Datasets:

Query-of-CC
/

Knowledge_Pile

Dataset card Data Studio Files Files and versions Community

Split (1)

train · 1.07M rows

content stringlengths 71 484k	url stringlengths 13 5.97k
Sundance '07 showcases Native cinema PARK CITY, Utah - Six indigenous directors showcased their work at the 2007 Sundance Film Festival as part of the event's continuing effort to promote talented Native filmmakers. Billy Luther, Navajo/Hopi/Laguna Pueblo, was one of four American Indian filmmakers selected to feature their films as part of the festival's Native Forum. ''The Native Initiative really helped me throughout the whole process of working on my film,'' said Luther, whose film, ''Miss Navajo,'' made its world premiere on the third day of the 10-day festival. The three other American Indian filmmakers include Sterlin Harjo, Creek/Seminole; Nanobah Becker, Dine'; and Jonathan Pulley, Laguna Pueblo. Two indigenous directors, Taika Waititi from New Zealand and Auraeus Solito from the Philippines, were also selected to showcase their films. Luther said he worked for nearly four years to complete ''Miss Navajo,'' a film that looks into the inner beauty of the Miss Navajo pageant and followed one contestant's run for the title. Its premiere, which was held on Jan. 20, was the first time anyone - including the cast and Luther's mother, a former Miss Navajo - had seen the completed film. ''Miss Navajo'' was featured five more times during the festival. Two other indigenous films, ''Four Sheets to the Wind'' by Harjo and ''Eagle vs. Shark'' by Waititi, made their world premieres at the festival, which ran from Jan. 18 - 28 in Park City. The Native American and Indigenous Initiative has a long history with the Sundance Institute. During the past 25 years, the Native Initiative has featured more than 50 indigenous writers and directors, and in excess of 100 indigenous films. ''The number of Native filmmakers seems to grow every year,'' Luther said. ''I'm really proud to be a part of the six that are here this year.'' The Native Initiative supports the development of American Indian and indigenous filmmakers, giving them an opportunity to exhibit their work. In addition to featuring selected Native films, the Native Initiative also provides guidance to aspiring filmmakers and creates programs that will help educated the public about Native cinema. At the 2007 festival, the Native Forum presented a panel discussion on ''The Burden of Representation.'' The forum focused on the weight a filmmaker carries when they direct or write a film that is based on behalf of an entire community, whether they mean to do this or not. ''Four Sheets'' tells the story of Cufe Smallhill, a young man born and raised on the reservation who explores life in the big city to find a more fulfilling existence. The film welcomes the viewer into the unconventional setting of the American Indian community, but explores the themes and values that exist in the larger, mainstream society. ''It's like Sterlin Harjo says, 'I want to make great movies that happen to feature Native characters,''' said Luther, who said he benefits from the close-knit Native filmmaker community. Similar to Luther, Harjo received guidance from the Native Initiative and the Sundance Institute. Harjo completed development for ''Four Sheets,'' his first feature film, through the Sundance Filmmakers Lab and in 2004 was selected as an Annenberg Fellow. Fellowships are an additional feature of the Native Initiative. The Sundance Institute/Ford Foundation Film Fellowship has provided an outreach to young Native talent. The fellowship supports emerging, next-generation Native and indigenous filmmakers whose work is defining the next wave of Native cinema, according to the Native Initiative. Each year the Native Initiative selects four recipients who have a project in development to attend the Sundance Film Festival. During their fellowship at the festival, they participate in one-on-one meetings with successful and established filmmakers and leaders in the industry. Fellows also attend all Native Forum activities and events, and receive ongoing support to develop their projects. This year's fellows include Ginew Benton, Ojibway/Cree, who is working on a film titled ''Looking Glass'' about a young man who builds a time machine to prevent his father's assassination. When he realizes he can't prevent his father's death, he travels back in time to the first contact between Europeans and American Indians. The three other fellows include Julianna Brannum, Comanche; Melissa Henry, Dine'; and Nathan Young, Pawnee/Kiowa/Delaware. The Native Initiative's activities continue to grow each year, aiding and promoting the success of indigenous filmmakers and the global awareness of Native cinema.	https://indiancountrytoday.com/archive/sundance-07-showcases-native-cinema
INDIgenesis, an ongoing showcase of works by Native filmmakers and artists, was scheduled to open for two weeks in the Walker Cinema on March 19, 2020. In collaboration with the filmmakers, we’ve adapted three of the shorts programs for online viewing. “As Indigenous people, we have always adapted during times of uncertainty and change as did our ancestors before us,” says guest curator Missy Whiteman (Northern Arapaho and Kickapoo Nations). “In the spirit of those who came before and honoring Indigenous filmmakers, we invite you to the virtual screenings of INDIgenesis film series.” Revitalization, a series of three powerful short films by Indigenous filmmakers, portrays personal stories of healing through cultural revitalization. Click on the images below to view the films. Two more shorts programs are available (see right sidebar for links). Filmmaker Q&A On April 3, guest curator Missy Whiteman led an conversation about incorporating Indigenous values, languages, and community stories in films that share true tales of cultural revitalization. Speaking from quarantine, filmmakers Alexandra Lazarowich (Fast Horse), Jeffrey Palmer (Isabelle’s Garden), and director Jessie Adler, co-producer Shiala King, and boxer Lacosta Byington (Boxers of Brule) discuss their influences and the making of their films, each conveying messages of strength and hope for young Indigenous filmmakers and audiences. Isabelle’s Garden Directed by Jeffrey Palmer (Kiowa) Jeffrey Palmer’s Isabelle’s Garden is an uplifting film that tells the story of a community coming together, led by a young Choctaw girl and her garden. 2015, 9 min. Boxers of Brule Directed by Jessie Adler and Tracy Rector (Choctaw/Seminole) Jessie Adler and Tracy Rector’s Boxers of Brule follows a 23-year-old Lakota woman who forms a boxing team for young girls to battle depression and addiction, in honor of her best friend who was lost to suicide. Building their strength together, the preteen girls of the Lower Brule Sioux Tribe of South Dakota find power in sisterhood. 2019, 39 min. Fast Horse Directed by Alexandra Lazarowich (Cree) Alexandra Lazarowich’s Fast Horse takes an intimate look at riders of the Indian Relay, North America’s original extreme sport of bareback horse racing. 2018, 14 min. To ensure that filmmakers maintain control of their works, links are provided to filmmaker hosted sites. Online access to films is available for the duration that these links are publicly shared by the filmmakers. Password protected films will be available for viewing until April 15, 2020. Please share your reflections, comments, and questions for the curator and filmmakers by emailing [email protected]. Originally intended to screen in the Walker Cinema over two weeks, the series INDIgenesis: GEN 3 is rooted in Indigenous principles that consider the impact of our decisions on the next seven generations. GEN 3 is centered on themes of Indigenous Futurism, revitalization, and artistic creation and connects perspectives and stories from the past, present, and future to convey Indigenous truths, teachings, and values. Read more about the originally scheduled INDIgenesis: GEN 3 series, canceled in response to the COVID-19 pandemic. Get Walker Reader in your inbox. Sign up to receive first word about our original videos, commissioned essays, curatorial perspectives, and artist interviews.	http://walkerart.org/magazine/indigenesis-gen-3-online-revitalization
Manage Kartemquin’s filmmaker development programs: Diverse Voices in Docs, KTQ Labs, the KTQ Internship, and KTQ in the Classroom. - Working with the Executive Director, refine current and develop future programs and initiatives to strengthen, diversify, and connect Kartemquin’s growing filmmaker community. - Develop program budgets and monitor expenses. - Working with the Development team, develop program language to be used in fundraising materials. - Develop and execute promotional strategies for Internship, KTQ Labs, Diverse Voices in Docs programs, as appropriate within Kartemquin’s overall communications strategies. - Support Development team in writing narrative component of grants related to programs he/she manages to raise funds for program initiatives. - Work with Distribution Director and Filmmakers to develop and implement KTQ’s involvement with individual film engagement campaigns. - Develop operational models for the organization to provide consistent, high quality outreach advice, support, and evaluation methods to filmmakers. - Stay up-to-date on the latest trends in impact producing and community engagement for documentary films and social issue media. - Actively seek and participate in training and workshops to educate and inform ways to further improve all existing and potential filmmaker development programs. Internship Program - Manage schedule of weekly two hour educational workshops in which members of Kartemquin’s documentary community provide advice to current interns. - Manage the hiring process in terms of screening resumes, scheduling interviews with inclusion of staff members, and selection of finalists. - Responsible for upholding relationships between universities and the organization. - Supervise the work of the interns, provide Basecamp training to producers and their teams who are essentially responsible for managing their projects for interns. - Check in with interns daily and manage their schedules. - Provide staff and filmmaker support with interns and problem solving their assignments and workload. - Provide and document individual mid-term check ins, as well as an exit interview and survey. - Track professional development and careers of alumni. KTQ Labs - Proactively seek films and filmmakers to screen within the program. - Manage filmmaker submissions and queries, scheduling of screenings, invitations to KTQ associates, targeted expansion of feedback community. Outreach and Engagement - Research new engagement partnership opportunities. - Track and organize current outreach arrangements for several current and past documentary films. - Manage outreach contracts and relationships with filmmakers, staff, and distributors. - Analyze past campaigns and help generate project engagement reports for the organization. - Organize and develop quarterly informational meetings between the films outreach coordinators and associate producers which provide resources to move their campaigns forward. - Provide individual project consulting when necessary for new outreach coordinators and associate producers to help them anticipate their projects’ needs and set expectations. - Create necessary reports using Excel or other tools. Educational Initiatives - Coordinate and act as host for educational site visits and tours for educational groups and when necessary, general visitors. Present programs on Kartemquin work, mission, history, and ethical views on filmmaking. - Conceive and pitch panels featuring Kartemquin filmmakers/staff to various conferences, liaise with conferences on logistics and promotion.	http://vwww.chicagoartistsresource.org/jobs/programs-and-engagement-manager
There are many career options in the entertainment industry. For movie buffs, filmmaking is one of the many job opportunities available. Filmmaking requires a certain amount of training, skills, and expertise. It’s important to be prepared before you start this career. We will explain who a filmmaker is and what they do. We’ll also advise on how to get into the film industry. What does it mean to be a filmmaker? A filmmaker is an entertainment professional who manages multiple aspects of making a film or movie. While some filmmakers are primarily responsible for administrative tasks, others perform creative duties. The filmmaker is usually the main decision-maker for a movie or film. They have significant control over the production of the movie and final product. What is a filmmaker’s job? There are many responsibilities that filmmakers have, which can vary from one project to the next. Independent filmmakers are often given a greater range of responsibilities than film studio employees. These tasks are common for filmmakers. - Finding scripts: Filmmakers often identify scripts they want to make into films or write them themselves. - Budget management: Filmmakers manage the budget to ensure that all production aspects are adequately funded. - Casting members: Most filmmakers are involved in the casting process to ensure that the actors on the project match the filmmaker’s vision. - Hiring crew members: Filmmakers often help to hire crew members to do the behind-the-scenes tasks required for film productions. - Preparing for shooting is another key responsibility of filmmakers. They must manage the pre-production planning required for a successful film shoot. - Production supervision: The filmmaker oversees production and ensures that all cast members and crew perform their roles properly. - Supervising post-production: The filmmaker assists with editing and post-production mixing after all filming has been completed. - Planning the release: Filmmakers plan the release of their films, including marketing materials and the premiere screening. How to become a film director These steps will help you prepare to become a filmmaker interested in this career. High school graduation Most filmmakers hold a high school diploma, and many get a college degree. Take advantage of film and film-related courses offered by your high school while you are still in high school. You can watch movies to find out what you like and dislike about them. Also, look for opportunities to improve your filmmaking skills inside and outside school. Complete a bachelor’s degree A bachelor’s degree in filmmaking is a great way for you to get hands-on experience with the equipment and learn about film history. It would be best to look for schools that offer filmmaking programs or film studies in general. To improve your skills and build your resume, participate in student film projects. Apply for an internship Look for internships in the film industry during school breaks and after graduation. You will gain valuable experience as an actor, boom operator, costume designer, or in any other job that you might be able to get. This will allow you to understand the workings of a film set and help you prepare for your career as a filmmaker. Make a short film Produce your short film during or after college graduation. You can assume the role of the filmmaker. Your school may offer funding opportunities to help you cover the costs of making a film. You can also look for grants or find other industry creatives looking to collaborate on a film. Film-related experience It would be best if you looked for opportunities within the film industry. You can gain experience in many roles and deepen your knowledge of filmmaking. To gain hands-on experience in filmmaking, shadow or assist filmmakers. Your professional network Get to know other professionals in the industry. You can build your professional network to have various people to contact when you are looking for filmmaking opportunities or producing your film. Filmmakers’ job prospects and salary Many factors can impact the salary you can expect as a filmmaker. Filmmakers are responsible for many responsibilities and often get well-paid for their supervision and oversight. According to Indeed, the average annual salary for a filmmaker is $61,160. - Project size: How big the project is can have a huge impact on a filmmaker’s salary. A filmmaker working on a major Hollywood film will likely earn more than an average filmmaker, while a new independent filmmaker will likely make less. - Your salary as a filmmaker can be affected by where the bulk of filming, pre-and/or post-production, occurs. Some locations are more expensive than others. - Experience: In many cases, the greater the filmmaker’s earning potential, the more they have worked in the industry. - Market: There are two types of filmmakers. Some release films online to a small audience. Others release films online to a larger market. The potential market is usually larger than the filmmaker’s income. According to the Bureau of Labor Statistics, the job outlook for directors and producers, which are two roles that many filmmakers take on during their careers, is expected to grow by 10% from 2019 to 2029. Filmmaking is a viable career choice because it grows faster than the average for all occupations. Tips to be a filmmaker Filmmaking is a competitive field. It’s important to develop your skills and expand your professional network when you start your career. These are other career tips that will help you become a successful filmmaker. - Keep up with the latest trends. Learn about your audience’s interests and see what other filmmakers are doing. You can identify the trends and interests in the industry to help you choose great projects that will appeal to your target audience. - Set up a routine. Establish a routine that you follow every day, whether writing, filming or any other creative activity related to the film. You’ll have more ideas if you spend more time developing your filmmaking sensibilities. - Establish a good reputation. You can establish yourself as an expert by creating an online library of reviews, films, and writing. Your reputation will be stronger and more widely known, which will lead to more job opportunities. - Find colleagues. Make professional connections wherever possible. Make friends with others in the industry, and make time to keep those connections. - Keep your curiosity alive. Explore new topics and discover novel ideas. Your curiosity could lead to great film ideas that you may not have otherwise discovered.	https://www.fliks.com.au/how-to-become-a-filmmaker/
WARNING: this article may contain names, images or voices of deceased Aboriginal and Torres Strait Islander people. After almost a century of silence as a creative voice in screen culture, Indigenous filmmakers, within a generation, became a vibrant presence in the centre of filmmaking in Australia. Liz McNiven explores the short but significant move from being in front of to behind the camera. In a relatively short space of time, Australian films have jumped from depicting Indigenous peoples through racist clichés to Indigenous creatives using film and television to document their cultures, promote social change and to entertain, thus entering the mainstream. This is highlighted by critical and box-office hits such as Samson and Delilah (Dir. Warwick Thornton, 2009) and Bran Nue Dae (Dir. Rachel Perkins, 2009), which deal with complex Indigenous issues and feature Aboriginal actors and characters. This reshaping of a cultural landscape and determined shift for Australian cinema’s national identity came about through a gradual reframing of Indigenous rights within the Australian legal system, combined with government support for the development of Indigenous filmmakers.	https://www.nfsa.gov.au/latest/short-history-indigenous-filmmaking
Through Our Lens is a kaupapa that takes Māori rangatahi filmmakers to the world. The inaugural THROUGH OUR LENS took place in 2017 with 14 YOUNG Māori filmmakers leading 3 day filmmaking workshops in Samoa, Hawai’i, Rarotonga and Tahiti For up to 20 young people aged 14 – 24. 9 short films were made from a youth perspective. These films tell stories of identity, the effects of colonisation and challenges they face from the perspective of YOUNG PEOPLE IN THE PACIFIC. THROUGH OUR LENS I premiered at Māoriland Film Festival to much acclaim from audiences, filmmakers, educators and international film festival directors. YOUNG MĀORI FILMMAKERS AGED 14 – 24 ARE SELECTED FROM AROUND NEW ZEALAND TO LEAD FILMMAKING WORKSHOPS FOR THEIR PEERS IN OTHER INDIGENOUS NATIONS. WORKING TOGETHER OVER 2-3 DAYS, EACH WORKSHOP ENABLES YOUNG PEOPLE TO CREATE SHORT FILMS THAT TELL STORIES OF COMMUNITY AND INDIGENOUS IDENTITY FROM A YOUTH PERSPECTIVE, ENABLING THE NEXT GENERATION OF INDIGENOUS FILMMAKERS.	https://maorilandfilm.co.nz/through-our-lens/
