis is obligate aquatic throughout lifetime, Rana(Lithobates) pipiens has an aquatic larvae and a terrestrial adult form, and Eleutherodactylus coqui has direct developing juveniles that hatch from eggs deposited on leaves (terrestrial). The adult morphology shows hardly any differences between the investigated species. Cranial muscle development of E. coqui shows many similarities and only few differences to the development of Rana (Lithobates) and Xenopus. The differences are missing muscles of the branchial arches (which disappear during metamorphosis of biphasic anurans) and a few heterochronic changes. The development of the mandibular arch (adductor mandibulae) and hyoid arch (depressor mandibulae) muscles is similar to that observed in Xenopus and Rana (Lithobates), although the first appearance of these muscles displays a midmetamorphic pattern in E. coqui. We show that the mix of characters observed in E. coqui indicates that the larval stage is not completely lost even without a free swimming larval stage. Cryptic metamorphosis is the process in which morphological changes in the larva/embryo take place that are not as obvious as in normal metamorphosing anurans with a clear biphasic lifestyle. During cryptic metamorphosis, a normal adult frog develops, indicating that the majority of developmental mechanisms towards the functional adult cranial muscles are preserved.	http://www.xenbase.org/literature/article.do?method=display&articleId=49768
The gill apparatus of gnathostomes (jawed vertebrates) is fundamental to feeding and ventilation and a focal point of classic hypotheses on the origin of jaws and paired appendages. The gill skeletons of chondrichthyans (sharks, batoids, chimaeras) have often been assumed to reflect ancestral states. However, only a handful of early chondrichthyan gill skeletons are known and palaeontological work is increasingly challenging other pre-supposed shark-like aspects of ancestral gnathostomes. Here we use computed tomography scanning to image the three-dimensionally preserved branchial apparatus in Ptomacanthus, a 415 million year old stem-chondrichthyan. Ptomacanthus had an osteichthyan-like compact pharynx with a bony operculum helping constrain the origin of an elongate elasmobranch-like pharynx to the chondrichthyan stem-group, rather than it representing an ancestral condition of the crown-group. A mixture of chondrichthyan-like and plesiomorphic pharyngeal patterning in Ptomacanthus challenges the idea that the ancestral gnathostome pharynx conformed to a morphologically complete ancestral type. Introduction The pharynx of jawed vertebrates (gnathostomes) plays a fundamental role in feeding and respiration. Furthermore, the skeletal pharyngeal arches are central to theories on the origin of jaws and shoulder girdle1,2,3,4, making the pharynx of interest to those seeking the origins of these structures. Information with which to establish its ancestral form can be found in the anatomy of fossilised Palaeozoic gnathostomes: members of now extinct gnathostome groups, as well as early members of the two modern gnathostome clades (the cartilaginous and bony fishes). However, fossils that actually preserve the fragile pharyngeal skeleton are vanishingly rare. Major differences, such as that between the compact, subcranial pharynx of osteichthyans (bony fishes) and the caudally extended pharynx of most chondrichthyans (cartilaginous fishes), remain difficult to reconstruct. Similarly, the polarity of a wealth of phylogenetically important differences in the arrangement of pharyngeal elements are poorly understood. Palaeozoic taxa in which we do understand pharyngeal morphology can prove decisive in resolving these problems and allow us to arbitrate on scenarios of the anatomical and functional evolution of the pharynx5,6,7. Views of pharyngeal evolution have long been coloured by a perception that modern chondrichthyans are especially primitive2. Palaeontological discoveries have gradually overturned this view, revealing that the superficially basic chondrichthyan anatomy of cartilages and simple scales is in fact derived states8,9,10,11. However, chondrichthyans have continued to be used as proxies for plesiomorphic gnathostome conditions in the pharynx2,3,12, as well as fins13, jaws2,14 and genomes15. Recent investigations using computed tomography scanning have revealed a spate of new data on the gill skeletons of early gnathostomes5,6,16. However, chondrichthyan examples display a pharyngeal skeleton already showing an elasmobranch-like caudal extension. Combined with phylogenetic uncertainty amongst early chondrichthyans this leaves many questions about primitive early chondrichthyan pharyngeal structure open. Here we use computed tomography to reveal the pharyngeal morphology in an acanthodian-grade stem-chondrichthyan: Ptomacanthus anglicus. Ptomacanthus is from the Lochkovian (419.2–410.8 Mya) of Herefordshire, UK17,18,19, making this the earliest three-dimensionally articulated branchial skeleton known in a gnathostome. The pharynx of Ptomacanthus is organised like that of osteichthyans, lying entirely beneath the neurocranium and covered by a bony operculum. This contrasts with the caudally extended pharynx of most chondrichthyans. Meanwhile the patterning of the skeletal elements in the pharynx of Ptomacanthus comprises a combination of plesiomorphic and chondrichthyan-like character states. We incorporate this new information into a phylogenetic analysis, allowing us to constrain the elongation of the chondrichthyan pharynx to a specific region of the stem-group. We reconstruct an ancestral gnathostome pharynx which displays a mixture of chondrichthyan-like and plesiomorphic states. Ptomacanthus supplies a key reference with which to interpret other early chondrichthyan branchial skeletons, to decipher comparative pharyngeal structure across modern gnathostome groups, and to address current phylogenetic uncertainty deep in the chondrichthyan stem-group. Results Pharyngeal morphology in Ptomacanthus Almost the entire visceral skeleton of Ptomacanthus is preserved: Meckel’s cartilages, the hyoid arch, and five branchial arches on either side (Figs. 1, 2, Supplementary Figs. 1, 3). There is a single, median basihyal, followed by a paired series of ceratohyals and ceratobranchials. Dorsally, on the anatomical left side, there is a complete series of epibranchials preserved, and three partially preserved epibranchials on the right side (likely corresponding to arches 1, 2, and 4). On the left side, a series of largely indistinct mineralisations are present and correspond to pharyngobranchials. There is an empty field between the ceratobranchials, suggesting basibranchial or hypobranchial cartilages were present but not mineralised. However, the ceratobranchial of the fifth arch on the anatomical left-hand side terminates in a particularly large crescentic structure, possibly corresponding to a hypobranchial or basibranchial. The front-most arches, including the first, are extremely crushed and difficult to distinguish from one another, particularly distally. Posteriorly the three-dimensional nature of the arch elements can be seen more clearly (Fig. 2, Supplementary Fig. 1d). Between the ceratohyals of Ptomacanthus lies a trapezoidal, flattened basihyal (Fig. 2, Supplementary Fig. 1a). It appears to consist of globular calcified cartilage (Supplementary Fig. 2). The anterior corners of the basihyal are closely associated with the ceratohyals, overlying the tip of the left ceratohyal and lying laterally to the right. This suggests that it lay dorsal to the ceratohyals in life as in chondrichthyans5. Posteriorly this basihyal lies next to, and presumably also articulated with, the anteriormost branchial arch (Fig. 2, Supplementary Fig. 