Random House, $44.99, ISBN 9781869790196 Images of Dignity: Barry Barclay and Fourth Cinema Stuart Murray Huia, $50.00, ISBN 9781869693282 The two books under review provide a startling contrast in the ways a national cinema can be imagined, represented, and contested. Petrie’s and Stuart’s beautifully produced, largely contemporary history of New Zealand film heralds its artistry, ability to foster cultural cohesion, and international translatability. By contrast, Murray finds in the poetry and politics of Barry Barclay’s film work the call to resist and reappropriate the very notion of what can and should constitute a national cinema in a postcolonial world – in a contemporary New Zealand – where racial difference and power inequalities still split the soul of the nation. A Coming of Age: Thirty Years of New Zealand Film maps the establishment and development of the New Zealand film industry from 1977 onwards, locating Sleeping Dogs (Donaldson, 1977) as the breakthrough feature film that led to greater investment, better organisational structures, and more imaginative or accomplished storytelling. The book is divided into six themed chapters that explore the industrial, formal, aesthetic and cultural qualities of filmmaking. There are two further sections, the first including interviews with key filmmakers, and the second supplying production details for 30 iconic New Zealand films. Uniquely, the book provides responses from “ordinary” film-going New Zealanders, “to assess the broad sweep of local movies in a bid to pinpoint how we see ourselves reflected in cinema and to identify just what gives New Zealand films their distinctiveness.” What emerges from such responses is an often fascinating account of identity, belonging, and the complex relationship between film, reception context, and viewer. Exploring these accounts, for example, Petrie and Stuart point to the “shock of recognition” as a particular New Zealand trait. The book suggests that to hear a Kiwi accent and to see one’s local town on screen for the first time, or to have the eye of the camera move over the contours of the land that one has been born into, has provided and still provides many people with a reflective sense of individual, local and national identification and pride. In terms of the distinctiveness of New Zealand films, A Coming of Age suggests that Kiwi humour, authenticity, inventiveness, artistry, and a mood of darkness define the films that are made here. For example, Kiwi humour is understood to be not only an aesthetic device but one that has a cultural dimension: “Pakeha humour is more laconic, Pasifica humour is more openly funny. Because it is Kiwi, it gives us ownership of our movies.” The responses that one finds in the book are themselves laced with this playfulness, so in what becomes a potent circular relationship, Kiwi humour emerges out of the pages of the book as much as the screen examples drawn upon. Nonetheless, there are problems with the way New Zealand filmmaking is framed. The book reproduces a rather clichéd and reductive sense of what can be profitably thought of as a national cinema, and it ignores or glosses over the contests and collisions that exist between art and mainstream film, digital and guerrilla filmmakers and funding bodies, and Pakeha and Maori filmmaking. For example, Whale Rider (Caro, 2002) is particularly praised for its authenticity and creative artistry; no mention is made of the criticism made by filmmakers such as Barry Barclay, who lamented and lambasted the film’s stereotypical representations of Maori culture. A Coming of Age is a coffee-table book for ordinary New Zealanders to feel good about their cinema, and their images on screen. It stories the history of New Zealand film so that it often resembles a heroic, mythic journey through which its people find their place in the world. This is not a bad thing per se, but the book could have better cultivated its sense of cinema so that rather than a utopian “coming of age” rejoicing, more of the battle and more of the continuing struggle that is filmmaking in New Zealand was aired. If one wants to understand the struggle that is filmmaking in New Zealand, particularly for marginalised, indigenous filmmakers, then Images of Dignity: Barry Barclay and Fourth Cinema is a wonderfully insightful and sometimes moving account of Barclay’s radical and rebellious cinematic eye. The book is theoretical in tone, and driven by the close textual analysis of Barclay’s major documentary and fiction works, including the six-part television documentary series Tangata Whenua (1974), the documentary feature The Neglected Miracle (1985), and his two feature films Ngati (1987) and Te Rua (1992). Images of Dignity is largely an auteurist study, with Barclay identified as the visionary film director whose films display common themes and stylistic touches, all of which can be unearthed or excavated through the deep reading of the light, setting, images, sounds, stories, and structuring oppositions found across his oeuvre. However, the book more broadly considers his work in relation to what counts as indigenous or Fourth Cinema, Barclay’s activism and wider involvement in community and national politics, and it is very usefully connected to Maori identity and community, law and governance. As Murray suggests, “the films he made carry the full sense of New Zealand as a multiple and complex culture”. The book begins with a critical introduction to Fourth Cinema, a term that Barclay coined to better define and foreground the films that emerge from indigenous artists in (largely) post-colonial nation states. Fourth Cinema “constitutes an intervention into the debates of cultural authenticity and commodification that surround the contemporary presence of Indigenous peoples in a globalised world.” Murray suggests that for Barclay “community traditions and protocols” are at the centre of his work although these are not to be seen as essentialised or static formations but “occasions” for gathering and belonging, and for multiplicities in identification in the “live” spaces where the film text greets the viewer. Barclay, we learn, was ever mindful of the tourist gaze that reduced Maori culture to exotic objects of interest, and of laying claim to an identity as if it were frozen in time. Identity is always a matter-of-becoming, something to be struggled over, respectfully observed and negotiated, shared and reciprocated. Barclay’s films speak to the Maori people they are focused upon, and they speak back, in dynamic streams of engagement and identification. For Barclay a film is a hui or a glorious “gathering on film”. In the chapters that examine the films closely, Murray skilfully identifies a number of recurring themes and stylistic traits in Barclay’s oeuvre. For example, there is the signalling of religion and transcendence, particularly through images that look beyond themselves, reaching beyond the story in question: the final images to the fifth episode of Tangata Whenua, for example, in which “the new marae buildings being moved into place, signal regeneration and hope, the reactivation of cultural traditions possibly thought lost.” Murray’s examination of Barclay’s documentary work is particularly insightful. He emerges as an activist and mediator, interested in the talk of his subjects, in finding them “on their own terms” so that they appear as empowered and self-defining communities. In summation, Images of Dignity is a richly rewarding study of one of New Zealand’s most important filmmakers, recently deceased, but whose conversations reverberate in the folds and flows of cinema time, as they do in this valuable new book. Sean Redmond teaches film studies at Victoria University of Wellington.	https://nzbooks.org.nz/2009/non-fiction/framing-ourselves-sean-redmond/
Instances of Resistances is a lunch time film series featuring independent, radical, and activist short films. Once a month we invite you to join us for a free film screening in the UVSS SUB Upper Lounge from 12-1pm. Feb 2: “Survival, Strength, Sisterhood: Power of Women in the Downtown Eastside”. This short film documents the 20 year history of the annual women’s memorial march for missing and murdered women in Vancouver, Coast Salish Territories. March 5th and April 5th features two shorts from the National Film Board’s Challenge for Change series, showing the first uses of video in Indigenous sovereignty and anti-poverty community organizing projects in 1969. March 5: ‘You Are On Indian Land’ was one of the first films produced in collaboration with NFB’s training program for indigenous filmmakers, and gives a glimpse of a growing movement for self-determination among the Mohawk nation. April 5: ‘VTR St-Jacques’ was a first in Canadian community-made video, and shows the process of training community members in video production as a tool for organizing themselves to fight the city of Montreal for affordable and accessible medical care.	https://vipirg.ca/news/2017/3/17/instances-resistances
Hip replacement surgeries declined by 26 percent and knee replacement surgeries fell by 38 percent at five clinics using shared decision-making devices, according to the report of a study posted on the Agency for Healthcare Research and Quality Innovation Exchange Website. The costs of treating hip osteoarthritis fell by 21 percent, and the cost of treating knee osteoarthritis fell by 12 percent at the clinics using shared decision-making devices. However, the majority of the decline did not come from patients who used the shared decision-making devices. Conversations with surgeons who worked at the clinics suggested that the intense provider education, training and motivation that was part of the program was more influential in the outcomes than the decision-making aid. It appears that the mere presence of the program at these clinics resulted in physicians engaging in more conversations with patients about treatment options and patients who did not use the aid actually chose to have less surgery. Shared Decision-Making Shared decision-making is a collaborative process between patients and physicians to promote and help the patient and provider choose the most effective level of care for that patient. Shared decision-making devices are educational tools that help patients and caregivers understand and communicate their beliefs and preferences related to their medical care. The Patient Protection and Affordable Care Act (PPACA)(P.L. 111-148) requires the HHS Secretary to implement a program to develop shared decision-making devices and provides grants for the establishment and use of shared decision-making. PPACA defines a shared decision-making device as one that (1) is designed to engage patients in informed decision-making with their health care provider; (2) presents up-to-date clinical evidence about the risks and benefits of treatment options in a form and manner that is appropriate to the patient’s age and culture; (3) explains why the evidence supports one treatment option over another; and (4) addresses health care decisions for all, including vulnerable populations and children. In this study the decision-making aid was a video with accompanying written material. The patients were supposed to receive the decision-making aid before their first visit with the specialist. If the patient did not receive or use the aid, the physician would order one during the initial visit. The doctors instructed the patients that using the decision-making aid would be essential to the next conversation about their treatment. Some patients were able to access the decision-making aid via the internet and some had the material mailed to their home. Hip and Knee Surgery The integrated health system chose to test the effectiveness of the shared decision-making device with potential hip and knee replacement patients. Over 1 million hip or knee replacement surgeries are conducted each year. The annual cost for all these surgeries is estimated to be $15.6 billion. The high number of these surgeries performed and the disagreement among professionals as to which patients will benefit from them make the treatment decision an excellent subject of study. During the 18 months that the study was conducted, 41 percent of eligible patients with hip osteoarthritis and 28 percent of the patients with knee osteoarthritis received a decision aid. Although distribution of the aid was mandatory, many physicians did not order it until surgery was likely, a fact to which the studies authors attribute the surprising finding that those who used the decision-making aid actually were more likely to undergo surgery. Of the people who viewed and used the decision-making aid, the hip replacement patients were 44 percent more likely to have surgery and patients with arthritic knees were 103 percent more likely to choose surgery. In spite of this finding, the overall surgery rate at these five clinics dropped dramatically when compared to other clinics and the population at large. The studies authors attribute this to the intense provider education and increased communication between patients and physicians during the early phase of the disease. It appears that the program helped people in early stages who were less likely to have surgery simply because the program was in place.	http://health.wolterskluwerlb.com/2013/10/shared-decision-making-aids-reduce-surgeries-and-save-money-for-unexpected-reasons/
Heart disease is very common in people with chronic kidney disease (CKD), and is a major cause of hospitalization, reduced quality of life, and shortened survival. When people with CKD develop heart problems they are much less likely to receive tests and procedures for their heart than people without CKD. We will develop tools that can help doctors share personalized information on the benefits versus risks of having a heart procedure, and help patients better communicate their own values and preferences to their doctor. We are working directly with patients and health care providers to understand the experiences and challenges of decision-making in these situations, and collecting information that will be used to develop strategies to help patients and health care provider make better decisions. Our project will be completed in three phases, which involve patients and their health care providers throughout the process. Phase 1 will identify the information that is most important and the value that patients and doctors place on this knowledge when making these decisions. In Phase 2, patients, health care providers, and researchers will work together to combine this information to develop a ‘decision-aid’, which is an information and communication tool that will help patients and doctors make decisions together. In Phase 3, we will test how well this tool works by using it with patients and doctors and examining how it affects their experience and decisions. If we are successful, we believe we can help patients and doctors be more confident in their decision-making, and help them arrive at the treatment option that is most appropriate for each individual. Contact:	https://cansolveckd.ca/research/theme-1/approach
Utilizing detailed case presentations from experts in the field, this book presents common clinical scenarios involving patients who have sustained displaced femoral neck fractures, discussing the injury mechanism, early treatment, potential treatment options, risks and complications involved. The style of presentation, the ease of readability, the use of appropriate and relevant cases to highlight the learning points, and the discussion of the decision-making process are all unique features of the book's approach. Using this tailored process, the each topic is reviewed and the rationale for what appears to be the optimal treatment - hemiarthroplasty or total hip replacement, for example - is provided to the reader, emphasizing that the ultimate decision requires the combination of science and judgment, both of which are continually evolving. Additional chapters present ongoing controversies in the management of these challenging fractures, as well as complications such as aseptic necrosis, symptomatic hardware and nonunions. Portable and concise, orthopedic and trauma surgeons, residents and fellows alike will find Displaced Femoral Neck Fractures a practical and user-friendly resource.	https://www.callisto.ro/carte/displaced-femoral-neck-fractures-a-case-based-approach--i12896
Background: In the treatment of spinal metastases the risks of surgery must be balanced against potential benefits, particularly in light of limited life-expectancy. Patient experiences and preferences regarding decision-making in this context are not well explored. Purpose: We performed a qualitative study involving patients receiving treatment for spinal metastatic disease. We sought to understand factors that influenced decision-making around care for spinal metastases. Study setting: Three tertiary academic medical centers. Patient sample: We recruited patients presenting for treatment of spinal metastatic disease at one of three tertiary centers in Boston, MA. Outcome measures: We conducted semistructured interviews using a guide that probed participants' experiences with making treatment decisions. Methods: We performed a thematic analysis that produced a list of themes, subthemes, and statement explaining how the themes related to the study's guiding questions. Patients were recruited until thematic saturation was reached. Results: We interviewed 23 participants before reaching thematic saturation. The enormity of treatment decisions, and of the diagnosis of spinal metastases itself, shaped participant preferences for who should take responsibility for the decision and whether to accept treatments bearing greater risk of complications. Pre-existing participant beliefs about decision-making and about surgery interacted with the clinical context in a way that tended to promote accepting physician recommendations and delaying or avoiding surgery. Conclusions: The diagnosis of spinal metastatic disease played an outsized role in shaping participant preferences for agency in treatment decision-making. Further research should address strategies to support patient understanding of treatment options in clinical contexts-such as spinal metastases-characterized by ominous underlying disease and high-risk, often urgent interventions. Keywords: Decision making; Provider communication; Qualitative research; Radiation oncology; Spinal metastases; Surgical management. Copyright © 2019 Elsevier Inc. All rights reserved.	https://pubmed.ncbi.nlm.nih.gov/31899375/
Sitting across from a patient explaining a complicated treatment proposal, protocol, or medication may be one of the most complex yet crucial tasks you have as a physician. Although informed consent is at the forefront of shared decisions between you and your patient, there’s a fine line between providing enough information on the risks and benefits of a particular treatment and knowing you’ve explained it well enough to fully educate your patient about their choices. “It is a bit of a fine line because unless your patient happens to be a health care provider, medicine is complicated for patients to understand,” said David L. Feldman, MD, chief medical officer at The Doctors Company, the nation’s largest medical malpractice insurer in New York. In addition, documenting the interaction is critical, said James Giordano, PhD, MPhil, professor in the departments of neurology and biochemistry and chief of the neuroethics studies program at the Pellegrino Center for Clinical Bioethics at Georgetown University Medical Center, Washington. “As with anything in medicine, the key rule is that if it’s not documented, it’s not done,” he said. “This also means diligent documentation in all aspects of the medical record, including the electronic medical record and the written one.” That said, it’s important to know what’s enough and what’s too granular when you discuss a procedure with your patients, said Erum N. Ilyas, MD, a board-certified dermatologist at Schweiger Dermatology and a bioethicist near Philadelphia. “One of the most challenging aspects of informed consent, especially for young physicians, is how to discuss a procedure or a medication in a manner that is both relevant and concise,” Dr. llyas said. “I’ve had residents about to perform a skin biopsy spend several minutes covering every aspect of every potential outcome of a routine skin biopsy. The patient is left traumatized and confused as to whether they should proceed with the small procedure.” Instead, the goal of informed consent is to ensure that the patient has a general overview of the procedure and is empowered, knowing that the decision to proceed is, indeed, part of their decision-making process. How long an informed consent discussion takes depends on the procedure. “When I was in practice as a plastic surgeon, the conversations varied from the straightforward ‘I’m taking this mole off your cheek, and there’s a risk of scarring and bleeding’ to talking about a mastectomy and breast reconstruction, which could take an hour or more to discuss,” Dr. Feldman said. Ultimately, it’s as essential for doctors to explain the risks associated with a procedure as it is for patients to understand precisely what’s involved, Dr. Ilyas added. She also recommends creating a flow to the conversation that places the discussion of risks within the context of why the procedure is being performed. This way, clarity about both the risks and the need for the treatment or procedure can be achieved. When doing so, it’s critical to make sure you’re speaking your patient’s language – literally.	https://www.mdedge.com/familymedicine/article/259889/business-medicine/how-blunt-too-blunt-informed-consent