1a). There is no evidence for unpaired mineralisations posterior to the basihyal. The close proximity of the first ceratobranchials and the basihyal suggests that hypobranchials were absent in the first branchial arch, as seen in Acanthodes (see Discussion) and Gladbachus6. The ventral halves of all five of the branchial arches in Ptomacanthus are separate, and comprise a parallel series of long, curved, posteriorly grooved ceratobranchials (Fig. 2b, c, Supplementary Fig. 1a). The arches taper to meet the upper branchial elements – this proximal region is more intact on the anatomical right-hand side of the specimen where a canal running oblique to the direction of the arch is visible on the first and second arches (Supplementary Fig. 1c). On the anatomical right hand side of the branchial skeleton each lower element is divided by a break oblique to the element’s direction (Fig. 2b, c, Supplementary Fig. 1a). On the anatomical left-hand side this division is not apparent, but does correspond with a point at which the arches sharply kink. Distally the arches terminate with box like ends. Each epibranchial is posteriorly grooved (Fig. 2b, Supplementary Fig. 1a) and curves ventrally to meet its corresponding ceratobranchial. The epibranchials lack any posterior flanges as in some chondrichthyans6. The distal ends of the elements are expanded and appear to link antero-posteriorly – we interpret these as pharyngobranchials, although any separation from their corresponding epibranchials is unclear. The pharyngobranchials are antero-posteriorly ridged and the more anterior elements are smaller, with the anteriormost element being small and capsular in shape. The fifth epibranchial lacks an expanded upper part, and instead articulates with the posterior end of the fourth pharyngobranchial (Fig. 2, Supplementary Fig. 1d, g). On the anatomical right-hand side of the specimen the first, second and third elements are largely preserved as moulds on the surface of the matrix (Supplementary Fig. 3). However, on this side some remnants are left of several epibranchials, and both a posteriorly displaced fourth epibranchial, and a small anterior pharyngobranchial probably corresponding to the left pharyngobranchial 1 are present within the matrix (Fig. 2a, Supplementary Fig. 1e, f). The dorsal elements of the branchial skeleton are seen mainly on the anatomical left-hand side. The articulations of these dorsal elements with the braincase cannot be directly examined. However, the relatively undisrupted articulation of the elements shows that the dorsal ends of the three anterior-most arches are aligned along the margins of the parachordal plates. This means that they likely had their articulations on or next to the braincase (Fig. 1, Supplementary Fig. 3). Phylogenetic analysis Based on these observations, we updated the phylogenetic matrix of Coates et al.6. In the strict consensus tree there is almost no resolution of the chondrichthyan stem-group (Supplementary Fig. 4a). However, in the Adams consensus some consistent branching patterns are revealed. Importantly, the stem-chondrichthyan Gladbachus has moved crownwards on the chondrichthyan stem-group relative to Ptomacanthus (Supplementary Fig. 4b). Filtering these trees reveals that all trees conform to the topology (Stem-gnathostomes(Ptomacanthus(Gladbachus(Crown-chondrichthyans))). The same topology is recovered by the Bayesian analysis (Supplementary Fig. 5). This contrasts with Coates et al. 6 who recovered Gladbachus intercalating the acanthodian grade, as the sister group to all total-group chondrichthyans except the Acanthodii. Our placement of Gladbachus is supported by comparative gill arch characters that have been modified or introduced here (see Supplementary Note 1). All acanthodians are recovered as stem-chondrichthyans, with Ptomacanthus and other climatiid taxa paraphyletic relative to diplacanthids, ischnacanthids and acanthodids, including Acanthodes (Supplementary Figs. 4 and 5). Also recovered in a relatively crownwards position on the stem-group are the seemingly more shark-like taxa Lupopsyrus, Obtusacanthus, Kathemacanthus and Pucapampella, and Doliodus is recovered as the sister taxon to crown-chondrichthyans. Within the crown-group relationships symmoriiformes are recovered as stem-holocephalans, and hybodonts, ctenacanths and xenacanths as stem-elasmobranchs (Supplementary Figs. 4 and 5). Discussion The compact pharynx of Ptomacanthus allows us to constrain the evolution of a chondrichthyan-like pharynx to a specific region of the chondrichthyan stem-group. This fits into an emerging picture of early gnathostome relationships, with mounting evidence placing the entire acanthodian grade in the chondrichthyan stem-group6,9,20. Given the presence of a ventral, compact pharynx in both osteichthyans (eg. Raynerius16) and stem-gnathostomes (eg. Paraplesiobatis21) this means that an osteichthyan-like pharynx can be placed at the gnathostome crown-node with a reasonable degree of confidence. The ostensibly osteichthyan-like condition in extant holocephalans is likely homoplasious, given the presence of an elasmobranch-like pharynx in the stem-chondrichthyan Gladbachus, and the probable stem-holocephalan Ozarcus5,6. Coates et al.6 recovered the Devonian chondrichthyan Gladbachus, which clearly shows an extended elasmobranch-like pharynx, amidst the acanthodian grade on the chondrichthyan stem-group. Contrastingly our reworking of their dataset and the addition of new information on Ptomacanthus to it results in Gladbachus lying crownwards of the acanthodian grade, in part as a result of the morphology of its pharynx. This position is consistent with a host of other characters grouping Gladbachus with the chondrichthyan crown-group to the exclusion of acanthodian-grade taxa, including extensively calcified cartilage, the absence of any kind of large dermal cranial ossification, and the absence of paired fin spines6. This could restrict the evolution of an elasmobranch-like pharynx to somewhere between Ptomacanthus and Gladbachus in the chondrichthyan stem-group. However, the pharynx of the acanthodian-grade stem-chondrichthyan Acanthodes and relatives (acanthodiforms) appears to show the extended elasmobranch-like condition6. Our recovery of Acanthodes in a grade subtending other stem-chondrichthyans including Ptomacanthus means that it is equally parsimonious to assume that the condition either in Acanthodes or Ptomacanthus is apomorphic. This impasse can be resolved by closer examination of the two pharyngeal conditions in jawed vertebrates, which reveals that they can be split into three morphological variables (Fig. 3). The first of these is the anterior extent of the branchial arches: in osteichthyans (eg. Raynerius Fig. 3b; ref. 16) and stem-gnathostomes (eg. Dicksonosteus Fig. 3a; ref. 22,23.) this lies anteriorly to the parachordal plates, where the anteriormost arches articulate on the basicranium. In the elasmobranch condition there is no articulation between the neurocranium and the anterior branchial arches, and the anteriormost branchial arch lies posterior to the otic capsule (eg. Gladbachus Fig. 3f; ref. 6). Ptomacanthus exhibits a condition more similar to osteichthyans, with a relatively anterior extent of the pharynx (Fig. 3d). Acanthodes also appears to exhibit this condition (Fig. 3c), with Miles7,24 interpreting facets in the basioccipital ossification as having articulated with anterior branchial arches. This aspect of the elasmobranch condition can be constrained on the chondrichthyan stem-group between Ptomacanthus and Gladbachus. The second aspect that makes a pharynx elasmobranch-like is the degree of posterior extension. In osteichthyans (eg. Raynerius16) and stem-gnathostomes (eg. Paraplesiobatis21) the