Legislation entitles patients to be involved in decisions on treatment that apply to themselves (shared decision-making). This sounds reasonable, and few will question this principle today. In reality, this is a complex and time-consuming process that requires guided training, in part because patients’ need for involvement depends on their own personal characteristics as well as the situation. The Patients’ Rights Act states that patients are entitled to have a say in the choice between available and medically sound methods of examination and treatment. Furthermore, the provision of services should as far as possible be designed in cooperation with the patient, and considerable weight should be given to the patient’s opinion. Moreover, the Act states that patients should be provided with the information necessary to gain insight into their health condition and the content of the health assistance, as well as possible risks and adverse effects (1). However, doctors and patients face each other in a wide variety of situations, and patients differ considerably in terms of their level of knowledge and understanding of health issues, as well as in their willingness and interest with respect to being involved. How can the doctor comply with the requirements stated in the Act? We will restrict this discussion to decisions on treatment. Decisions pertaining to the choice of examinations, including screening tools, may be even more complicated. The requirement to include patients in decisions on treatment whenever possible is based on an ethical imperative: respect for patient autonomy (2). Half a century ago, this was not so. The emergence of the current ideal is a result of a continuous improvement in the educational level of the population (3), supported by the persistent efforts of patient organisations and some idealists in the profession. Shared decision-making is an essential element of patient-centred communication, which has been promoted since the 1970s (4, 5). Most of the research on doctor-patient communication has been undertaken by adherents of this method of communication. As a rule, this research has been of a descriptive character, although with some clearly normative elements. Few critical voices have been heard. In 2011, after a thorough analysis, Pilnick and Dingwall concluded that the fundamental asymmetry of the doctor-patient relationship persists in spite of decades of training programmes in patient-centred communication, and that the appropriateness of this method should be questioned (6). A Cochrane review from 2012 showed that patient-centred communication provides mixed results in terms of patient satisfaction, behaviour and health outcomes (7). This has spurred a growing interest in which details of the general concept of patient-centred communication actually work or do not work. Poorly elucidated areas include the information exchange itself and the conferring with patients. There is no disagreement that patients are concerned with receiving adequate information (8 – 10). The importance of trust In conversations between colleagues we constantly hear that when doctors attempt to confer with the patient regarding choice of treatment, they often receive a friendly rebuff, with statements such as: «Aren’t you the doctor here?» Alternatively, the patient turns the question back to the doctor: «What do you mean?» Such experiences are seen as confirming that involvement of the patient often fails to work, and is therefore almost entirely a waste of time. In an article on the connection between trust, risk and power, the Norwegian philosopher Harald Grimen has undertaken a good analysis of the dynamic of these situations (11). Grimen claims that these three concepts are inextricably linked in the health services. The ill person experiences some degree of risk and needs help to reduce it. The doctor is the person who is able to assess this risk and hopefully has the power to address it. In this vulnerable situation, the doctor must be trusted. If the doctor in this situation invites the patient to participate in the decision or even make the decision, this may give rise to confusion or a sense of insecurity. Because this balance is so delicate, the doctor needs to think through the kinds of decisions in which to involve the patient and handle the situation with great care. Two of the authors have detailed knowledge of a material consisting of 380 video recordings from Akershus University Hospital. This material includes only a handful of situations where the patient is meaningfully involved in decision-making. Attempts are made to include patients in a number of decisions without them having been provided with the necessary preconditions, while in other situations they are frequently not consulted when this would be highly appropriate. These observations are in the process of publication, but we wish to raise this issue in our article at this point since there is a critical gap between prevailing practice and legal requirements, and we wish to draw attention to this fact and spark a debate. The doctors should not be blamed, since no training and guidance have been available. However, the overriding belief is that regular interpersonal conversation skills or the basic training provided to medical students will suffice. This is equivalent to believing that if you can slice a loaf of bread, you will also know when to cut open an abdomen and take the knife in your hands. No shared decision-making in spite of clear guidelines? Today, there is no international consensus regarding the kinds of decisions in which the patient ought to be involved. Many believe that wherever there are clear guidelines for treatment, meaning that the Act’s concept of «medically sound treatment method» is covered by a written procedure, it is unnecessary to involve the patient in the decision. However, this assumption is not in line with new standards for professional guidelines (12). A lack of patient shared decision-making is clearly evident in the field of cardiology. Even in cases of invasive cardiac medicine, little time is devoted to patient involvement (13). Patients in this situation have great confidence in the doctor’s decision-making skills, but nevertheless appreciate being consulted (13). In Norwegian hospitals, patients with myocardial infarction are regularly prescribed a series of drugs that must be used over long periods, some of them even for life, without this being subject to discussion. We wish to raise two fundamental objections to such a practice. First, drugs represent an active manipulation of the patient’s body, which may have consequences equal to those of a surgical intervention. Surely, it would seem obvious to provide some information about the effects of each drug and how the patient will experience these effects. Second, it rarely occurs in medicine that a drug has such an extreme effect as to preclude any weighing of benefits against adverse effects. Studies have shown that one-third of all patients with cardiovascular disease harbour major concerns about their drug-based treatment (14), and a large proportion discontinue their treatment within a month after their discharge following a myocardial infarction (15). Perhaps more patient involvement could have an effect on this? When prescribing six different drugs, it is understandable that time can be saved by leaving out the details – but is it correct to do so? New immunomodulating drugs for multiple sclerosis (MS) also illustrate key fundamental issues regarding the limits to patient involvement. In general, it appears that drugs which most effectively suppress the disease also carry the greatest risk of serious adverse effects (16). In such situations, guidelines alone cannot determine the choice of treatment. Weighing effects against risks involves choices in which the patients ought to be involved. However, there are also legitimate reasons to restrict the patient’s (and the doctor’s) right to choose freely. For example, some drugs used for multiple sclerosis cost more than NOK 200 000 per year, while the alternatives cost less than one-third of this amount. The choice therefore entails consequences that apply not only to the patient alone. Speaking with patients about societal priorities and personal risk under conditions of great uncertainty is a communicational tightrope walk that entails a large risk of a wrong move if the doctor is not well prepared and trained. Ideal and reality If it is the case that decisions must be discussed with patients only when the doctor is uncertain of the right choice, this may produce unintended effects. At the annual conference of the Society for Medical Decision Making in Chicago in 2011, the following rhetorical question was asked: «Why is it that patients are consulted only when the doctor is in serious doubt?» Patients may perceive this as doctors renouncing their responsibility. The doctor, on the other hand, may fear that a decision that fails to produce the desired result will cause the patient to lodge a complaint. Some of USA’s foremost experts in communication with patients who are seriously ill, authors of the book Mastering communication with seriously ill patients (17), have developed instructional videos in oncology and posted them on the Internet (18). The videos appear to recommend that the patient must choose, and that this is only a matter of providing sufficient information. Whether this results from a strong emphasis on patient autonomy or a «cover-my-backside» attitude will be left unsaid. Those researchers who focus most on the involvement of patients in decision-making concentrate on such difficult choices (19 – 21), and their studies most often include identification of a crucial decision for more detailed scrutiny. In our video material there are on average more than ten decisions on the table in each doctor-patient meeting, and it is obvious that all of these cannot or should not be raised with the patient, since this would cause the activity to stall completely. Our general impression is that the doctors fail to implement the shared decision-making process as described by the ideal (Table 1) (22). Some of the most time-consuming passages concerning decisions in which the patient is involved pertain to setting a date for the next meeting. It is therefore unsurprising that some of the most frequent causes of complaints lodged in the health enterprises and the patient ombudsman’s offices relate to a lack of information and to not having been heard. \| \| Table 1 Sequence of tasks in the conversation when patients are to be involved in decisions. After Glyn Elwyn and collaborators (22) \| \| Justification \| \| The doctor shows that a choice needs to be made, and that this requires attention and discussion. \| \| Community \| \| The doctor assures the patient of support in the discussion and in making the choice, including that the patient will not be left to his/her own devices. \| \| Alternatives \| \| The doctor provides information on the advantages and disadvantages of relevant alternatives. \| \| Preferences \| \| The doctor seeks to elicit the patient’s views, preferences and priorities, in light of the information at hand. \| \| Integration \| \| The patient’s preferences are included in a total assessment, which also includes clarification of the patient’s wishes regarding who will make the final decision. What can be done? The requirements defined by legislation are strict, even in light of a cautious interpretation of terms such as «participate», «as far as possible» and «the information necessary». In our opinion, compliance with the legal requirement will necessitate a change in culture. It will require a nationwide training effort, which in turn will require patience and a long-term view. The proposal to introduce mandatory communication training in post-graduate training is a promising feature (23). Another feature that may prove useful is the preparation of Internet-based decision-making tools that the doctor and patient can use jointly or the patient can study at home with his or her relatives (24). To date, these have had some limitations in terms of their knowledge base, practical availability and the possibility to involve both the therapist and the patient in the choices to be made. Professional guidelines are subject to the same flaws. An international research and innovation programme called MAGIC (www.magicproject.org/share-it/) is therefore developing a new generation of professional guidelines and tools that doctors and patients can use jointly to share knowledge about the advantages and disadvantages of treatments. These tools are available on tablet computers, and their purpose is to act as an aid in conversations. User testing of the presentation formats is currently underway in several countries (25). A somewhat less sophisticated, but easily available variant can be found at www.optiongrid.org. The Health Library and Innlandet Hospital are cooperating to develop a tool that can assist in discussions on long-term treatment for bipolar disorder (Øystein Eiring, personal communication). However, these tools will not be able to cover all possible situations involving clinical decision-making in the foreseeable future, and at worst, they may turn the conversation into an exercise in technology. Their possible uses should therefore not be regarded with undue optimism. It also deserves mention that the challenges we are facing are of an international nature. An article in JAMA showing how Kahneman and Tversky’s theory of choice can be applied in difficult clinical situations stated that doctors receive little training to help them understand how people make decisions (26). Achieving this change in culture requires more research, dissemination, training, development of tools and local adaptation. Research ought to focus on optimal methods to succeed in patient involvement in various kinds of decisions, since many aspects remain unexplored. The most important pitfalls must be addressed in supplementary training courses in communication, and provisions should be made for active workplace-based training and guidance. The knowledge base and capacity for guidance must be developed first, and it is therefore unrealistic to expect a quick improvement in this situation. The development of tools will take place in Norway as well as internationally. In this country it ought to be driven forward by relevant professional groups, and should most likely be coordinated by the Norwegian Knowledge Centre for the Health Services. Local adaptation will be necessary due to the variations in organisation and availability of treatment options. There is also a need for discussions between professionals and user representatives at regular intervals regarding the information that should be given priority for transferring to patients for major decisions in each field. These efforts to build a culture must be pursued by each health enterprise, in order to ensure that the information is relevant in the catchment area in question, as well as to keep attention focused on shared decision-making as a key function in the health services. At some point in the future, doctors will hopefully associate their professional identity as strongly with their mastery of this art as with their ability to handle a scalpel and stay informed about the knowledge base in their field.	https://tidsskriftet.no/en/2014/09/shared-decision-making-decisions-treatment
The diagnostic process often occurs in the context of uncertainty. Physicians selectively identify and interpret data, the patient can only describe certain symptoms, and laboratory and imaging tests have limited sensitivity and specificity. In clinical practice, there is rarely a completely definitive understanding of a patient’s “true” diagnosis; an educated and evolving hypothesis about the most likely diagnosis is far more typical. Two main paradigms of clinical uncertainty have been proposed (Table 1) , . In both, diagnostic uncertainty is considered a type of technical or scientific uncertainty (i.e. inadequate scientific data to determine the “true” diagnosis). A recent literature review defined diagnostic uncertainty as “the subjective perception of an inability to provide an accurate explanation of the patient’s health problem” . Here, the clinician’s subjective perception, rather than any objective measure, defines diagnostic uncertainty. A recent review found that most diagnostic uncertainty literature focused on the interaction of individual, cognitive, emotional, or ethical domains with uncertainty . Diagnostic uncertainty has clinical consequences. It has been associated with a reluctance to withdraw intensive therapy and a propensity to order more tests and refer to specialists more often, thus increasing health care costs , and resulting in a bias toward overuse of high-technology medicine . Moreover, stress related to managing uncertainty may be linked with lower resilience in trainees and may contribute to burnout. Most of the clinical reasoning literature focuses on issues related to diagnostic accuracy and considers cognitive strategies to reduce diagnostic error without addressing uncertainty . While diagnostic uncertainty is an integral part of the reasoning process and a daily reality for practicing clinicians, there is scarce literature on how best to define, study, communicate, and teach about it . In this paper, we explore the intersection of uncertainty and expertise. We propose a 2×2 model of diagnostic accuracy and certainty that can be used in discussion with trainees, outline an approach to communicating diagnostic uncertainty with patients, and advocate for teaching trainees how to have such conversations with patients. Clinical reasoning in the face of uncertainty In the field of cognitive science, patient illnesses are “ill-structured problems” , leading to unique challenges in clinical reasoning. For instance, medical problem-solving is often described as a series of conditional probabilities, where pre-test probabilities are modified by Bayes’ theorem, based on test characteristics, to yield post-test probabilities . This mathematical framework is useful when interpreting diagnostic tests. However, pre-test probability and the selection of appropriate tests are themselves often uncertain. Kassirer noted the challenges of managing clinical data in the face of uncertainty: “…because nonquantitative terms do not have standardized meanings, the clinician’s ability to combine clinical data characterized by such nonquantitative measures of uncertainty is compromised”. Because of the reality of uncertainty, trainees learn that when diagnoses are unclear, an intuitive “clinical gestalt” as to whether patients are “sick or not sick” often guides management, even when the diagnosis remains hidden. Ultimately, both analytic, semi-quantitative reasoning and less analytic, gestalt-based intuitive decision-making strategies are used in the setting of uncertainty . The judgment and decision-making literature in psychology and behavioral economics provides insight into the mental operations used when making decisions under uncertainty. Individuals use three common heuristics in the face of uncertainty, which are economical and effective, but can lead to errors . Under uncertainty, individuals often: assess the representativeness or similarity of one object/event to another (e.g. in a patient with migraines and fibromyalgia, one may erroneously attribute abdominal pain to irritable bowel syndrome, reasoning that similar patients have a constellation of these three ailments); assess