arches lie mostly ventrally relative to the neurocranium. Contrastingly in the elasmobranch condition they extend well caudally (eg. Ozarcus5). Ptomacanthus corresponds with the osteichthyan condition in this respect, with the branchial arches not extending far past the parachordal plates (Figs. 1 and 3). In Acanthodes, however, the pharynx extends far posterior to the neurocranium, similarly to elasmobranchs25. The conditions in Acanthodes and Ptomacanthus could be equally parsimoniously resolved as being homoplasious, and in most other acanthodian-grade taxa the condition is unclear. A seemingly elongated dermal gill-covering in taxa such as Euthacanthus26,27 and Mesacanthus26 is perhaps indicative of an Acanthodes-like extended pharynx, but the flattened nature of the specimens makes judging the relative positions of parts of the head difficult. One specimen of Diplacanthus clearly shows the branchial skeleton lying ventrally relative to the braincase26. If the extended condition in Acanthodes is indeed apomorphic it is possible that, as Miles28 suggested, it could be linked to its anguilliform body shape: like Acanthodes, eels have an elongate branchial skeleton and a posteriorly displaced shoulder girdle29. The final defining aspect of an elasmobranch-like pharynx is the absence of an operculum. In osteichthyans and placoderms bony plates cover the gill arches as part of a functionally linked complex of dermal bones enclosing the head and shoulder girdle (eg. Mimipiscis30, Coccosteus31). Contrastingly in living elasmobranchs a series of gill slits are present with no macromeric operculum. Similar gill slits are also often assumed to have been present in shark-like fossil chondrichthyans with an otherwise elasmobranch-like pharynx (eg. Ozarcus5). However, a fleshy operculum like that in living holocephalans may have been present in some early chondrichthyans6,32,33,34. A bony operculum is present in Ptomacanthus17,19 as well as in Acanthodes26 (although much reduced). Bony operculae are also present in many other acanthodian-grade stem-chondrichthyans, although often only forming a partial cover, with dermal ornament demarcating parts of gill slits posteriorly and dorsally (for example, in Climatius and Euthacanthus26). Other stem-chondrichthyans, however, such as Brochoadmones, Kathemacanthus, Doliodus and Gladbachus clearly lack a bony operculum6,35,36,37,38. Bony operculae appear to have been lost in the chondrichthyan stem-group somewhere between Ptomacanthus and these taxa. However, retention of a fleshy operculum cannot be entirely ruled out. Mapped onto our phylogenetic tree, these character states show the piecemeal evolution of an elasmobranch-like pharynx through the chondrichthyan stem-group. Ptomacanthus demonstrates the osteichthyan-like condition in all three aspects of pharyngeal morphology: these are then lost on the stem-group prior to the divergence of Gladbachus and crown-group chondrichthyans. The shape and arrangement of components of the pharyngeal skeleton varies in jawed vertebrates, providing morphological characters that can be diagnostic for their relationships5,39. Acanthodes, because of its rare endoskeletal preservation, has been key to interpreting these characters in the very earliest gnathostomes. However, multiple interpretations of the branchial skeleton in Acanthodes exist on account of its unusual pattern of segmentation of largely indistinct tube-like bones7,26,30,40,41. Ptomacanthus helps evaluate the competing interpretations of Acanthodes, adding clarity to the ancestral complement of elements in the gnathostome gill skeleton. When contextualised Ptomacanthus displays a combination of derived and plesiomorphic pharyngeal traits (Fig. 4). The presence of a basihyal contacting the hyoid and first branchial arch, and the absence of hypohyals and a mineralised posterior basibranchial adds credence to the reconstruction of Acanthodes by Gardiner, which displays identical conditions30. These states occur in both the chondrichthyan stem-group and in the gnathostome stem-group21 suggesting that these morphologies of the ventral pharynx were likely present at the gnathostome crown-node (Fig. 4). The articulation of the ventro-posterior branchial arches seen in Paraplesiobatis and sarcopterygians (Fig. 4) is clearly absent in Ptomacanthus, consistent with either homoplasy or its plesiomorphy for gnathostomes. The dorsal branchial skeleton of Ptomacanthus shows marked similarities to those of other chondrichthyans5,6, with an antero-posterior chain of dorsally ridged pharyngobranchials and five epibranchials, the posteriormost two of which articulate on the same pharyngobranchial. This last condition is comparable to the articulation between the epibranchial IV and the fused epibranchial V and pharyngobranchial IV in Recent chondrichthyans12. This implies a plesiomorphic crown-gnathostome pharynx which, rather than being exclusively chondrichthyan-like, shows a mélange of osteichthyan-like and chondrichthyan-like morphologies. It has been assumed, implicitly or otherwise, that the ancestral pharyngeal skeleton must have been morphologically complete, with one of every part that we observe in branchial arches (hypo-, cerato-, epi-, pharyngo-, etc.) in every other pharyngeal arch. This has formed the basis of attempts to reconstruct the evolution of the gnathostome jaw suspension using a supposedly morphologically complete hyoid arch with pharyngo- and hypohyals14, as well as in the sporadic revival of the aphetohyoidean hypothesis – the expectation that we should observe a fully functional hyoid gill slit in the earliest gnathostomes5,26,42. However, neither the ancestral gnathostome branchial skeleton we reconstruct here, nor the earliest fossil gnathostome branchial skeletons show any evidence for being morphologically complete. They lack features that might be expected in such a skeleton, for example, hypohyals and pharyngohyals. They also display anatomical conditions that are difficult to interpret in terms of living gnathostome branchial skeletons. This is still consistent with a serial homology between arches. However, the earliest branchial skeletons should not necessarily be expected to be morphologically complete, and nor should apparently morphologically complete branchial skeletons necessarily be expected to represent an instantiation of a plesiomorphic state. This new information from Ptomacanthus provides an important cipher for interpreting the branchial skeletons of other early gnathostomes. The reorganisation of the chondrichthyan pharynx into an elasmobranch-like configuration can now be constrained to a specific part of the chondrichthyan stem-group, between the divergences of Ptomacanthus and Gladbachus from the crown-chondrichthyan clade. Ptomacanthus allows us to reconstruct an ancestral branchial skeleton which lacked mineralised hypohyals, and which possessed a large median basihyal articulating with the hyoid arch and one branchial arch. Importantly, this reconstructed ancestral skeleton challenges notions of a “morphologically complete” ancestral gnathostome pharynx. While the pharynx of Ptomacanthus is chondrichthyan-like in some respects, many aspects of the elasmobranch pharynx are certainly derived, and care should be taken using the chondrichthyan condition as an ancestral proxy when building scenarios of pharyngeal evolution. Methods Specimen The specimen that we used in this study is Ptomacanthus anglicus17 Natural History Museum, London (NHM) specimen P.24919a, comprising the anatomically ventral half of a siltstone concretion containing the head and pharynx of a fish, and previously described by Miles17 and Brazeau18,19. The part has been etched using hydrochloric acid, leaving moulds of parts of the endoskeleton on the surface17. An x-ray of the specimen revealed that the concretion held additional skeletal material within, leading to this study. The counterpart, NHM specimen P.24919b, was found to contain no significant endoskeletal material. Geological context P.24919a was originally collected from a siltstone lenticle in Wayne Herbert Quarry, Herefordshire, UK17,43. This locality is interpreted as having been fluvial on the basis of isotopic and sedimentological evidence44,45. In addition to further specimens of P. anglicus Wayne Herbert has yielded a number of other articulated acanthodians, as well as articulated osteostracans and heterostracans, and pieces of articulated thelodont17,43. The site lies within the Rhinopteraspis crouchi zone, and so is Lochkovian in age (419.2–410.8Mya)43. Micro computed-tomography scanning P.24919a was scanned using a Nikon XT H 225 ST at 224 kV and 240 μA, with a 39 μm voxel size. Data were segmented with Mimics v.18 (biomedical.materialise.com/mimics; Materialise, Leuven, Belgium). Segmented models were then imported into Blender (blender.org) to acquire images. Phylogenetic analysis Both parsimony and Bayesian analyses were run, on a matrix of 88 taxa and 267 characters. This matrix was adapted from Coates et al.6 with the addition of information on the branchial skeleton of Ptomacanthus, a reworking of characters related to the branchial skeleton, and the addition of two taxa - Paraplesiobatis and Euthacanthus. Details of these modifications are available in Supplementary Note 2. The parsimony analysis was run in TNT 1.5 (Goloboff and Catalano 2016) using a parsimony ratchet with 10,000 iterations, holding 100 trees each iteration, and using TBR branch swapping. Galeaspida was set as an outgroup and the constraint (Galeaspida (Osteostraci (Mandibulate gnathostomes))) was enforced. The Bayesian analysis was run in MrBayes v. 3.2.6. Mandibulate gnathostomes were constrained as monophyletic and Galeaspida were set as the outgroup. A flat (uniform) prior was used along with the Mkv model and a gamma-distributed rate parameter. We then carried out the search for 10,000,000 generations, sampling a tree every 1000 generations, and calculated a majority rule consensus tree with a relative burn-in of 25%. Reporting summary Further information on research design is available in the Nature Research Reporting Summary linked to this article. Data availability The CT data that this study is based on, as well as 3D models of the described material, are available in figshare, and available here: https://figshare.com/projects/Supplementary_Information_Ptomacanthus_pharynx/59846. All other files underlying this study, including the phylogenetic dataset, additional notes, and videos of the models, are available in the supplementary information files. References - 1. Gegenbaur, C. Elements of Comparative Anatomy. (Macmillan, London, 1878). - 2. Mallatt, J. Ventilation and the origin of jawed vertebrates: a new mouth. Zool. J. Linn. Soc. 117, 329–404 (1996). - 3. Gillis, J. A., Dahn, R. D. & Shubin, N. H. Shared developmental mechanisms pattern the vertebrate gill arch and paired fin skeletons. Proc. Natl Acad. Sci. USA 106, 5720–5724 (2009). - 4. Gillis, J. A., Modrell, M. S. & Baker, C. V. H. Developmental evidence for serial homology of the vertebrate jaw and gill arch skeleton. Nat. Commun. 4, 1436–1438 (2013). - 5. 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Comparative anatomy of the gill skeleton of fossil Aulopiformes (Teleostei: Eurypterygii). J. Syst. Palaeontol. 16, 1221–1245 (2017). - 40. Nelson, G. J. Current problems of lower vertebrate phylogeny. In Proc. Fourth Nobel Symp. (ed. Ørvig, T.) 129–143 (Armqvist and Wiksell, Stockholm, 1968). - 41. Rosen, D. E., Forey, P. L., Gardiner, B. G. & Patterson, C. Lungfishes, tetrapods, paleontology, and plesiomorphy. Bull. Am. Mus. Nat. Hist. 167, 159–276 (1981). - 42. Zangerl, R. & Case, G. Cobelodus aculeatus (Cope), an anacanthous shark from Pennsylvanian black shales of North America. Palaeontogr. Abt. A Palaeozoologie-Stratigr. 154, 107–157 (1976). - 43. White, E. I. The ostracoderm Pteraspis KNER and the relationships of the agnathous vertebrates. Philos. Trans. R. Soc. Lond. B 225, 381–456 (1935). - 44. Schmitz, B., Werdelin, L., Forey, P. L. & Bendix-almgreen, S. E. Sr/ 86 Sr, Na, F, Sr, and La in skeletal fish debris as a measure of the paleosalinity of fossil-fish habitats. Geol. Soc. Am. Bull. 103, 786–794 (1991). - 45. Allen, J. R. L. & Tarlo, L. B. The Downtonian and Dittonian Facies of the Welsh Borderland. Geol. Mag. 100, 129–155 (1963). - 46. Maisey, J. G. The Braincase in Paleozoic Symmoriiform and Cladoselachian Sharks. Bull. Am. Mus. Nat. Hist. 307, 1–122 (2007). - 47. Carr, R., Johanson, Z. & Ritchie, A. The phyllolepid placoderm Cowralepis mclachlani: insights into the evolution of feeding mechanisms in jawed vertebrates. J. Morphol. 270, 775–804 (2009). - 48. Jarvik, E. Middle and Upper Devonian Porolepiformes from East Greenland with special reference to Glyptolepis groenlandica new species and a discussion on the structure of the head in the porolepiformes. Meddr. Grønl. 187, 1–307 (1972). - 49. Heidtke, U. H. J., Schwind, C. & Krätschmer, K. Über die Organisation des Skelettes und die verwandschaftlichen Beziehungen der Gattung Triodus JORDAN 1849 (Elasmobranchii: Xenacanthida). Mainz. Geowiss. Mitt. 32, 9–54 (2004). - 50. Long, J. A. A new Late Devonian acanthodian fish from Mt. Howitt, Victoria, Australia, with remarks on acanthodian biogeography. Proc. R. Soc. Vic. 98, 1–17 (1986). Acknowledgements We thank Emma Bernard (Natural History Museum, London, UK) for the loan of the specimen and Tom Davies (University of Bristol, UK) for help and advice scanning it. Zerina Johanson and Patrick Campbell are thanked for access to and training on radiography at NHM. This work was funded by a European Research Council grant awarded to M.D.B. under the European Union’s Seventh Framework Programme (FP/2007–2013)/ERC Grant Agreement number 311092. TNT was made freely available with the sponsorship of the Willi Hennig Society. Ethics declarations Competing interests The authors declare no competing interests. Additional information Journal peer review information: Nature Communications thanks Philippe Janvier, Min Zhu, and Héctor Botella for their contribution to the peer review of this work. Peer reviewer reports are available. Publisher’s note: Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Rights and permissions Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. About this article Cite this article Dearden, R.P., Stockey, C. & Brazeau, M.D. The pharynx of the stem-chondrichthyan Ptomacanthus and the early evolution of the gnathostome gill skeleton. Nat Commun 10, 2050 (2019) doi:10.1038/s41467-019-10032-3 Received: Accepted: Published: Further reading - The early elasmobranch Phoebodus : phylogenetic relationships, ecomorphology and a new time-scale for shark evolution Proceedings of the Royal Society B: Biological Sciences (2019) Comments By submitting a comment you agree to abide by our Terms and Community Guidelines. If you find something abusive or that does not comply with our terms or guidelines please flag it as inappropriate.	https://www.nature.com/articles/s41467-019-10032-3?error=cookies_not_supported&code=71bc6bfd-76ed-4e6d-8b23-b7460f86c4b9