the likelihood of a condition based on prior experience when estimating frequency/probability [e.g. overestimating the probability of pulmonary embolism (PE) because the last time the clinician was on-service, there were six cases of PE]; form an inappropriate starting point in numerical prediction (i.e. when individuals are given a “base-rate” for the prevalence of a disease like Zika virus, they will work from that starting point to estimate the probability that a patient has been exposed to Zika virus, even when the prevalence varies widely in different regions). Expertise and diagnostic uncertainty Expert clinicians may be able to more accurately recognize and accommodate diagnostic uncertainty compared to novices who are more prone to concrete problem-solving. However, expertise does not protect against the challenges of uncertainty. A study about experts (physicians on a selection committee) and novices (undergraduates) evaluating applications to medical residency programs demonstrated that despite superior encoding and recall skills, experts tended to emphasize some data in the application inappropriately and neglect other, more important information . Another study explored the alignment between clinicians’ diagnostic certainty and accuracy by asking medical students, residents, and faculty to generate differential diagnoses and confidence levels for challenging cases. Residents were overconfident in 41% of cases where accuracy and certainty were not aligned, faculty were overconfident in 36% of these cases, and students in 25% . Diagnostic accuracy and certainty: a 2×2 model To facilitate discussions of uncertainty, we propose a 2×2 model (Figure 1) that considers diagnostic accuracy separately from diagnostic certainty. While the goal in most clinical encounters is to be both accurate and certain (quadrant 1, the “slam dunk” diagnoses), physicians are frequently in quadrant 2 (accurate but uncertain; “cautiously optimistic”) or quadrant 3 (inaccurate and uncertain, “diagnostic mysteries”). The dangers of false confidence and diagnostic hubris lie in quadrant 4 (inaccurate and overconfident). Other 2×2 models surrounding concepts in diagnosis have focused on the harm of misdiagnosis vs. the costs of reducing misdiagnosis . By sorting the types of certainty-accuracy dyads into these quadrants, educators may begin discussions with trainees about the potential relationships between uncertainty and accuracy in specific cases, beginning important conversations about issues that are often left unspoken. For example, in a complex case involving diagnostic uncertainty about an elderly patient with leukemia who is being treated for shock , an attending physician who had previously introduced this 2×2 model to a team of learners might bring diagnostic uncertainty to the forefront of rounds by asking, “what quadrant of decision-making with respect to uncertainty and diagnostic accuracy are we in at this moment”? This question could trigger a discussion of whether any diagnostic tests might help to move the team from one quadrant to another. For example, would another set of negative blood culture improve the team’s certainty, or would such results simply provide false reassurance? This kind of explicit discussion about uncertainty has the potential to not only develop shared mental models around uncertainty and to improve clinical decision-making, but also to contribute to a culture of high-value care, where clinicians explicitly discuss how further diagnostic tests might impact diagnostic certainty and management. Encouraging learners to explicitly discuss diagnostic uncertainty on rounds using presentation models like SNAPPS (summarize relevant patient history, narrow the differential, analyze the differential, probe about uncertainty, plan management, and select case-related issues for self-study) could not only combat learner overconfidence, but also could lead to a more nuanced discussion of the medical decision-making process . Communicating diagnostic uncertainty The problem of communicating in the face of uncertainty affects the scientific community broadly. Experts in fields ranging from artificial intelligence to mathematical reasoning to communication theory have all wrestled with this problem differently. The National Academy of Sciences recommends that communication about scientific uncertainty should include “identifying the facts relevant to recipients’ decisions, characterizing the relevant uncertainties, assessing their magnitude, drafting possible messages, and evaluating their success” . The principles of effective patient-provider communication described by the Agency for Healthcare Research and Quality also apply to communicating about diagnostic uncertainty (Box 1A) . The psychology literature suggests that study participants do not inherently dislike uncertain advice. In fact, study participants tolerate advisors who frame uncertainty about predicting outcomes of stock prices or sports results by providing ranges of outcomes or numerical probabilities . The impact of communicating about uncertainty on the doctor-patient relationship is complex, and studies have reached conflicting conclusions. Parents of pediatric patients who participated in a vignette-based study felt that physicians who explicitly expressed uncertainty were less competent and less trustworthy, resulting in lower confidence in the providers and lower adherence to provider recommendations . Conversely, patient satisfaction and engagement were higher in encounters where primary care physicians directly expressed uncertainty using phrases such as “it’s not clear” . Krawczyk and Gallagher found that explicit discussions of prognostic uncertainty were associated with higher ratings of providers in overall communication and satisfaction with care (allowed family members to plan more appropriately for end-of-life care) . However, in the same study, communicating poorly about uncertainty led to negative impressions, with families feeling providers were unhelpful at best and malicious at worst. For example, providers who avoided communicating the real possibility of a patient’s death, used confusing euphemisms, or gave false hope, were perceived poorly. Providers communicating effectively about prognostic uncertainty used an iterative process where they preliminarily mentioned the possibility of death early in the conversation and gave more details as the clinical situation evolved. Given this complexity, it is not surprising that physicians often hesitate to admit diagnostic uncertainty . A four-step model for communicating diagnostic uncertainty Because patients may have negative reactions to uncertainty, we propose a four-step model (Box 1B) for communicating diagnostic uncertainty that draws on a “breaking bad news” approach . The steps include explicitly acknowledging uncertainty, eliciting the patient’s reaction, deepening the therapeutic alliance with empathy, and clearly conveying next best steps. The therapeutic nature of attending to patients’ reactions to bad news and the role of empathy are well documented . Upon revealing the “bad news” of diagnostic uncertainty, we favor the “Ask-Respond-Tell” approach to hearing patients’ concerns and validating them before moving on to discussing next steps (Box 1B) . Providing some closure in conversations involving uncertainty with the goal of moving toward certainty is important. This part of the conversation can include sharing possible diagnoses, proposing next steps in the diagnostic work-up, explaining that further testing may not reveal an exact diagnosis (“prior warning”) , or simply focusing on safety, comfort, and follow-up planning. Communication about the diagnostic possibilities including absolute risks and balanced framing (i.e. presenting both risks and benefits with concrete numbers when possible) decreases the possibility of misinterpretation. A caveat to generalizing this practice is that clinicians rarely know the absolute risks and benefits for most medical scenarios with such quantitative precision. Furthermore, conveying these principles can sometimes be challenging given the prevalence of low health “numeracy” (i.e. when patients have difficulty interpreting percentages and relative risks). Given the complex nature of these discussions, opportunities to practice and receive feedback on uncertainty conversations are important. Feedback on “goals of care” conversations is becoming common practice in graduate medical education . Conversations focused on communicating uncertainty will likely also benefit from focused practice. A simulation-based method was effective in improving trainees’ skills around communicating diagnostic uncertainty to patients and is a promising method . Our four-step model, based on evidence in several different domains, may be a helpful starting point for simulation training and warrants further study. Conclusions Teaching trainees how to acknowledge and communicate diagnostic uncertainty is challenging. We suggest embedding curricula that address communication about diagnostic uncertainty throughout the continuum of medical training, from undergraduate to graduate medical education and beyond. However, given the conflicting evidence base, the best ways to both teach and communicate diagnostic uncertainty are unknown. Although the uncertainty literature raises more questions than it answers, much can be learned about diagnostic uncertainty from other disciplines and traditions. While we await additional research in this field, we must continue to improve communication with patients, families, and trainees about our uncertain world. References - 1. Beresford EB. Uncertainty and the shaping of medical decisions. Hastings Cent Rep 1991;21:6–11. PubMedCrossrefGoogle Scholar - 2. Han PK, Klein WM, Arora NK. Varieties of uncertainty in health care: a conceptual taxonomy. Med Decis Making 2011;31:828–38. CrossrefWeb of ScienceGoogle Scholar - 3. Bhise V, Rajan SS, Sittig DF, Morgan RO, Chaudhary P, Singh H. Defining and measuring diagnostic uncertainty in medicine: a systematic review. J Gen Intern Med 2018;33:103–15. Web of ScienceCrossrefPubMedGoogle Scholar - 4. Alam R, Cheraghi-Sohi S, Panagioti M, Esmail A, Campbell S, Panagopoulou E. Managing diagnostic uncertainty in primary care: a systematic critical review. BMC Fam Pract 2017;18:79. PubMedCrossrefWeb of ScienceGoogle Scholar - 5. Christakis NA, Asch DA. Biases in how physicians choose to withdraw life support. Lancet 1993;342:642–6. PubMedCrossrefGoogle Scholar - 6. Tai-Seale M, Stults C, Zhang W, Shumway M. Expressing uncertainty in clinical interactions between physicians and older patients: what matters? Patient Educ Couns 2012;86:322–8. CrossrefPubMedWeb of ScienceGoogle Scholar - 7. Wennberg JE, Barnes BA, Zubkoff M. Professional uncertainty and the problem of supplier-induced demand. Soc Sci Med 1982;16:811–24. CrossrefPubMedGoogle Scholar - 8. Kassirer JP. Our stubborn quest for diagnostic certainty: a cause of excessive testing. N Engl J Med 1989;320:1489–91. CrossrefPubMedGoogle Scholar - 9. Simpkin AL, Khan A, West DC, Garcia BM, Sectish TC, Spector ND, et al. Stress from uncertainty and resilience among depressed and burned out residents: a cross-sectional study. Acad Pediatr 2018;18:698–704. Web of ScienceCrossrefPubMedGoogle Scholar - 10. Elstein AS, Schwarz A. Clinical problem solving and diagnostic decision making: selective review of the cognitive literature. Br Med J 2002;324:729–32. CrossrefGoogle Scholar - 11. Barrows HS, Feltovich PJ. The clinical reasoning process. Med Educ 1987;21:86–91. PubMedCrossrefGoogle Scholar - 12. Sox HC, Blatt MA, Higgins MC, Marton KI. Medical decision making. ACP Press, 2007. Google Scholar - 13. Kassirer JP. Diagnostic reasoning. Ann Intern Med 1989;110:893–900. PubMedCrossrefGoogle Scholar - 14. Cervellin G, Borghi L, Lippi G. Do clinicians decide relying primarily on Bayesian principles or on gestalt perception? Some pearls and pitfalls of gestalt perception in medicine. Intern Emerg Med 2014;9:513–9. CrossrefGoogle Scholar - 15. Custers EJ. Medical education and cognitive continuum theory: an alternative perspective on medical problem solving and clinical reasoning. Acad Med 2013;88:1074–80. PubMedCrossrefWeb of ScienceGoogle Scholar - 16. Tversky A, Kahneman D. Judgment under uncertainty: heuristics and biases. Science 1974;185:1124–31. PubMedCrossrefGoogle Scholar - 17. Johnson EJ. Expertise and decision under uncertainty: performance and process. In: Chi MT, Glaser R, Farr MJ, editors. The nature of expertise. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc., 1988:209–28. Google Scholar - 18. Friedman CP, Gatti GG, Franz TM, Murphy GC, Wolf FM, Heckerling PS, et al. Do physicians know when their diagnoses are correct? J Gen Intern Med 2005;20:334–9. CrossrefPubMedGoogle Scholar - 19. Newman-Toker DE, McDonald KM, Meltzer DO. How much diagnostic safety can we afford, and how should we decide? A health economics perspective. BMJ Qual Saf 2013;22(Suppl 2):ii11–ii20. Google Scholar - 20. Walter JM, Singer BD, Corbridge T. More than a touch of gray: embracing uncertainty in the intensive care unit. Am J Respir Crit Care Med 2016;194:932–3. CrossrefPubMedWeb of ScienceGoogle Scholar - 21. Wolpaw TM, Wolpaw DR, Papp KK. SNAPPS: a learner- centered model for outpatient education. Acad Med 2003; 78:893–8. PubMedCrossrefGoogle Scholar - 22. Wray CM, Cho HJ. Annals for hospitalists inpatient notes-medical uncertainty as a driver of resource use – examining the “gray zones” of clinical care. Ann Intern Med 2018;168:HO2–3. CrossrefGoogle Scholar - 23. Crupi V, Nelson JD, Meder B, Cevolani G, Tentori K. Generalized information theory meets human cognition: introducing a unified framework to model uncertainty and information search. Cognitive Sci 2016;42:1410–56. Web of ScienceGoogle Scholar - 24. Coiera E. Mediated agent interaction. In conference on artificial intelligence in medicine in Europe. Springer, Berlin, Heidelberg, 2001:1–15. Google Scholar - 25. Fischhoff B, Davis AL. Communicating scientific uncertainty. Proc Natl Acad Sci 2014;111(Suppl 4):13664–71. CrossrefGoogle Scholar - 26. DeWalt DA, Callahan LF, Hawk VH, Broucksou KA, Hink A, Rudd R, et al. Health literacy universal precautions toolkit. Rockville, MD: Agency for Healthcare Research and Quality, 2010:1–227. Google Scholar - 27. Gaertig C, Simmons JP. Do people inherently dislike uncertain advice? Psychol Sci 2018;29:504–20. PubMedWeb of ScienceCrossrefGoogle Scholar - 28. Bhise V, Meyer AN, Menon S, Singhal G, Street RL, Giardina TD, et al. Patient perspectives on how physicians communicate diagnostic uncertainty: an experimental vignette study. Int J Qual Health Care 2018;30:2–8. CrossrefPubMedWeb of ScienceGoogle Scholar - 29. Gordon GH, Joos SK, Byrne J. Physician expressions of uncertainty during patient encounters. Patient Educ Couns 2000;40:59–65. PubMedCrossrefGoogle Scholar - 30. Krawczyk M, Gallagher R. Communicating prognostic uncertainty in potential end-of-life contexts: experiences of family members. BMC Palliat Care 2016;15:59. PubMedCrossrefWeb of ScienceGoogle Scholar - 31. Katz J. Why doctors don’t disclose uncertainty. Hastings Cent Rep 1984;14:35–44. PubMedCrossrefGoogle Scholar - 32. Baile WF, Buckman R, Lenzi R, Glober G, Beale EA, Kudelka AP. SPIKES – a six-step protocol for delivering bad news: application to the patient with cancer. Oncologist 2000;5:302–11. CrossrefGoogle Scholar - 33. Chou CL, Cooley L, editors. Communication Rx: transforming healthcare through relationship-centered communication. McGraw Hill Professional, 2017. Google Scholar - 34. Than MP, Flaws DF. Communicating diagnostic uncertainties to patients: the problems of explaining unclear diagnosis and risk. BMJ Evid Based Med 2009;14:66–7. CrossrefGoogle Scholar - 35. des Ordons AR, Kassam A, Simon J. Goals of care conversation teaching in residency – a cross-sectional survey of postgraduate program directors. BMC Med Educ 2017;17:6. CrossrefPubMedWeb of ScienceGoogle Scholar - 36. Olson ME, Borman-Shoap E, Mathias K, Barnes TL, Olson AP. Case-based simulation empowering pediatric residents to communicate about diagnostic uncertainty. Diagnosis 2018;5:243–8. Web of SciencePubMedCrossrefGoogle Scholar About the article Received: 2018-09-05 Accepted: 2019-02-13 Published Online: 2019-03-09 Published in Print: 2019-06-26 Author contributions: All the authors have accepted responsibility for the entire content of this submitted manuscript and approved submission. Research funding: None declared. Employment or leadership: None declared. Honorarium: None declared. Competing interests: The funding organization(s) played no role in the study design; in the collection, analysis, and interpretation of data; in the writing of the report; or in the decision to submit the report for publication. Citation Information: Diagnosis, Volume 6, Issue 2, Pages 121–126, ISSN (Online) 2194-802X, ISSN (Print) 2194-8011, DOI: https://doi.org/10.1515/dx-2018-0088.	https://www.degruyter.com/view/j/dx.2019.6.issue-2/dx-2018-0088/dx-2018-0088.xml
Search results for "Diagnostic Errors" - Study - Diagnostic Errors Download Citation File: - View: Basic \| Expanded - Sort: Best Match \| Most Recent Journal Article > Study Serious misdiagnosis-related harms in malpractice claims: the "Big Three"—vascular events, infections, and cancers. Newman-Toker DE, Schaffer AC, Yu-Moe CW, et al. Diagnosis (Berl). 2019 Jul 11; [Epub ahead of print]. Diagnostic errors are widely acknowledged as a common patient safety problem, but difficulty in measuring these errors has made it challenging to quantify their impact. This study utilized a large national database of closed malpractice claims to estimate the frequency and severity of diagnostic errors. Researchers also sought to determine the types of diagnoses most vulnerable to misdiagnosis. Missed or delayed diagnoses accounted for 21% of 55,377 claims analyzed, and the majority of these cases resulted in permanent disability or death. These findings corroborate earlier research on closed malpractice claims in primary care and emergency department settings. Investigators found that three groups of diagnoses accounted for the majority of closed claims and high-severity events: vascular events (such as myocardial infarction and stroke), infections (such as sepsis), and cancer. This study represents an important step forward in identifying areas for improvement in diagnosis, but caution should be exercised in extrapolating these results, since malpractice claims only account for a small proportion of all adverse events experienced by patients. A previous PSNet perspective discussed momentum in the field of diagnostic error over the past several years. Journal Article > Study Comparison of the accuracy of human readers versus machine-learning algorithms for pigmented skin lesion classification: an open, web-based, international, diagnostic study. Tschandl P, Codella N, Akay BN, et al. Lancet Oncol. 2019 Jun 11; [Epub ahead of print]. Machine learning may have the potential to improve clinical decision-making and diagnosis. In this study, machine-learning algorithms generally performed better than human experts in accurately diagnosing 7 types of pigmented skin lesions and the top 3 algorithms performed better than the 27 physicians. Journal Article > Study Virtual patients designed for training against medical error: exploring the impact of decision-making on learner motivation. Woodham LA, Round J, Stenfors T, et al. PLoS One. 2019;14:e0215597. Researchers assessed the impact of two different virtual patient models containing error-based scenarios on medical students at six different institutions across three countries. They found that the use of branched decision-making logic did not change students' motivation as compared to a linear virtual patient model without such logic. Journal Article > Study Diagnostic accuracy of physician-staffed emergency medical teams: a retrospective observational cohort study of prehospital versus hospital diagnosis in a 10-year interval. Schewe JC, Kappler J, Dovermann K, et al. Scand J Trauma Resusc Emerg Med. 2019;27:36. In Germany, prehospital emergency response teams include physicians, but little is known about their performance with regard to diagnostic accuracy. In this retrospective observational cohort study, researchers analyzed diagnoses made by a German prehospital emergency medical service in 2004 and in 2014. For each patient meeting inclusion criteria, they compared the prehospital diagnosis with the diagnosis made in the hospital and found that diagnostic accuracy improved by more than 5% in 2014 compared to 2004. Journal Article > Study Adversarial attacks on medical machine learning. Finlayson SG, Bowers JD, Ito J, Zittrain JL, Beam AL, Kohane IS. Science. 