Retailers sell tourist versions of hei-tiki throughout New Zealand—these can be made from jade, other types of stone, plastic, or other materials. Contents Origins and materials One theory of the origin of the hei-tiki suggests a connection with Tiki, the first man in Māori legend. According to Horatio Gordon Robley, there are two main ideas behind the symbolism of hei-tiki: they are either memorials to ancestors, or represent the goddess of childbirth, Hineteiwaiwa. The rationale behind the first idea is that they were often buried when their kaitiaki (guardian) died and would be later retrieved and placed somewhere special to be brought out in times of tangihanga (mourning and associated activities). Because of the connection with Hineteiwaiwa, hei-tiki were often given to a woman by her husband's family if she was having trouble conceiving. Robley, author of A History of the Maori Tiki, suggested a similarity of some tiki to images of Buddha, which were often fashioned in green jade. He believed they may have been a forgotten memory, in debased form, of these. The most valuable hei-tiki are carved from pounamu which is either nephrite or bowenite (Māori: tangiwai). Pounamu is esteemed highly by Māori for its beauty, toughness and great hardness; it is used not only for ornaments such as hei-tiki and ear pendants, but also for carving tools, adzes, and weapons. Named varieties include translucent green kahurangi, whitish inanga, semi-transparent kawakawa, and tangiwai or bowenite. A 2014 thesis by Dougal Austin supervised by Peter Adds, based on a survey of the collection of hei-tiki at Te Papa Tongarewa and early-contact examples in foreign collections, found that the mana of hei tiki is derived from the "agency of prolonged ancestral use" and stylistically was "highly developed ... from the outset to conform to adze-shaped pieces of pounamu." Examples of hei-tiki are found in museum collections around the world. The Museum of New Zealand Te Papa Tongarewa (over 200) and the British Museum (about 50) have two of the largest collections, many of which were exchanged or gifted to European travellers and sailors at the earliest point of contact between the two cultures. Types Traditionally there were several types of hei-tiki which varied widely in form. Modern-day hei-tiki however, may be divided into two types. The first type is rather delicate, with a head/body ratio of approximately 30/70, with small details included, such as ears, elbows, and knees. The head is on a tilt, and one hand is placed on the thigh, and the other on the chest. The eyes are relatively small. The second type is generally heavier than the first. It has a 40/60 head/body ratio, both hands are on the thighs, and the eyes are proportionately larger. Manufacture From the size and style of traditional examples of hei-tiki it is likely that the stone was first cut in the form of a small adze. The tilted head of the pitau variety of hei-tiki derives from the properties of the stone - its hardness and great value make it important to minimise the amount of the stone that has to be removed. Creating a hei-tiki with traditional methods is a long, arduous process during which the stone is smoothed by abrasive rubbing; finally, using sticks and water, it is slowly shaped and the holes bored out. After laborious and lengthy polishing, the completed pendant is suspended by a plaited cord and secured by a loop and toggle. Current popularity Among the other taonga (treasured possessions) used as items of personal adornment are bone carvings in the form of earrings or necklaces. For many Māori the wearing of such items relates to Māori cultural identity. They are also popular with young New Zealanders of all backgrounds for whom the pendants relate to a more generalized sense of New Zealand identity. Several artistic collectives have been established by Māori tribal groups. These collectives have begun creating and exporting jewellery (such as bone carved pendants based on traditional fishhooks hei matau and other greenstone jewellery) and other artistic items (such as wood carvings and textiles). Several actors who have recently appeared in high-profile movies filmed in New Zealand have come back wearing such jewellery, including Viggo Mortensen of The Lord of the Rings fame who took to wearing a hei matau around his neck. These trends have contributed towards a worldwide interest in traditional Māori culture and arts such as Kiri Nathan including pounamu jewellery in her 2013 London Fashion Week exhibition The Captain of HMS New Zealand, a battle cruiser funded in 1911 by the government of New Zealand for the defence of the British Empire and which took an active part in three battles of the First World War, wore into battle a hei-tiki (as well as a piupiu, Māori warrior's skirt). The crew attributed to this the New Zealand being a "lucky ship" which sustained no casualties during the entire war. In popular culture Hei Tiki was released in 1935, with a NY Times review describing the plot as being about a "chieftain's daughter who is declared tabu and destined to be the bride of the war god", attributing the title to mean "love charm" (a Hei-tiki pendant interpretation). The crime writer Ngaio Marsh gives prominence to an amuletic hei-tiki (which she calls simply a tiki) in her 1937 novel Vintage Murder. She emphasises its aspect as a promoter of fertility. See also References - ^ "hei-tiki". Oxford Dictionaries. Oxford University Press. Retrieved 8 July 2018. - ^ Austin, Dougal Rex (2014). "Hei tiki: He whakamārama hōu". vuw.ac.nz. Retrieved 2019-04-12. - ^ MNZ-TPT Collection - ^ British Museum Collection - ^ "At the Globe". nytimes.com. Retrieved 3 March 2019. - T. R. Hiroa (Sir Peter Buck), The Coming of the Maori. Second Edition. First Published 1949. Wellington: Whitcombe and Tombs 1974.	http://wiki-offline.jakearchibald.com/wiki/Hei-tiki
? Keyboard Word / Article Starts with Ends with Text A A A A Language: English Español Deutsch Français Italiano العربية 中文简体 Polski Português Nederlands Norsk Ελληνική Русский Türkçe אנגלית Twitter Get our app Flashcards ? My bookmarks ? + Add current page to bookmarks Register Log in Sign up with one click: Facebook Twitter Google Yahoo Get our app Dictionary Thesaurus Medical Dictionary Legal Dictionary Financial Dictionary Acronyms Idioms Encyclopedia Wikipedia Encyclopedia Tools A A A A Language: English Español Deutsch Français Italiano العربية 中文简体 Polski Português Nederlands Norsk Ελληνική Русский Türkçe אנגלית Mobile Apps: apple android For surfers: Free toolbar & extensions Word of the Day Help For webmasters: Free content Linking Lookup box Close heitiki (redirected from Hei-tiki ) Also found in: Wikipedia . heitiki ( heɪˈtiːkiː ) n (Jewellery) NZ a Māori neck ornament of greenstone [C19: from Māori, from hei to hang + tiki] References in periodicals archive ? WHERE on your person might you wear a hei-tiki ? WHEN did the RMS Lusitania sink? Name the Year Inspiration was provided by the stunning Hei-Tiki - currently on display in the museum's Mauri exhibition - as children created and decorated their very own Maori necklaces. Kids create their own Maori gems The activities are based on a Pacific theme and include: Thursday, July 26, 1pm to 3pm - a fun clay workshop to create Maori necklaces - or Hei-Tiki - as displayed in the museum's latest exhibition Mauri. Thursday, August 2, 1pm to 3pm - create a Hei-Tiki banner. Museum lines up events The exhibition - Mauri - features 22 carvings, called Hei-Tiki , that are worn around the neck. Maori 'crown jewels' on show Dictionary browser ? ▲ Heinrich Hertz Heinrich Himmler Heinrich Rudolph Hertz Heinrich Schliemann Heinrich Theodor Boell Heinrich von Kleist Heinz Heinz Henry John heir heir apparent heir at law heir presumptive heir-at-law heirdom heiress Heirless heirloom heirship Heirship movables Heisenberg Heisenberg uncertainty principle Heisenberg Werner Karl heishi heist heitiki Hei-tiki Heitler Heitor Villa-Lobos hejab Hejaz hejira Hekate heketara Hekla hektare hektograph hektography Hel Hela HeLa cell Helamys helcoid helcology Helcoplasty held held ball heldentenor hele hele in Helen Helen Adams Keller ▼ Full browser ? ▲ Hehe HEHF Hehms Hehner Hehner number Hehner number Hehner value Hehner value Hehner, Otto Hehner, Otto Heho HEHP HEHS HEHT Hehto HEHTS HEI Hei Chou hei function Hei Lung Kiang Hei Lung Kiang Hei zao Hei zao Hei zao Hei-lung Chiang Hei-lung Chiang Hei-lung-chiang Hei-lung-chiang HEI-T HEI-T-SD Hei-tiki HEI/(T) HEI/TP-T HEIA HEIAA HEIAC Heian yodan Heiap Heiarchy Heiarchy Heiarchy Heiarchy Heiarchy Heiarchy of Needs Heiau heiaus HEIB HEIBAN Heiberg, Gunnar Edvard Rode Heiberg, Johan Ludvig Heiberg, Peter Andreas HEIC HEICA HEICC HEICS Heid Heida Heidbreder test Heidbreder, Edna Heide Heide (Holstein) ▼ Facebook Share Twitter CITE Site: Follow: Facebook Twitter Rss Mail Share:	https://www.thefreedictionary.com/Hei-tiki