2019;363:1287-1289. This review article delineates how artificial intelligence approaches to medical diagnosis are vulnerable to adversarial attacks. The authors suggest that regulatory review of devices that employ machine learning include an assessment of resilience against such attacks. Journal Article > Study Pediatric faculty knowledge and comfort discussing diagnostic errors: a pilot survey to understand barriers to an educational program. Grubenhoff JA, Ziniel SI, Bajaj L, Hyman D. Diagnosis (Berl). 2019;6:101-107. Heuristics provide cognitive shortcuts in the face of complex situations, and thus serve an important purpose. This survey of pediatricians found that identification of diagnostic heuristics was limited. Most respondents expressed discomfort discussing diagnostic errors in public settings, citing fear regarding loss of reputation. Journal Article > Study Evaluation and accurate diagnoses of pediatric diseases using artificial intelligence. Liang H, Tsui BY, Ni H, et al. Nat Med. 2019;25:433-438. Artificial intelligence may have the potential to improve patient safety by enhancing diagnostic capability. In this study, researchers applied machine learning techniques to a large amount of pediatric electronic health record data and found that their model was able to achieve diagnostic accuracy analogous to that of skilled pediatricians. Journal Article > Study Are more experienced clinicians better able to tolerate uncertainty and manage risks? A vignette study of doctors in three NHS emergency departments in England. Lawton R, Robinson O, Harrison R, Mason S, Conner M, Wilson B. BMJ Qual Saf. 2019;28:382-388. Risk aversion in clinical practice may lead to the ordering of unnecessary tests and procedures, a form of overuse that may pose harm to patients. Experienced clinicians may be more comfortable with uncertainty and risk than less experienced providers. In this cross-sectional study, researchers surveyed doctors working in three emergency departments to understand their level of experience and used vignettes to characterize their reactions to uncertainty and risk. They found a significant association between more clinical experience and less risk aversion as well as a significant association between more experience and greater ease with uncertainty. The authors caution that they cannot draw conclusions on how these findings impact patient safety. An accompanying editorial suggests that feedback is an important mechanism for improving confidence in clinical decision-making. A WebM&M commentary discussed risks related to overdiagnosis and medical overuse. Journal Article > Study The design and conduct of Project RedDE: a cluster-randomized trial to reduce diagnostic errors in pediatric primary care. Bundy DG, Singh H, Stein REK, et al. Clin Trials. 2019;16:154-164. Diagnostic errors in pediatric primary care are common and represent an ongoing patient safety challenge. In this stepped-wedge, cluster-randomized trial, researchers were able to successfully recruit a diverse group of pediatric primary care practices to participate in virtual quality improvement collaboratives designed to reduce diagnostic error. Journal Article > Study Incidence of multiple sclerosis misdiagnosis in referrals to two academic centers. Kaisey M, Solomon AJ, Luu M, Giesser BS, Sicotte NL. Mult Scler Relat Disord. 2019;30:51-56. This retrospective study of patients with a diagnosis of multiple sclerosis found that nearly 20% had been misdiagnosed and did not have the disease. The authors highlight the risks from misdiagnosis including exposure to high-risk medications with resultant adverse drug events and delay in correct treatment for patient conditions. Journal Article > Study Testing and improving the acceptability of a web-based platform for collective intelligence to improve diagnostic accuracy in primary care clinics. Fontil V, Radcliffe K, Lyson HC, et al. JAMIA Open. 2019;2:40-48. The use of collective intelligence platforms may have the potential to improve diagnostic accuracy in primary care, but little is known about the attitudes of primary care providers toward such platforms. This qualitative study found that primary care providers might be willing to use such platforms as long as they are easy to use, perceived as helpful and accurate, and that the collective opinions generated can be trusted. Journal Article > Study Assessment of a simulated case-based measurement of physician diagnostic performance. Chatterjee S, Desai S, Manesh R, Junfeng S, Nundy S, Wright SM. JAMA Netw Open. 2019;2:e187006. This retrospective cohort study examined diagnosis through simulated cases administered over an online platform. Attending and resident physicians had higher diagnostic accuracy scores than medical students. Diagnostic efficiency was better among attending physicians than resident physicians, interns, and medical students. The team also developed and validated a novel diagnostic performance measure combining these two constructs. Journal Article > Study A cognitive forcing tool to mitigate cognitive bias—a randomised control trial. O'Sullivan ED, Schofield SJ. BMC Med Educ. 2019;19:12. This simulation study randomized physicians to identify the correct diagnosis in a standardized case, either with the aid of a debiasing exercise or without any prompting. Even though the participants believed that the debiasing tool was effective, it did not improve diagnostic accuracy. These results underscore the challenge of enhancing diagnostic cognition. Journal Article > Study Mortality and morbidity rounds (MMR) in pathology: relative contribution of cognitive bias vs. systems failures to diagnostic error. Eichbaum Q, Adkins B, Craig-Owens L, et al. Diagnosis (Berl). 2018 Dec 4; [Epub ahead of print]. Morbidity and mortality (M&M) conferences were traditionally promoted as a strategy to learn from adverse events. Researchers conducted a retrospective review of 49 M&M rounds cases in the pathology department of a single medical center and found that 36% of cases likely involved errors related to cognitive bias. Journal Article > Study Fatal flaws in clinical decision making. Davis SS, Babidge WJ, McCulloch GAJ, Maddern GJ. ANZ J Surg. 2019;89:764-768. Clinical decision-making is a complex process affected by many factors and has important implications for patient outcomes. Using data from the Australian and New Zealand Audit of Surgical Mortality database over a 1-year period, researchers fully audited 3422 deaths and identified 226 cases involving a clinical decision-making incident (CDMI) thought to be concerning by reviewers. The most frequently noted incident was decision to operate, followed by diagnostic error and insufficient postoperative evaluation. The authors suggest that thorough discussion of complex cases in advance of surgery might mitigate CDMIs related to decisions to perform surgery and that retrospectively reviewing deaths for such CDMIs may supplement existing processes for reviewing and learning from surgical mortality. A WebM&M commentary discussed an incident involving a diagnostic error in which a patient was taken to the operating room for an unnecessary surgery. Journal Article > Study Case-based simulation empowering pediatric residents to communicate about diagnostic uncertainty. Olson ME, Borman-Shoap E, Mathias K, Barnes TL, Olson APJ. Diagnosis (Berl). 2018;5:243-248. Uncertainty is common in the diagnostic process due to complexity in clinical scenarios. This study describes a simulation-based educational intervention to develop resident skills in discussing clinical uncertainty with patients and families. The results of the program illustrate the strong potential of simulation as a method to enhance communication skills. Journal Article > Study Teaching about diagnostic errors through virtual patient cases: a pilot exploration. Geha R, Trowbridge RL, Dhaliwal G, Olson APJ. Diagnosis (Berl). 2018;5:223-227. Prior research has shown that educational interventions can be developed to teach trainees about cognitive biases that contribute to diagnostic errors. The authors describe the development and implementation of a virtual patient module to teach medical students about the diagnostic process. Journal Article > Study Learning from patients' experiences related to diagnostic errors is essential for progress in patient safety. Giardina TD, Haskell H, Menon S, et al. Health Aff (Millwood). 2018;37:1821-1827. Reducing harm related to diagnostic error remains a major focus within patient safety. While significant effort has been made to engage patients in safety, such as encouraging them to report adverse events and errors, little is known about patient and family experiences related specifically to diagnostic error. Investigators examined adverse event reports from patients and families over a 6-year period and found 184 descriptions of diagnostic error. Contributing factors identified included several manifestations of unprofessional behavior on the part of providers, e.g., inadequate communication and a lack of respect toward patients. The authors suggest that incorporating the patient voice can enhance knowledge regarding why diagnostic errors occur and inform targeted interventions for improvement. An Annual Perspective discussed ongoing challenges associated with diagnostic error. The Moore Foundation provides free access to this article. Journal Article > Study Effect of genetic diagnosis on patients with previously undiagnosed disease. Splinter K, Adams DR, Bacino CA, et al; Undiagnosed Diseases Network. N Engl J Med. 2018;379:2131-2139. Improving diagnosis remains a major focus within patient safety. For patients with rare diseases, diagnosis can often be delayed. Established in 2014 and funded by the National Institutes of Health, the Undiagnosed Diseases Network (UDN) applies a multidisciplinary approach to the most challenging diagnostic cases. Over a 20-month period, 601 out of 1519 patient cases were accepted by the UDN for evaluation. The authors report that of the 382 patients who underwent a complete evaluation, a diagnosis was identified in 132 patients. Journal Article > Study Safety work and risk management as burdens of treatment in primary care: insights from a focused ethnographic study of patients with multimorbidity. Daker-White G, Hays R, Blakeman T, et al. BMC Fam Pract. 2018;19:155. Medically complex patients experience more safety hazards than their healthier peers. This ethnographic study described the safety experience of 26 medically complex British adults. Physicians and patients alike struggled to achieve a balance between underinvestigating health concerns and risking diagnostic delays and overinvestigating health concerns and exposing patients to unnecessary testing.	https://psnet.ahrq.gov/search?topic=Electronic-health-records&amp%3Bamp%3Bf_topicIDs=679,709,366&amp%3Bf_topicIDs=429&f_resource_typeID=71&f_topicIDs=407
There is much enthusiasm about the potential of AI to improve healthcare. It is true that healthcare can probably be delivered both more efficiently and to a higher standard by eliminating unnecessary variation. This variation is introduced by failure of clinicians to recall accurately what treatment fits with what symptoms, for example, or sometimes unconscious biases and heuristics that may lead to the wrong conclusions being reached. However, the question is whether AI is ready to take the place of a clinician - or is it best seen as a tool that will help clinicians make decisions and remove unnecessary variation in how care is delivered? One area that highlights the limitations of AI is around shared decision-making. Shared decision-making is about empowering patients to arrive at their own conclusions on which treatment is right for them. It recognises that what is a desirable outcome for one patient is not necessarily the right one for another. The decision should and can only be made by the patient himself or herself. A clinician's roles in the shared decision-making process is to explain as clearly as possible the treatments, likely outcomes and possible side effects. For example, a patient suffering with a urological problem may be offered treatment that would extend their lifespan but curtail an active sex life. Only that patient will be able to assess the costs and benefits to them of this treatment and decide whether it's the right one for them. Of course neither doctors, nurses or other clinicians are immune from the problems of biases, heuristics and an inability to recall details with 100% accuracy. This is why computerised decision aids are gaining popularity for their ability to impartially explaining different treatment options and helping patients to reach a decision (http://sdm.rightcare.nhs.uk). Is the future one where shared decision-making about our health is with a robot powered by an artificial intelligence so powerful that it has made the clinician obselete? How close is this to being a reality - where we are alone with our robot? In the age of isolationism - isn't this the ultimate example of that world vision? Some cite recent advances in the prowess of AI - driverless cars and the success of AlphaGo. But these a literally two dimensional problems; impressive yes, complex - sort of, useful - only to illustrate how far AI has still to develop. Allow me to put it another way. A robot capable of helping us make high stakes decisions about our health has, as a bare minimum I would argue, to pass the Turing test - to be indistinguishable from a human - otherwise how can the robot demonstrate empathy that is essential for compassionate shared decision-making? The Loebner Prize, held annually at Bletchley Park, is a coveted prize drawing competitors from all over the world by offering a Solid 18 carat gold medal and $100,000 to the creators of the very best AI bot capable of convincing four judges in conversation that it's a human. If the bot can convince half the judges - a silver medal and $25,000 is awarded. Tellingly, neither medal has ever been awarded. In it's 25 years, the judges of the Lorbner Prize have only awarded the best competitor of the day with a consolatory bronze medal for their efforts. "...when the stakes are high and making the right decision is not straightforward - most of us will want to have that conversation with someone who can at the very least convince us they're human." Of course, there are some situations where we don't really care whether our clinician (or the robot playing that part) is capable of demonstrating humanity at all - such as when we go to collect a repeat prescription for an asthma inhaler, for example. Nonetheless, when the stakes are high and making the right decision is not straightforward - I expect most of us will want to have that conversation with someone who can at the very least convince us they're human. Ideally, we can talk through the decision with someone who is knowledgeable about us, our background and family situation and someone who has an expert's understanding of our diagnosis and the treatment options available and what they will entail. Ideally this process will be supported by tools that I as the patient can use to reflect on the decision and discuss it with my loved ones. The chasm that currently exists between primary and secondary care, between GPs, specialists and their patients in the UK and across the world makes compassionate, informed shared clinical decision-making difficult. The NHS may be wise to focus more on where the stakes are highest in healthcare, where the decisions are not straightforward - using technology to enable conversations to happen between patients, their GP and specialists and rather less on the controlled (2D) cases where AI may prove helpful. To find out more contact me at [email protected] Almost done… We just sent you an email. Please click the link in the email to confirm your subscription!	https://blog.cinapsis.org/blog/how-will-artificial-intelligence-affect-our-health
Background: Many decisions in the emergency department (ED) may benefit from patient involvement, even though this setting has been considered least conducive to shared decision-making (SDM). Objectives: The objective was to conduct a systematic review to evaluate the approaches, methods, and tools used to engage patients or their surrogates in SDM in the ED. Methods: Five electronic databases were searched in conjunction with contacting content experts, reviewing selected bibliographies, and conducting citation searches using the Web of Knowledge database. Two reviewers independently selected eligible studies that addressed patient involvement and engagement in decision-making in the ED setting via the use of decision support interventions (DSIs), defined as decision aids or decision support designed to communicate probabilistic information on the risks and benefits of treatment options to patients as part of an SDM process. Eligible studies described and assessed at least one of the following outcomes: patient knowledge, experiences and perspectives on participating in treatment or management decisions, clinician or patient satisfaction, preference for involvement and/or degree of engagement in decision-making and treatment preferences, and clinical outcomes (e.g., rates of hospital admission/readmission, rates of medical or surgical interventions). Two reviewers extracted data on study characteristics, methodologic quality, and outcomes. The authors also assessed the extent to which SDM interventions adhered to good practice for the presentation of information on outcome probabilities (eight probability items from the International Patient Decision Aid Standards Instrument [IPDASi]) and had comprehensive development processes. Results: Five studies met inclusion criteria and were synthesized using a narrative approach. Each study was of satisfactory methodologic quality and used a DSI to engage patients or their surrogates in decision-making in the ED across four domains: 1) management options for children with small lacerations; 2) options for rehydrating children presenting with vomiting or diarrhea or both; 3) risk of bacteremia (and associated complications), tests, and treatment options for febrile children; and 4) short-term risk of acute coronary syndrome (ACS) in adults with low-risk nontraumatic chest pain. Three studies had poor IPDASi probabilities and development process scores and lacked development informed by theory or involvement of clinicians and patients in development and usability testing. Overall, DSIs were associated with improvements in patients' knowledge and satisfaction with the explanation of their care, preferences for involvement, and engagement in decision-making and demonstrated utility for eliciting patients' preferences and values about management and treatment options. Two computerized DSIs (designed to predict risk of ACS in adults presenting to the ED with chest pain) were shown to reduce health care use without evidence of harm. None of the studies reported lack of feasibility of SDM in the ED. Conclusions: Early investigation of SDM in the ED suggests that patients may benefit from involvement in decision-making and offers no empirical evidence to suggest that SDM is not feasible. Future work is needed to develop and test additional SDM interventions in the ED and to identify contextual barriers and facilitators to implementation in practice.	https://researchportal.northumbria.ac.uk/en/publications/engaging-patients-in-health-care-decisions-in-the-emergency-depar