Find out how a simple plant, once used to guide Māori hunters home after nightfall, is now a much-loved symbol of New Zealand. The history of the Silver Fern is just one of the fascinating facts about the Māori language and culture that we’re celebrating as part of ‘Te Wiki o te Reo Māori’, which literally translates to ‘the week of the language Māori’. Contents Ponga (Silver Fern) Waka (Canoe) Aotearoa (New Zealand) Te Ika-a-Māui and Te Wai Pounamu (North and South Islands) Whakairo (Carving) Tiki (carving) Hei-tiki (Pendant Carving) Moko (Tattoo) Whatu (Twining) Kiwi (Bird) Pāua (Shell and Mollusc) Kea (Parrot) Tuatara (Reptile) Pohutukawa (New Zealand Christmas Trees) Hāngi (Pit Oven) Ruapehu (Volcano) Rakiura (Island) Kapa Haka (Performing Arts) Koru (Loop or Coil) Final Thoughts Ponga (Silver Fern) Ponga is the Māori name for the Silver Tree Fern (Cyathea dealbata) which is native to New Zealand. The silver fern is so named because it has green fronds with a silver underside. When Maori hunters and warriors were roaming far and wide after nightfall, they would typically break off some of these fronds and leave them silver side up on bush pathways so that the moonlight would reflect off them and light their way home. The plant has been worn as an emblem on the country’s national rugby team shirts since the 1880s and there’s even speculation that the colour of the famous ‘All Blacks’ kit was chosen to complement the colour of the silver fern. ‘Silver Ferns’ is also the name of the country’s national netball team and the fern symbol is used by many of New Zealand’s national football, rugby, cricket, hockey and basketball teams as well as the country’s armed forces. Poignantly, all Commonwealth war graves of fallen New Zealand soldiers have the silver fern engraved on their tombstones. The fern symbol is also used on countless commercial, political and not-for-profit ventures. All this for a plant, which according to Māori legend, was asked to leave its home in the sea to come and live on the land to help the Māori people. Waka (Canoe) Waka is the Māori name for canoe (although nowadays it can be used as a generic name for forms of transport). The Māori people are believed to be descendants of East Polynesians who emigrated to New Zealand hundreds of years ago in several waves of waka (canoe voyages). Historians believe these early settlers would also have used a specific sort of canoe for their journey known as a ‘waka hourua’ or double hulled canoe. Looking a bit like two canoes held together by platform, ‘waka hourua’ would give more stability in rough seas than a single canoe and were powered by sails. Other examples of Māori canoes include the ‘waka ama’ (an outrigger canoe), which is a canoe with floats attached to the hull on either one or both sides for extra stability and power in rough seas. And there is a ‘waka taua’ or war canoe, such as the one in the Auckland War Museum which dates from the 1800s, is 25 metres long and carried up to 100 people. Traditionally the waka taua were highly sacred (‘tapu’). No cooked food was allowed in the vessel and the waka had to be entered over the sides (gunwales) not the bow or the stern which were highly decorated with powerful symbols. Historically, battles between waka are thought to have taken place by one boat ramming another in a bid to capsize it. Aotearoa (New Zealand) This is the collective Māori name for New Zealand (both North and South Islands). The most popular translation of this word is ‘long white cloud’ which experts believe is named after the cloud formations that early Polynesian navigators used to find the country. Te Ika-a-Māui and Te Wai Pounamu (North and South Islands) The demi-god Māui is a key figure in Polynesian mythology and stories are told about him in Hawaii, Tahiti and New Zealand. According to a Māori myth, Māui and his brothers had gone fishing in their canoe and caught a great fish which Māui’s brothers then fought over. This fish became the North Island or ‘the fish of Māui’ – ‘Te Ika-a-Māui’ – while its hills and valleys are said to be caused by the brothers’ fighting. In contrast, the Māori name for South Island is the more peaceful ‘Te Wai Pounamu’, meaning ‘the waters of greenstone’. Greenstone (pounamu) is the name given to several types of hard green stone found in the South Island which are highly valued by the Māori and often made into carvings. Whakairo (Carving) Whakairo (carving) or toi whakairo (art carving) is a traditional Māori skill and carved materials can include wood, stone or bone. Decorations of whakairo are often found on Māori houses, fences, containers and tools. Tiki (Carving) Hei-tiki (Pendant Carving) The word ‘tiki’ is found in many countries throughout Polynesia and generally refers to a carving of a man. In Māori culture, ‘Tiki’ refers to the first man who, according to different legends, either came from the stars and was created by Tane, the god of forests and birds, or was created by Tūmatauenga, the god of war. A tiki is typically made from wood or stone and a ‘hei-tiki’ is a carving worn round the neck. Traditionally the Māori ‘hei-tiki’ shows a man with large round eyes in an aggressive stance with his hands on his thighs and with webbed feet. Hei-tiki can be worn for protection, to bring good luck or to represent one’s ancestors. Some people also believe the hei-tiki can be worn to bring fertility because it can represent the goddess of childbirth, Hineteiwaiwa. According to Māori mythology, the first hei-tiki ever made was given to Hineteiwaiwa by her father. Moko (Tattoo) The practice of tattooing is thought to originate in Polynesia and the word ‘tattoo’ comes from the Polynesian word ‘tatau’. Moko is the name given for a form of Māori tattoo and art form which was particularly popular before Europeans settled in New Zealand. Historically most high ranking Māuri people would receive moko which was seen as an important milestone between childhood and adulthood. The designs chosen could signify particular Māuri tribes, their social standing or life journey. Generally, men received moko on their faces, buttocks and thighs and women on their lips and chins. In the past the practice of ‘tā moko’ (to apply moko) was done by carving grooves into the skin with chisels ‘uhi’ made from albatross bone before inserting dye. But tā moku today is done with tattoo needles. Whatu (Twining) The main technique of Māori weaving or twining is called whatu. In whatu, there are two groups of threads – the aho (weft, or horizontal threads) and the whenu (warp, or vertical threads). Māori developed many innovative styles such as the weaving of geometric patterns, called tāniko. They were also skilled in whiri (braiding) and raranga (plaiting). Kiwi (Bird) The kiwi bird, which takes its name directly from the Māori word ‘kiwi’, is a flightless, long-legged bird native to New Zealand which is about the size of chicken. It is held in high esteem by the Māori and its skin was traditionally used to make feather cloaks for Māori chiefs. From the late 1800s onwards pictures of kiwis started to appear on badges worn by the New Zealand armed forces. The bird then became so associated with the country, that by 1917 New Zealanders began to be nicknamed ‘Kiwis’, a name which has stuck. In fact, the name kiwi proved so popular that the Chinese gooseberry was renamed kiwifruit by people in New Zealand in 1950 in homage to the national bird. The fruit has since become a marketing success story. Pāua (Type of Shell and Mollusc) Pāua is the Māori name given to three species of edible sea snails native to the waters around New Zealand. The molluscs are valued for their meat and their beautiful shells which are widely used in both Māori and New Zealand jewellery and decorations. In Māori mythology, the Pāua was originally created without a shell and the god of the sea, Tangaroa, created one for it using some of the most beautiful colours he could find. The story goes that he used ‘the coolest blues of the ocean’, ‘the freshest greens of the forest’, ‘a tinge of violet from the dawn’, ‘a blush of pink from the sunset’ and ‘a shimmer of mother of pearl’. He also hid this beauty on the inside of the Pāua shell while making the outside of it a brown and grey colour to give the sea snail important camouflage from predators. Kea (Parrot) This Māori named bird is native to New Zealand’s South Island and is a large mountain parrot. It has olive-green plumage with brilliant orange under its wings. They are known for their intelligence. Tuatara (Reptile) Tuatara are reptiles which live in New Zealand. Although they look like lizards they are a different species (called Rhynchocephalia), which is the sole survivor of a lineage as old as the first dinosaurs. The tuatara, which measure about 31 inches long, can decapitate birds with their jaws, live to 100 years old and can remain active in near freezing temperatures. Their name derives from the Māori language, and means “peaks on the back”. Pohutukawa (New Zealand Christmas Trees) The Pohutukawa tree is an evergreen New Zealand tree of the myrtle family, which bears crimson flowers in December and January. Affectionately known as the Kiwi Christmas tree, it features on greetings cards and in poems and songs. The tree is also part of the Māori mythology and a Pohutukawa tree which grows on a cliff top on the northern most tip of New Zealand marks ‘the place of the leaping’. It is from here that the spirits of the dead are said to begin their journey to their traditional homeland of Hawaiki. Hāngi (Pit Oven) This is a traditional Māori method of cooking food using heated rocks buried in a pit oven, called an umu. It is still used for large groups on special occasions. Ruapehu (Volcano) Mount Ruapehu is situated in the North Island and is the largest active volcano in New Zealand. In Māori ‘ruapehu’ means ‘pit of noise’ or ‘exploding pit’. Mount Ruapehu qualifies as both a mountain and a volcano and the Māori have strong spiritual links to it. It is also called Koro (grandad) Ruapehu by some of the locals. Rakiura (Island) Rakiura is the Māori name for Stewart Island, which is 19 miles south of South Island. The Māori name means ‘glowing skies’, a reference to the Southern Lights, which are also called Aurora Australis and can sometimes be seen from the island. Kapa Haka (Performing Arts) The Māori word ‘haka’ has become known across the world as the ceremonial war dance performed by the New Zealand All Blacks rugby team. The word haka literally means ‘dance’ and when combined with the word ‘kapa’ (group) it means a Māori performing arts group. Koru (Loop or Coil) The koru (Māori for ‘loop’ or ‘coil’) is a spiral shape based on the appearance of a new unfurling Silver Fern frond. It is an important symbol in Māori art, carving and tattooing, where it symbolises new life, growth, strength and peace. Its circular shape is also said to represent the idea of perpetual movement while its inward coil suggests a return to the point of origin. Final Thoughts That is how we have come full circle in this article on Maori culture, language and the Silver Fern or ‘ponga’. If you are interested in hearing how to pronounce the key words described above, they just so happen to be voiced in Māori on the uTalk – Learn Any Language app. Just select the topic or category called Aotearoa (New Zealand). A culturally specific topic like this is included in most of the uTalk languages and gives learners an introduction to words which have a special meaning in the language they are learning. It does not include translations because there would be just too much information to include(!) Finally, in case this article’s headline ‘Lights will guide you home’ seemed familiar, it’s also a lyric from Coldplay’s Fix You song.	https://utalk.com/news/lights-will-guide-you-home/
Books ordered may be returned for a full refund if they are not as described. Delivery is guaranteed - or your money back. Order online or by phoneAUS 1800 067 877 NZL 0800 771 773 INT +61 2 4861 7666 "Excellent service, communication and delivery" "Easy to use and always find what I want" LAST ITEM HELD MATCHING THIS TITLE STATED: Wellington: The Polynesian Society, 1967. 240x150mm, pages 401-530, soft covers. Very good condition. Includes : Maori work attendance; Stalactite fish hooks; Racial integration; Hei-Tiki; Maori and Solomon Islands drawings; How many Hawaiians?; Te hau pahu rahi Pomare II..	http://www.biblioz.com/lp25763039427.html
Timed-entry ticket reservations continue to be required for Museum entry. Facial coverings are strongly recommended. See Health and Safety. Part of the Totems to Turquoise exhibition. Native jewelry is portable symbolic art--a window into the culture of the artist. Native jewelry, like other Native art forms, embodies symbols and motifs with deep cultural significance. Yet unlike totem poles, blankets and the large ceremonial mask displayed here, jewelry is small enough to be held in the hand. Still, this miniature artwork is powerful. The wearer of a sea creature pendant, for example, forges a personal connection with that supernatural creature and all that his image represents. Artists in both regions have always made miniature objects with great significance, ranging from Zuni fetishes to Tlingit shaman's charms used in healing ceremonies. A new market for jewelry and other miniature objects opened up as outsiders sought to purchase portable versions of Native art.	https://www.amnh.org/exhibitions/totems-to-turquoise/introduction/the-world-in-miniature
Large Flower Jade Matau Pendant by Ross CrumpSKU It includes an adjustable waxed braid cord, a traditional woven presentation case and a detailed description of the meaning of the carving. Size: 75mm Long (3 Inches) Includes Free Delivery Worldwide. This is a one of a kind custom piece by virtue of the amazing jade from which it is carved so it will be removed from our gallery permanently when sold. The Maori people were great mariners and fishermen so the Matau is therefore one of the most powerful symbols used in Maori culture as it represents prosperity, abundance and fertility. It also is said to provide good luck and safety when traveling over water. The wearer of a Hei-Matau is seen as a provider and protector who is strong willed and determined to succeed in life.	https://boneart.co.nz/collections/ross-crump-jade/products/large-flower-jade-matau-pendant-by-ross-crump-j4470