Stage I multiple myeloma occurs when there is a relatively small amount of cancer in the body. Other frequently used terms that represent minimal cancer burden and include patients with stage I myeloma are monoclonal gammopathy of undetermined significance (MGUS) and smoldering or indolent myeloma. A variety of factors ultimately influence a patient’s decision to receive treatment of cancer. The purpose of receiving cancer treatment may be to improve symptoms through local control of the cancer, increase a patient’s chance of cure, or prolong a patient’s survival. The potential benefits of receiving cancer treatment must be carefully balanced with the potential risks of receiving cancer treatment. The following is a general overview of the treatment of stage I multiple myeloma. Circumstances unique to your situation and prognostic factors of your cancer may ultimately influence how these general treatment principles are applied. The information on this Web site is intended to help educate you about your treatment options and to facilitate a mutual or shared decision-making process with your treating cancer physician. Most new treatments are developed in clinical trials. Clinical trials are studies that evaluate the effectiveness of new drugs or treatment strategies. The development of more effective cancer treatments requires that new and innovative therapies be evaluated with cancer patients. Participation in a clinical trial may offer access to better treatments and advance the existing knowledge about treatment of this cancer. Clinical trials are available for most stages of cancer. Patients who are interested in participating in a clinical trial should discuss the risks and benefits of clinical trials with their physician. To ensure that you are receiving the optimal treatment of your cancer, it is important to stay informed and follow the cancer news in order to learn about new treatments and the results of clinical trials. The major decisions concerning treatment of stage I multiple myeloma are if and when treatment should be initiated. It may be useful to think of monoclonal gammopathy of undetermined significance (MGUS), smoldering myeloma and stage I myeloma as a continuation or gradual progression of multiple myeloma. The term monoclonal gammopathy of undetermined significance (MGUS) means that a small amount of an abnormal protein, or M-protein, typically measures less than 3 grams per deciliter in blood and less than 10% of a bone marrow biopsy contains plasma cells. Patients with stage I multiple myeloma do not have involvement of the bones, nor do they experience any additional signs or symptoms from the cancer. Stage I multiple myeloma is relatively common among older people and often there is no progression to later stage myeloma. When doctors refer to smoldering myeloma, the M-protein is typically over 3 grams and there may be more than 10% plasma cells on bone marrow biopsy; however, patients still remain asymptomatic and have no evidence of bone involvement. Both MGUS and smoldering myeloma require no immediate treatment, as these conditions may persist and be stable for several years. Patients should be followed at regular intervals by their physician in order to detect clinical signs or symptoms that represent a progression of the myeloma. For patients with a stable clinical situation of longer than 6 months, the risk of serious disease progression occurs in only 1-3% of patients per year. Other patients will experience progression of their myeloma requiring treatment. Common reasons for initial treatment of myeloma include the following: A steady increase in the amount of serum or urine monoclonal or M-protein. Development of bone lesions. Worsening kidney function. Anemia Hypercalcemia For a general discussion of the treatment options that exist for patients experiencing myeloma progression from what was previously considered to be a MGUS, or smoldering myeloma, proceed to the Treatment Overview of Stage II-III Multiple Myeloma.	https://www.targetpg.in/courses/others/stage-i-multiple-myeloma/27
Search results for "Study" Download Citation File: - View: Basic \| Expanded - Sort: Best Match \| Most Recent Journal Article > Study An opportunity to engage obstetrics and gynecology patients through shared visit notes. Herlihy M, Harcourt K, Fossa A, Folcarelli P, Golen T, Bell SK. Obstet Gynecol. 2019 Jun 11; [Epub ahead of print]. Prior research has shown that when patients have access to clinicians' notes, they may identify relevant safety concerns. In this study, 9550 obstetrics and gynecology patients were provided with access to their outpatient visit documentation. Almost 70% of eligible patients read one or more notes during the study period, but only 3.2% shared feedback through 232 electronic reports. Of patients who provided feedback, 27% identified errors in the documentation; provider reviewers determined that 75% of these could impact care. Journal Article > Study Patients managing medications and reading their visit notes: a survey of OpenNotes participants. DesRoches CM, Bell SK, Dong Z, et al. Ann Intern Med. 2019 May 28; [Epub ahead of print]. OpenNotes provides patients with access to their health care provider's documentation. This study found that patient access to such documentation may have the potential to improve medication adherence. A past PSNet interview discussed the OpenNotes project. Journal Article > Study Why are patients not more involved in their own safety? A questionnaire-based survey in a multi-ethnic North London hospital population. Yoong W, Assassi Z, Ahmedani I, et al. Postgrad Med J. 2019;95:266-270. Engaging patients as partners in safety is considered a best practice. Some patients may feel more comfortable raising concerns than others. This survey study involving 175 patients at a single hospital in London found that 80% of respondents would not remind health care personnel about appropriate hand hygiene practices for fear of offending them. The study also suggests that patient age, gender, and English proficiency are important factors to consider with regard to optimally engaging patients in safety. Journal Article > Study Patients' conceptualizations of responsibility for healthcare: a typology for understanding differing attributions in the context of patient safety. Heavey E, Waring J, De Brún A, Dawson P, Scott J. J Health Soc Behav. 2019;60:188-203. Engaging patients effectively to promote safety is considered a best practice and is endorsed by organizations such as The Joint Commission. Yet, how patients perceive the responsibility for achieving safety remains poorly understood. Investigators conducted semistructured interviews with 28 patients who were discharged from the hospital to better understand how they attribute responsibility for their safety in the health care setting. Direct responses revealed that patients consider health care professionals as being primarily responsible for patient safety but that patients also perceive themselves as playing a part. Narrative responses illustrated why professionals or patients might be responsible and in what context or situation one group might bear more responsibility than another. A past Annual Perspective discussed patient engagement in safety. Journal Article > Study 'I think this medicine actually killed my wife': patient and family perspectives on shared decision-making to optimize medications and safety. Mangin D, Risdon C, Lamarche L, et al. Ther Adv Drug Saf. 2019;10:1-12. This focus group study assessed patient perspectives on medication decisions. Investigators identified themes of patients' lived experience, the relationship between prescriber and patient, and the medical system as the key factors that influenced medication discussions. The authors call for more patient engagement to enhance medication safety. Journal Article > Study Engaging patients and informal caregivers to improve safety and facilitate person- and family-centered care during transitions from hospital to home—a qualitative descriptive study. Backman C, Cho-Young D. Patient Prefer Adherence. 2019;13:617-626. Hospital discharge is a complex process that requires patient and caregiver engagement in order to transpire safely. Interviews with members of a Canadian patient safety organization who had recently been discharged from the hospital revealed that they desired better communication as well as more attention to their social determinants of health. A PSNet perspective discussed interventions to improve safety during the transition from hospital to home. Journal Article > Study Can patients contribute to safer care in meetings with healthcare professionals? A cross-sectional survey of patient perceptions and beliefs. Ericsson C, Skagerström J, Schildmeijer K, et al. BMJ Qual Saf. 2019;28:657-666. Patient engagement in safety is considered a best practice and a National Patient Safety Goal, but less is known about patients' perceptions regarding this topic. In this survey study involving 1445 patients in Sweden, researchers found that more than 80% of respondents felt comfortable directing questions to doctors and nurses. Patients who had filed a formal complaint reporting a safety concern were found to believe with greater certainty that the patient perspective can improve the safety of care. Journal Article > Study A qualitative analysis of outpatient medication use in community settings: observed safety vulnerabilities and recommendations for improved patient safety. Lyson HC, Sharma AE, Cherian R, et al. J Patient Saf. 2019 Mar 13; [Epub ahead of print]. This study used direct observation and interviews to assess hazards in the medication use process in a sample of ambulatory patients who predominantly had low health literacy. The investigators found that the outpatient medication use process is fragmented and complex with poor coordination between clinicians, pharmacists, and insurance companies, forcing patients to develop self-management strategies to manage their chronic health conditions. Journal Article > Study Missed opportunities for diagnosing brain tumours in primary care: a qualitative study of patient experiences. Walter FM, Penfold C, Joannides A, et al. Br J Gen Pract. 2019;69:e224-e235. This qualitative study of 39 patients with a recent diagnosis of brain tumor found that many had multiple primary care visits prior to diagnosis, raising concern for missed opportunities for diagnosis. Patients reported more prompt diagnosis when their primary care physician elicited a more comprehensive history including subtle cognitive changes. The authors conclude that better public awareness of symptoms could prompt more timely diagnosis of brain tumors. Journal Article > Study Capturing patients' perspectives on medication safety: the development of a patient-centered medication safety framework. Giles SJ, Lewis PJ, Phipps DL, Mann F, Avery AJ, Ashcroft DM. J Patient Saf. 2019 Mar 11; [Epub ahead of print]. This study convened focus groups that included the public, patients, and caregivers to define a framework for medication safety problems. Participants described the importance of factors such as communication, supply of medications, health information technology, access to care, and continuity with physicians. The authors suggest that this framework clarifies patient perspectives on medication safety. Journal Article > Study Implementation and evaluation of a laboratory safety process improvement toolkit. Kwan BM, Fernald D, Ferrarone P, et al. J Am Board Fam Med. 2019;32:136-145. This qualitative evaluation found that the AHRQ Improving Your Office Testing Process toolkit was perceived as usable and applicable to the clinical setting. The content for patient engagement and communication with test results was particularly valued. Journal Article > Study Usability and feasibility of consumer-facing technology to reduce unsafe medication use by older adults. Holden RJ, Campbell NL, Abebe E, et al; Brain Health Patient Safety Laboratory. Res Social Adm Pharm. 2019 Feb 26; [Epub ahead of print]. This usability study examined whether older adults could use a mobile application to consider the risks and benefits of anticholinergics, a high-risk medication class. The 23 participants reported an overall high usability for the application, suggesting that mobile health information technology has potential to engage patients in safety. Journal Article > Study Assessing the use of Google Translate for Spanish and Chinese translations of emergency department discharge instructions. Khoong EC, Steinbrook E, Brown C, Fernandez A. JAMA Intern Med. 2019;179:580-582. This study examined the accuracy of using Google Translate to translate 100 actual, deidentified discharge instructions from English to either Spanish or Chinese. The majority of instructions were correctly translated (92% correct in Spanish, 81% correct in Chinese), as assessed by back-translation performed by bilingual human translators. Less than 10% of erroneous translations had potential to cause harm. Journal Article > Study The impact of patient–physician alliance on trust following an adverse event. Shoemaker K, Smith CP. Patient Educ Couns. 2019;102:1342-1349. Maternal morbidity has garnered increasing attention as a patient safety issue. This survey of postpartum women elicited reports of adverse events, unanticipated procedures, and sense of betrayal in health care institutions. Patients' reports of adverse events were associated with lack of trust in physicians. Investigators found that patients who reported more engagement in decision-making maintained more trust in physicians than less engaged patients. The authors suggest that shared decision-making may mitigate some of the loss of trust associated with adverse events. A recent Annual Perspective summarized national initiatives to improve safety in maternity care. Journal Article > Study Making infection prevention and control everyone's business? Hospital staff views on patient involvement. Sutton E, Brewster L, Tarrant C. Health Expect. 2019 Feb 17; [Epub ahead of print]. Interviews with frontline hospital staff and executive leaders revealed that they were generally supportive of engaging families and patients to promote infection prevention in the clinical setting when using a collaborative approach. Staff identified certain challenges including concerns related to the extent of responsibility patients and families should bear with regard to infection prevention as well as risks to infection control posed by patients themselves. Journal Article > Study Are more experienced clinicians better able to tolerate uncertainty and manage risks? A vignette study of doctors in three NHS emergency departments in England. Lawton R, Robinson O, Harrison R, Mason S, Conner M, Wilson B. BMJ Qual Saf. 2019;28:382-388. Risk aversion in clinical practice may lead to the ordering of unnecessary tests and procedures, a form of overuse that may pose harm to patients. Experienced clinicians may be more comfortable with uncertainty and risk than less experienced providers. In this cross-sectional study, researchers surveyed doctors working in three emergency departments to understand their level of experience and used vignettes to characterize their reactions to uncertainty and risk. They found a significant association between more clinical experience and less risk aversion as well as a significant association between more experience and greater ease with uncertainty. The authors caution that they cannot draw conclusions on how these findings impact patient safety. An accompanying editorial suggests that feedback is an important mechanism for improving confidence in clinical decision-making. A WebM&M commentary discussed risks related to overdiagnosis and medical overuse. Journal Article > Study Patient safety after implementation of a coproduced family centered communication programme: multicenter before and after intervention study. Khan A, Spector ND, Baird JD, et al. BMJ. 2018;363:k4764. Patient engagement in safety takes many forms: patients may report unique safety incidents, encourage adherence to best medical practice, and coproduce improvement initiatives. Family-centered rounding in pediatrics invites families to express concerns, clarify information, and provide real-time input to the health care team. This pre–post study explored the safety impact of family-centered rounds on 3106 admissions in pediatric units at 7 hospitals. Family-centered rounds reduced both preventable and nonpreventable adverse events. They also improved family experience without substantially lengthening rounding time. A past PSNet interview discussed the safety benefits of structured communication between health care providers and family members. Journal Article > Study Must we bust the trust?: Understanding how the clinician–patient relationship influences patient engagement in safety. Mishra SR, Haldar S, Khelifi M, Pollack AH, Wanda P. AMIA Annu Symp Proc. 2018;2018:1425-1434. Engaging patients as partners in safety has been endorsed by The Joint Commission as a National Patient Safety Goal. Prior research has shown that while patients may view engaging in safety efforts positively, they may be hesitant to participate if they think doing so may adversely impact their relationship with providers. Using data obtained from interviews with inpatients, researchers determined that the patient–provider relationship is an important factor that influences patient and family engagement in safety efforts. Journal Article > Study Prevalence of and factors associated with patient nondisclosure of medically relevant information to clinicians. Levy AG, Scherer AM, Zikmund-Fisher BJ, Larkin K, Barnes GD, Fagerlin A. JAMA Netw Open. 2018;1:e185293. Diagnostic errors and delays may occur when patients fail to disclose medically relevant information. This study analyzed online survey responses from 4510 patients and found that about 70% reported not disclosing information. Disagreement with a clinician's recommendation or failure to understand a clinician's instructions were common. Patients most often did not disclose because they feared judgment from the clinician or felt embarrassed. Journal Article > Study Case-based simulation empowering pediatric residents to communicate about diagnostic uncertainty. Olson ME, Borman-Shoap E, Mathias K, Barnes TL, Olson APJ. Diagnosis (Berl). 2018;5:243-248. Uncertainty is common in the diagnostic process due to complexity in clinical scenarios. This study describes a simulation-based educational intervention to develop resident skills in discussing clinical uncertainty with patients and families. The results of the program illustrate the strong potential of simulation as a method to enhance communication skills.	https://psnet.ahrq.gov/search?restopic=Other-Country-or-Continent-MeetingConference&amp%3Bamp%3Bf_topicIDs=658&amp%3Bf_topicIDs=429&f_topicIDs=634&f_resource_typeID=71
Making Medical Decisions Work for You Shared decision-making is a collaborative process that allows patients and their healthcare teams to make decisions together. This process takes into consideration the most up-to-date clinical information and research in addition to the patient’s goals, preferences, and values. It also brings experts together in the planning of your care. The healthcare team has its experts in medicine and prostate cancer treatment, and you are an expert on your own personal feelings and what is important to you. Becoming part of the shared decision-making process While you may not feel like an expert, you are an expert on yourself! It is important to recognize that you have a voice in the decision-making process. While it is important to be involved in all aspects of your healthcare to the level you are comfortable, shared decision-making is most appropriate in situations in which there is more than 1 medical option available.1 The process helps to ensure that patients are fully informed of all of their options, including the risks and benefits of these options, and that the things that are most important to the patient are taken into consideration. What questions should be asked? After a prostate cancer diagnosis, you may feel overwhelmed and in a daze. It can be hard to fully absorb all of the information that is being presented to you. Asking questions can help to ensure that you and your healthcare team are on the same page. Below are some questions that may help: About diagnosis - What type of prostate cancer do I have? - Should I get a second opinion? - Are there any other diagnostic tests I should have? - What is the stage of my prostate cancer? - Has my prostate cancer spread to any other parts of my body? About treatment - What treatment options are available for my type of prostate cancer? - What are the pros and cons of these treatments? - What can I expect from treatment? - Will I need to stay in the hospital during treatment? - How long will treatment last, and how often will I receive treatment? - What is the goal of my treatment? - How do you determine if treatment is working? - What happens if the treatment is not working? - Does my insurance cover this treatment? - Who is part of my care team? What are they responsible for? - Are clinical trials an option for me? - Where can I learn more or get support to make the right decision for me? - Will this treatment affect my fertility or chances of starting a family in the future? Other important questions - How often will I have appointments and/or scans? - Who should I contact if I have questions between appointments? - Who handles health insurance and payment questions in this office? - What symptoms or side effects are considered emergency symptoms? - What happens when my treatment course is completed? - Are there special resources I should be aware of (such as support groups or financial resources or programs)? - Are there any resources to help me or my family cope? Other considerations to keep in mind Each person and each case of prostate cancer is different. What matters most is that you feel comfortable with your care team and your treatment plan. Asking questions is an important part of managing your care and ensuring you and your care team have decided on the best plan for you! The questions you choose to ask will be unique to your situation, and, just as your needs and priorities may fluctuate, your questions may change over time. Join the conversation Community Poll Which prostate cancer treatment did you first receive?	https://prostatecancer.net/living/making-medical-decisions