Decorated with low-relief spiral designs and small carved figures at each end, the treasure box was used to store ornaments worn by chiefs: feathers of the huia bird, combs, and pendants (hei-tiki). Because the heads and necks of high-ranking Maori chiefs were tapu, or sacred, their personal adornments were dangerous to children or individuals of lower rank. Treasure boxes were therefore hung from the rafters of the chief's house. Boxes like this one were in use when Captain Cook visited New Zealand in 1769-70. The information about this object, including provenance information, is based on historic information and may not be currently accurate or complete. Research on objects is an ongoing process, but the information about this object may not reflect the most current information available to CMA. If you notice a mistake or have additional information about this object, please email [email protected]. To request more information about this object, study images, or bibliography, contact the Ingalls Library Reference Desk. Request a digital file from Image Services that is not available through CC0, a detail image, or any image with a color bar. If you have questions about requesting an image, please email [email protected].	https://www.clevelandart.org/art/1961.405
Extracts from this document... Introduction Symbolism in The Joy Luck Club Symbolism is defined by the dictionary as "the practice of attributing symbolic meanings or significance to objects, events, or relationships," which means creating an importance and special meaning in objects that normally would not be important. In The Joy Luck Club by Amy Tan, a story of four Chinese immigrant women and their four American-born daughters, many symbols are presented. Throughout the many stories in the novel objects begin to hold significant importance to the women they are attributed to. Objects such as Suyuan Woo's pendant, Lindo Jong's red candle, and Lena St. Clair's vase become symbolic for the relationships between these women and people and events that are important in their lives. The jade pendant given to Jing-mei "June" by her mother Suyuan Woo is symbolic for the relationship June has with her mother before and after Suyuan's death. In the story narrated by June entitled "Best Quality," she says, "my mother gave me my life's importance, a jade pendant on a gold chain" (197). ...read more. Middle When Lindo was first married a special candle was lit. This candle had two ends to light, one end had the name of the bride and the other end had the name of the groom. If neither end of the candle were to extinguish before the next day Chinese customs say that the wedding would be successful. The candle already has a symbolic meaning within the Chinese culture, the success of the marriage. Within the story it also represents the beliefs, customs, and superstitions behind the marriage. That night after the servant designated to watch the candle had run away, out of fear of the Japanese, Lindo ran into the room and "[her] throat filled with so much hope that it finally burst and blew out [her] husband's end of the candle" (60). Blowing the candle out symbolizes Lindo taking control of her life. Her newly acquired independence is her way of escaping her marriage without dishonoring her family. ...read more. Conclusion Lena is to blame for the insecurity her marriage and the vase are in, but even with this knowledge she does not take action against the situation. Her mother realizes this and shatters the vase to teach Lena that she cannot just sit idly and watch, but that she should prevent an oncoming disaster if she can. The shattered vase then represents an action taken to change Lena's submissiveness and grow into a stronger more self-aware person. Each woman's object is an intricate symbol of the lives surrounding its owner. Suyuan's pendant changes its meaning from its first introduction to its closing. It was a symbol of difference and became a symbol of concerned and love, and in this change also signifies learning and understanding. Lindo's red candle ultimately represents freedom through the understanding of tradition and culture. Lena's vase when intact represents a shaking marriage while when broken describes the discovery of her own personal worth. The symbolism used in the novel weaves each object with the event and relationship it is associated with perfectly to create a complex, expressive story. ?? ?? ?? ?? ...read more. This student written piece of work is one of many that can be found in our AS and A Level Other Criticism & Comparison section. Found what you're looking for?	https://www.markedbyteachers.com/as-and-a-level/english/symbolism-in-the-joy-luck-club.html
Symbolism Represented in "The Joy Luck Club" Symbolism is the practice of attributing symbolic meanings or significance to objects, events, or relationships. Symbolism creates an importance and special meaning in objects that normally would not be important. In The Joy Luck Club by Amy Tan, a story of four Chinese-born women and their four American-born daughters, many symbols are presented. Throughout the many stories in the novel objects begin to hold significant importance to the women they are attributed to. Objects such as Suyuan Woo's pendant, Lindo Jong's red candle, and Lena St. Clair's vase become symbolic for the relationships between these women and people and events that are important in their lives. The jade pendant given to Jing-mei "June" Woo by her mother Suyuan Woo is symbolic for the relationship June has with her mother before and after Suyuan's death. In the story narrated by June entitled "Best Quality," she says, "my mother gave...	http://www.bookrags.com/essay-2004/5/31/145243/834/
There is a long tradition for various methods for healing – the individual, the collective, society or nature. Artists Huber and Saarikko choreographed this performance or video action during a residency in Wellington, New Zealand, much inspired by the local Maori culture, but also by the imminent threat of nature – earthquake and tsunami – against a city which is located on the very edge of a potential disaster. The participants of the collective performance are also co-authors of the work. Production Year 2016 Duration 00:06:00 Type Tags Original Title Remedies - Rongoā Finnish Title Rohdot - Rongoã English Title Remedies - Rongoã Production Countries New Zealand,Finland Dialogue Yes Sound Yes Cast Sasha Huber (Author), Petri Saarikko (Author), Tam Webster (Cinematographer), Michelle Scullion (Composer), Petri Saarikko (Director), Sasha Huber (Director), Petri Saarikko (Producer), Sasha Huber (Producer), Petri Saarikko (Script), Sasha Huber (Script), Petri Saarikko (Sound Design), Michelle Scullion (Actor), Christopher Ulutupu (Actor), Cassandra Barnett (Actor), Rosie Evans (Actor), Louise Rutledge (Actor), Lis Elisson-Löschmann (Actor), Mica Hubertus Mick (Actor), Arihia Latham (Actor), Tasha Maree Dangerfield Smith (Actor), Scott Morrison (Actor), Petri Saarikko (Actor), Jordana Bragg (Actor), Tessa Hall (Actor), Elisabeth Pointon (Actor), Sasha Huber (Actor), Tam Webster (Editor), TAIKE (Funder), Massey University (Funder), Tam Webster (Sound Design), Michelle Scullion (Sound Design) Press Photos Sasha Huber Born: 1975 Sasha Huber (CH/FI) is a Helsinki based multidisciplinary visual artist of Swiss-Haitian heritage. She works and presents her work internationally and is primarily concerned with the politics of memory and belonging, particularly in relation to colonial residue left in the environment. Sensitive to the subtle threads connecting history and the present, she uses and responds to archival material within a layered creative practice that encompasses performance-based interventions, video, photography, and collaborations. Huber is also claiming the compressed-air staple gun, aware of its symbolic significance as a weapon while offering the potential to renegotiate unequal power dynamics. Huber works regularly in a creative partnership with her partner artist Petri Saarikko. She holds an MA from the University of Art and Design Helsinki and is presently undertaking practice-based PhD studies.	https://www.av-arkki.fi/works/remedies-rongoa/

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