As project managers, we can make it easier and more efficient to work in culturally diverse teams by understanding our own cultural preferences and the preferences of our team members, identifying gaps and deciding on strategies to bridge those gaps. Jens slammed his computer shut and stormed out of the door past his surprised colleagues. After the last conference call with his project team in India and France, he needed to cool off. Why can’t they just do things the way he proposed? His Indian counterparts in the project team had communicated weeks ago that they are on track to deliver on time, but during this last conference call they reluctantly admitted to needing more time. Why did he have to press them so hard? His French colleagues – at the same time – kept questioning his authority. The alignment and communication hurdles he had to jump over during the last months had really taken a toll. Never would he have thought that managing this IT implementation project across international borders would pose to be such a challenge. Jens started to question his decision to take the lead on this project. His track record had made him the ideal candidate to work on this high-visibility global project. But it slowly dawned on him that what worked well in Denmark might not get him to meet his goals and targets with this international team. The success of this project depended on Jens’ ability to understand the reasons behind his colleagues’ behaviour, to build trusting relationships with his project team and ensure that he communicated in a way that leads to the most effective collaboration of the team. Managing global projects with team members dispersed across multiple time zones and nationalities has become the norm for most multinational companies. There are many opportunities of global project work like teams being able to work around the clock, pooling the best talent from across the organisation and benefiting from regional knowledge for localisation efforts. At the same time, the potential challenges for project managers also increase. When we work with national colleagues who have similar core values and the same understanding of processes, there is often less need to explain the reasoning for our approaches and thoughts. The PMI Global Standards (found in the PMBOK) help to create a baseline for discussion among project managers and their teams. However, when we facilitate and execute projects with project teams that have spent their childhood, education and work life in diverse cultural environments, many of our own assumptions of “what is right and wrong” will be put to the test. What got you here won’t get you there As project managers, we can make working in these teams easier and more efficient by understanding our cultural preferences and the preferences of our team members, identifying gaps and deciding on strategies to bridge those gaps. Besides our personal preferences and personalities, we are also an active part of groups that shape our opinions, belief systems and values. National cultures like French, Danish and Indian have found to differ on cultural dimensions that were researched and developed by Hofstede, Trompenaars, Hall and many more. These dimensions are a great starting point to develop more sensitivity to differences in work and communication style. At the same time, we should remember that groups cannot be reduced to a single score on various dimensions. An individual can deviate from a norm and our assumptions need to be tested. What is also important to realise is that these cultural continuums do not have a positive and negative end, meaning one side is not better or worse than the other. Both sides of the spectrum are heavily context-related and function well in their respective environment. Some cultures tend to put a lot of emphasis on the status of the person they interact with. You can see this play out in decision-making processes and leadership behaviour. In hierarchical cultures like India, Brazil and France, it is important to know where someone stands in relation to yourself. For a project manager, this can mean that visible support from a high-ranking manager and a more directive approach in making decisions are needed. Egalitarian cultures like Denmark or the Netherlands, on the other hand, have a tougher time with those that play on their status too much, or put themselves in the spotlight. Their consensus-driven managers are often perceived as lacking authority and weak decision-makers in other cultural contexts. Communication styles can be starkly contrasting between cultures. While there is, of course, a variety in the personal preference, you will find that people adhere to certain rules in a business context. In direct cultures like Denmark and Germany, it is considered rude to “beat around the bush” and deemed constructive to give critical feedback in the moment. In indirect cultures, a similarly blunt statement could be considered rude, impolite and extremely disrespectful towards the person’s reputation. Saving someone’s face is an art form in many conversations in Asia, for example. Especially in virtual work environments, it is important to consider what medium is used (email, chat, conference call, video call) and how to elicit input from less direct communicators. Our perception of time is influenced by the culture that we grew up in and live in. In certain cultures, time is relative. Polychronic cultures like Indonesia and India have a more fluid understanding of time and typically work on many different things at the same time. You can see this in a looser interpretation of meeting timelines and deadlines, and a flexibility for spontaneity. Monochronic cultures like Germany, Denmark and the U.S. prefer to look at time as a linear, definitive thing. Visible characteristics of these cultures are back-to-back meetings, “time is money” mindset and a preference for punctuality. The view on relationship building while working is a major differentiator, which connects to the next dimension. Whether you start a project or a meeting, what do you focus on: the people or the task? There are proven differences in our preferences towards one or the other. Those from task-oriented cultures (for example, Denmark and Germany) tend to dive straight into the topic with little “chit-chat” or time for small talk to get to know the project team members. It is assumed that you will get to know each other through the work process. Those from relationship-oriented cultures (for example, France, India and China) typically prefer to spend a longer time getting comfortable and finding out about each other’s professional and private background before getting to work. When you build your project team and kick off the project, it is helpful to remember these dimensions. Most cultures around the world value hierarchy and relationship as an important part of how business is done. Jens would therefore do well in thinking of ways to build more informal touchpoints with his colleagues from India and France. Additionally, the way we believe trust is built also differs significantly between cultures. While especially Northern European cultures believe that trust is a given, until proven wrong, the majority of cultures around the world believe that trust needs to be gained. Temporary teams such as global project teams therefore often suffer from a lacking foundation of mutual understanding and approach. Ideally, the project manager – in this case Jens –allocates more time for trust-building activities and exchanges in the beginning of the project phase. When timelines approach or pressure mounts, these different underlying assumptions on how we work together and what is important can otherwise create unnecessary frustrations and conflicts. Here are some tips for virtual meetings and working across cultures: Intercultural competence is generally understood as the ability to appropriately communicate and work effectively with people of other cultures. Culture can therefore be understood in a broad sense, for example, also as functional culture, organisational cultures (in M&As), national cultures or generational cultures. To be culturally competent requires that we build more knowledge, develop skills on how to bridge gaps but also change our attitudes to appreciate and value approaches and perspectives that differ from ours. Each development starts with a good hard look at where you are standing right now. Building your cultural muscles is no different. In the case of culture, what makes it difficult is that we do not necessarily have a good grasp on what it is that defines our cultural identity. Especially for those who have never stepped outside their country lines to live abroad, the reflection on their home country’s values proves difficult. A first realisation that project managers often have in a global setup is that there is no one way of reaching a goal. Having an open mindset towards different approaches and evaluating alternative solutions or ways of working to have an engaged and committed project team are important realisations. It is helpful to carry that learner mindset and make it a building block of a diverse project team. The more transparent you discuss ways of working together, the easier it is to build a solid team culture. Once we have realised our own filters and lenses and have established a learner mindset, we need to change habits to build intercultural competence into our project interactions. There are two techniques that can help: frame-shifting and code-switching. Both require that you have knowledge and skills to adjust your behaviour. Changing your perspective (frame-shifting): Our cultural values and beliefs are what we unconsciously draw upon when speaking, thinking and acting. Shifting that frame of reference means to draw upon new knowledge on cultures and values different from my own (for example, a hug might be considered a sign of friendship in one culture, but would be offensive and intrusive in another culture). Changing your communication style (code-switching): The practice of shifting the way you express yourself and communicate in your conversations based on the recipient (originates from multilingual speakers, but also concerns communication principles like directness, non-verbal expression etc.). After a few honest conversations with his project partners and learning about his colleagues’ cultures, Jens realised that he had overseen a lot of elements that could have been misinterpreted by his colleagues. He, however, also saw the tremendous opportunity of turning this project into a development opportunity for himself. With new energy, he set out to draft an email to his project team to share his excitement and how much he was hoping to learn from them in the future. What about you? Have you been part of or led a global project team? What are your tips on working within cross-cultural project teams? The hidden potential of eliminating failure demand Stop focusing on doing it faster and start focusing on eliminating failure demand.	https://implementconsultinggroup.com/bridging-cultural-gaps-in-project-management/
7 tips to collaborate better when your team is online Team members are a bit like cake ingredients: good on their own, but when you combine them all together… That’s when the magic happens. (That being said, we do not recommend eating flour on its own.) Or to put it another way, when individuals work well together, they are better than the sum of their parts. Good teamwork is a mix of effective leadership, open collaboration, and helpful tools to make it all easier. This is especially true for remote teams, which often face additional challenges on top of everything else. Things like communication breakdowns, loneliness, and bad tech can all spell serious trouble for online teamwork. Buffer’s State of Remote Work 2020 report listed collaboration and communication struggles as the top problem among remote workers. [Image Source] What is teamwork, and why is it important? “It is the long history of humankind (and animal kind, too) that those who learned to collaborate and improvise most effectively have prevailed.” – Charles Darwin Teamwork isn’t just something that’s nice to have — it’s essential. It improves productivity. It’s also been proven to lead to higher motivation and staff wellbeing — both of which have positive knock-on effects, including healthier profits. On the flip side, bad teamwork (or an inability to work well together) can be a disaster, eroding morale and damaging employee wellbeing while potentially leading you toward project failure. Before we take a closer look at how to work effectively as a remote team, let’s run through the potential problems. Barriers to effective online teamwork Teamwork is tricky at the best of times, but it’s a whole different ball game online. Here are some common problems to watch out for: - Limited voices getting heard: Competitive and entrepreneurial individuals can be great for a team, but only if others get a chance to speak. This is one issue that is often easier to address online since ‘speaking’ isn’t always a question of who’s loudest. - Competitiveness: It’s important to moderate bigger personalities when dealing with competition. Unaddressed conflict can tarnish team culture, so it’s important to address these issues early on through intervention. - Communication breakdown: It’s easy for team members to stop talking (either on accident or intentionally) when they aren’t physically around each other. This can happen between different types of people due to different cultural backgrounds, language styles, time zones, and more. - Bad tech: Inadequate technology hinders communication and collaboration. There are few things more frustrating than trying to find an internet connection or not being able to access important documents when you need them. - No shared vision: When people are physically separated, they can also feel separated from the company vision. This could be down to a range of things, from communication breakdowns to not seeing the end product and feeling detached as a result. - Not feeling valued: Managers need to take extra steps to provide feedback — good and bad — to help team members feel cared for and valued. It takes extra effort when the team’s spread out across the globe. Even a friendly ‘thanks a lot’ via your businesses’ chat app could make a world of difference to someone’s motivation. “Coming together is a beginning, staying together is progress, and working together is success.” – Henry Ford How to make teamwork work Everyone needs to know what they’re doing, what their teammates are up to, and what the bigger company vision is. Each individual should also know the importance of working together, without relying too heavily on the initiative of others. Here are some tips on making your remote team work seamlessly. 1. Lead like a true leader As a leader, it’s important you’re also a role model. When it comes to teamwork, this includes listening well, letting others lead, being as personable as possible, holding yourself accountable for decisions, and fulfilling every commitment — no matter how big or small. These are the same qualities everyone on the team should be striving for — and the boss should be the one setting a good example. As well as leading by example, you can also make your management style team-oriented. If you’re a team-oriented manager, you still care about jobs and deadlines, but you focus more on helping people achieve those goals. For example, a team-oriented manager might ask an employee how they feel about their tasks, rather than focusing on deadlines. Checking in regularly is all the more important online because you’re missing that everyday face-to-face contact. Make time to send people chats and emails to see how they’re doing. This helps that person feel cared for while giving you an insight into the general mood of the team. As a leadership style, it goes hand-in-hand with a bottom-up style of management, which has a much flatter structure: Everyone’s voice is more or less equal. In contrast, a top-down style of management is more about hierarchies. Think of your classic workplace pyramid. If you’re used to top-down working, trusting others to take charge can be a frightening prospect. If you’re in need of extra structure, project management software can help you stay on top of tasks while avoiding micromanaging. 2. Build a culture of accountability Collaboration is all about everyone working together, but if each individual lacks personal accountability, that can sometimes give rise to a problem known as social loafing. Social loafing happens when individuals assume the wider team is taking care of something. This results in a widespread ‘it’s not my job’ attitude, which is disastrous for productivity. Managers can avoid this by ensuring everyone knows both what they’re doing and what they’re responsible for. People who are experts should be given decision-making power on relevant jobs, and everyone on the team should feel empowered to make decisions. 3. Make communication a priority Finding the right way to communicate as a remote team is essential for success. There needs to be a variety of channels to choose from, plus daily updates as well as guidance on how to use the channels available. Speaking of meetings: Many remote teams have fewer meetings, when, in reality, the extra contact is even more important when teams are geographically separated. It’s important to have the right mix of meetings — from daily catch-ups on a team chat app to video calls for longer and more detailed discussions. As important as it is to define how best to communicate with each other, it’s equally important to set boundaries. A call at the wrong time can ruin your focus, as can multiple pings on the chat app. Make it okay for individuals to set ‘busy’ statuses or check emails at set times throughout the day. 4. Create a shared vision Teamwork is about working together toward a shared goal. A big part of that is celebrating the wins and helping each other out through the rough patches. Managers should hold regular catch-up meetings to help everyone feel involved as well as share feedback when it comes in. Seeing the results of your work can be incredibly motivating, and while these catch-ups do take extra time, they can foster strong feelings of togetherness and accomplishment among the team. It’s equally important to hold a post-mortem meeting after the project is complete so the team can join in on the sense of shared ownership. Top tip: Giving feedback doesn’t have to be hard work and time-consuming. Just a quick ‘great work’ on the chat app is enough to put a smile on someone’s face and help them feel more valued. 5. Provide structure Structure is all the more important with online teams. When teammates are separated from each other, they can feel isolated and lack direction. Project management tools are essential for remote teams because they allow everyone to log in from wherever they are, access schedules and workflow diagrams, and receive real-time updates and notifications. Another way to add structure is to create and share a team agreement. This is a document that outlines what’s expected of everyone — from work handovers and work hours, to response times and timezones. It’s also a good idea to set out which channels should be used for specific types of communication. 6. Bring people together It’s easy for remote teams to feel separated from each other. Different time zones and cultural barriers to communication can make communication all the trickier. Throw in a lack of watercoolers and breakout areas into the mix and it’s easy to see how employees can feel distant from each other — something that can spell trouble for motivation. To build a vibrant workplace culture among remote teams, let people socialize. One option? Create a virtual watercooler. That’s a group or thread on your online chat app that works as a space for people to gather and chat about everything from the latest Netflix series to football results. Once people start building rapport, they’ll see themselves as more of a team with shared interests and responsibilities. 7. Embrace apps and tools Teamwork and communication go hand-in-hand. Online collaboration tools like chat apps and project management software are perfect for when face-to-face communication isn’t an option — something that’s becoming more popular as more businesses make the shift to remote work. Use tools that make it easy for everyone to communicate with each other and teamwork will be that little bit easier. 3 essential teamwork tools to invest in Fitting your team out with the right tech can work wonders. Here are three of the most popular tools. File repositories: It’s so much easier for everyone if important docs are shared on the cloud. That means everyone can access the things they need with an internet connection and a password. Dropbox and Google Drive are popular options. Chat apps and video: Chat apps and video calling are as close as you can get to having a conversation in-person. Chat apps are best suited to informal occasions, where video is best for serious or more in-depth matters. Project management software: From real-time Kanban boards and notifications to easy file sharing and wikis, good project management tools make it simple for everyone to stay on track.	https://nulab.com/blog/collaboration/7-tips-to-collaborate-better-when-your-team-is-online/
Addressing ethnic differences across virtual groups As a result of developing global competition, today's web based no longer limited by geographic borders. The positive effect drives many businesses into emerging markets and low salary countries to be given their intellectual capital, and lower cost of operation. These types of changes have got given rise to the " virtual team"; a cross-cultural band of co-workers that span intercontinental borders and typically speak by means of technology rather than face-to-face meetings. A recently available study by Garner Group, states that by the season 2008, forty one million business employees will work in a virtual workplace at least 1 day per week . Teams geographically separated not only must work in individual time zones, although also overcome cultural best practice rules and dissimilarities, which have been referred to as one of the major concerns of task management once dealing with electronic teams . With this paper all of us will look with the challenges of the virtual team communication throughout different ethnicities. Initially all of us will explore the connection problems connected with time dissimilarities and vocabulary barriers often magnified by lack of face-to-face experience and cultural variations. Then all of us will move further to review cultural benefit differences among virtual associates, different electrical power relationships and hierarchical preparations, diverse communication styles and exactly how are these kinds of enhanced in the virtual conditions. " Traditions is an all inclusive system of communication which incorporates the biological and technical patterns of humans with their spoken and nonverbal systems of expressive behavior. Culture is a sum of any way of life, which include such things as predicted behavior, values, values, vocabulary, and living practices shared by users of a society" . Team members with cultural dissimilarities can have got vastly diverse communication models and different ways to covey information. Often times these types of cultural differences, can lead to tension between digital team members in addition to a make interaction difficult. Without the recognition of cultural dissimilarities, and the variation in communication styles, virtual teams generally do not conduct to their total potential. To make cross-cultural interaction more effective, each side must inform themselves of the teams' culture, and learn to adapt appropriately. Since interaction in cross-cultural virtual teams often entail communication by way of email and conference cell phone calls team members also need to change the way they speak with one another. Connection misunderstandings are the number one issue amongst electronic team members . The language barrier can play a tremendous role, particularly in electronic connection. Misunderstood idioms and culture specific terms might weaken good relationship or even break the team aside. Team members must be aware of these potentially problematic factors and be careful when communication across diverse cultures. A virtual work environment typically leaves a lasting trail in the form of email messages and wood logs. Some of the feedback normally misplaced and cheaper during face-to-face communications might pose hazardous problems towards the virtual team dynamics once overanalyzed. Another problem with electronic digital media can be difficulty in revealing emotions. A dry email exchange could possibly be greatly improved by a phone call or a conference call, to reiterate and articulate most crucial issues. This sort of follow up should certainly greatly increase the understanding of the job that crew is faced with. Another issue working in a virtual group is the difference with time zones. A virtual team spread out worldwide across varying time zones makes group effort difficult best case scenario. Technology permits team members to communicate via email, text message, and tone of voice; however , a time that may be easy for one group may not be perfect for another. This becomes really an issue when ever working to deal with emergency...	https://mydebtreductionblueprint.com/cultural-difference-around/56187-cultural-big-difference-across-electronic-teams.html
Challenges to Teamwork in Multiple Branches of an Organization Building effective teams is a challenge for many organizations. When the organization has multiple locations, some of those challenges are magnified, whether all of the locations are in the same town or region, or spread out around the globe. Understanding and anticipating these challenges helps you develop effective and functioning teams. Lack of Trust In some companies, employees at one branch never meet their colleagues at another branch face-to-face. When you're building a team across branches, though, this lack of familiarity can present a challenge. It can be difficult to build a relationship or trust someone that you only speak with on the phone or over e-mail. Without daily interaction and a chance to get to know each other on a personal level, team members may not have the commitment or motivation to keep the team functioning well. Communication When team members work in multiple locations, whether across town or across the world, communication can be difficult. Not only are you limited by physical issues, such as time zones that can cause delays, but when you primarily communicate via electronic means, such as e-mail or phone, nonverbal communication cues are lost. Facial expressions, body language and tone are all a part of effective communication. Team members communicating across the miles might misunderstand the intent of an e-mail message, for example, and get offended or upset by another person. These communication breakdowns present a challenge to team effectiveness. Inconsistency Companies that have multiple branches generally have multiple leaders to manage staff at each location. While certain corporate policies may be consistent across the organization, different managers have different styles, and each branch may develop its own culture. For example, the employees at one branch might leave immediately at 5 p.m. each day, while employees at another branch generally stay late on most days. Terminology for work processes and items may differ across branches as well. When you're trying to foster teamwork across multiple branches, these different standards and terms can present a challenge to building a cohesive team. Multicultural Challenges Organizations with multiple international locations have additional challenges when building teams. Cultural differences -- including language, how people use time, and professional interaction expectations -- can influence the team's effectiveness. For example, Americans tend to use sports or war metaphors in the workplace that their overseas counterparts may not understand. In some countries, particularly those in Latin American and the Middle East, people generally prefer to build trust on a personal level before engaging in professional interactions. When you're working across multiple branches of the organization, these intercultural issues can hinder effective teamwork. References Writer Bio An adjunct instructor at Central Maine Community College, Kristen Hamlin is also a freelance writer on topics including lifestyle, education, and business. She is the author of Graduate! Everything You Need to Succeed After College (Capital Books), and her work has appeared in Lewiston Auburn Magazine, Young Money, USA Today and a variety of online outlets. She has a B.A. in Communication from Stonehill College, and a Master of Liberal Studies in Creative Writing from the University of Denver.	https://smallbusiness.chron.com/challenges-teamwork-multiple-branches-organization-19152.html
, M.P. Ganesh 2 , A. Moreno 3 , H. Schulze 1 1 University of Applied Science Northwestern Switzerland (SWITZERLAND) 2 IIT Madras, Departement of Management Studies (DoMS) (INDIA) 3 Universidad Politécnica de Madrid; Escuela Politécnica Superior de Ingenieros Industriales (SPAIN) Global and virtual teams that transcend time and cultural boundaries are more and more prevalent in the business world today (Connaughton and Shuffler 2007). Working in global and virtual teams means to manage complex team dynamics due to cultural heterogeneity regarding different national and organizational belongings, aspects of geographical distance and computer mediated communication. Preparing undergraduate students to the complexity of collaboration in such environments poses specific methodological and didactical challenges. Studies of teaching intercultural competences show that experiential learning methods coupled with a phase of didactical preparation show the best effects for enhancing competencies like intercultural knowledge and reflexive capabilities among students. Those methodologies also help to develop more effective strategies in an intercultural setting (Behrnd 2010). In this contribution an experiential didactical concept for developing and assessing competences for successful global and virtual collaboration will be presented. Our concept is based on a review of literature on the education of intercultural and computer mediated communication competences as well as onfield experiments regarding global and virtual team dynamics. The concept follows the experiential learning cycle proposed by Kolb (1984). We already could conduct two collaborative student courses based on the developed concept. Teams constituting of Indo-Spain and Indo-Swiss students were formed and were asked to work on collaborative student projects. At the core of the concept a task affording collaboration was placed: The students from the Indian and from the Swiss or Spanish side had to extract divergent information regarding the cultural context, the local market constraints in order to creatively integrate these different perspectives into one marketing concept which could be implemented in both countries. The mentioned team tasks address the most critical challenges of global and virtual team collaborations and should enable an experiential learning process by allowing a reflection on critical incidents evoked by the challenges. On the level of the secondary task reflexive and metacognitive capabilities should be developed that allow the students to adapt to challenges of intercultural virtual collaboration by arriving at effective behavioral strategies. By analyzing the self-reflective assessment of critical incidents made by the students a first concept and assessment method for global and virtual collaboration competence was developed. According to this pragmatic conceptualization global and virtual collaboration competences are understood as the students ability to recognize central challenges, the depth of students reflection about perceived incidents and the following learning process regarding the development of effective behavioral strategies in a context defined by cultural diversity and virtuality. The validated course concept of combining realistic hands-on-experience with data collection and reflection can be used to develop and assess global and virtual collaboration competences. Additionally the reflected experiences regarding the courses will be presented in form of guidelines for implementation. keywords: global and virtual collaboration competence , intercultural learning , experiential learning , computer supported learning .	https://library.iated.org/view/RYSER2011DEV
Virtual collaboration places special demands on managers and team members. Team building, respectful interaction, clear communication channels and defined goals are essential factors. 3 tips how to get one Team on the other side of the world. Team and project work will be in Company of every kind more popular. Because effective and efficient teamwork results in advantages for customers and companies. But more and more teams are not sitting together in the same office. In times of interdepartmental cooperation and international projects, team members often live on different continents and still work together on a task. Thanks to new and ever-evolving technologies, it is now easier than ever to work with colleagues on documents and presentations at the same time. Thus, virtual collaboration for many is already everyday. It has often been reported about the benefits of intercultural teams, flexible working hours and home office work. One issue that has not yet been addressed in this context is the question of how managers and team leaders, who are often on business trips, can take responsibility for their team and their tasks while on the road or, as in my case, live in a different country than the rest of their team. I live in Amsterdam, but my team is spread around the world, working in New York, San Francisco and Tokyo. This kind of collaboration requires creative thinking and the full commitment of all team members. No matter how often you can visit your team and be there personally, working together in different time zones brings challenges. For internationally active teams, the question is, at what time you are updating each other and when you arrange Skype or telephone meetings. If the working hours of the team members hardly overlap, weekly meetings, which always take place at the same time, can be contraproductive. It is better to arrange rotating meeting times so that nobody feels disadvantaged. Employees should also be able to dial-in from home after work, or to make their working hours more flexible. In addition, more meetings are needed in international teams to keep all parties informed. After all, you do not meet in the corridor or in the kitchenette when you are not working in the same location. However, the meetings should be kept short. Each team member provides a brief update of what is currently being worked on and the hurdles to be overcome. Here you should be as efficient as possible. Since the team members usually work very independently, it is important to agree on clear goals and work together to develop a plan for how they should be achieved. So everyone knows - no matter where he is - exactly which are the priorities and who is responsible for which tasks. Instant messaging tools like Google Chat or WhatsApp are very useful for daily sharing. But of course they do not replace "personal" conversations - Skype or other video calling solutions are irreplaceable here. If a team member has gotten stuck in a problem, it should be possible to discuss solutions in a short phone call in a timely manner. Just because you do not sit in an office together does not mean that you work in silos. It is essential for success that the team leader, in particular, is available to his employees. I personally try to be as often as possible in our Headquarter in New York and work closely with the team. This means that I do not want to be constantly involved in meetings with other managers. It is important to spend a lot of time with your team to really understand how employees think and what challenges they face. I've noticed that one week is often too short to do everything I've done for the time. Therefore it is important to be with his team for a longer time. It is not just about answering questions about current projects, but also spending time with his team and getting to know them better. Procrastination or laziness: Does doing nothing make you productive?	https://berufebilder.de/en/international-teams-lead-3-virtual-collaboration/
As it becomes harder and harder to source local talent, more companies are adopting the distributed software development model to complete their projects. We’ve compiled this short article to help you decide whether or not distributed software development is the right model for your team and project. What is the Distributed Software Development model? Distributed software development services refer to the process whereby multiple teams or individuals physically located in different locations collaborate to complete a software development project. Managing distributed development teams can be a complex exercise and requires the use of tools like project management systems, version control software, and other communication platforms that enable remote co-working. Many businesses have turned to distributed development teams in order to access a larger pool of talent and resources than is available to them locally or to enjoy the increased flexibility that comes with remote working. How are distributed development teams structured? Companies may choose to structure their distributed development teams in a variety of ways. Virtual teams, for example, are made up of individuals who work remotely for the majority of their time. They may seldom or never meet face-to-face and rely heavily on digital communication and collaboration tools to coordinate their work. Hybrid teams consist of both remote and on-site team members. They have some face-to-face interactions but still enjoy the benefits of remote working. Shared services teams consist of a central team that provides services and support to several geographically dispersed teams. This model allows for specialized skills to be centralized and shared across different projects, business units, and teams. Matrix teams are structured so that team members report to multiple managers. This gives businesses the ability to assemble project teams quickly, with the necessary skills assigned appropriately. Hub-and-spoke teams use a central hub or team to coordinate the work of multiple smaller teams (the spokes). This is suitable for organizations that prefer using a centralized point of management and coordination while leveraging the benefits of distributed development. Regional teams are composed of members that work in the same geographical area. This enables better coordination and communication and few differences in time zones and culture. Whichever model you choose will depend on the project and your goals and needs. It’s best to find a structure that enables the most effective collaboration and coordination between team members themselves and the business units they serve. What are the challenges of distributed software development? Managing and even assembling distributed teams comes with a unique set of challenges: - Communication and coordination: When working with a dispersed team located all around the world, it can be difficult to maintain clear and consistent communication, especially with time zones and cultural differences. This can lead to miscommunication, confusion, and even delays in the development process. - Time zone differences: When teams are globally dispersed, scheduling meetings and coordinating work can be tricky, especially when there is minimal overlap in time zones. - Cultural differences: Cultural differences can lead to miscommunication and even conflict as different cultures have different approaches to things like PTO, scheduling, hierarchies, and communication. - Lack of face-to-face interaction: Building trust and establishing relationships is important in every team, but this can be difficult when teams work remotely. - Technical challenges: Distributed teams may have to work with different tools, technologies, and infrastructure, which can add complexity to the development process. - Dependency management: Dependency management (where one team cannot proceed with their work until another team completes a specific task or component of the same project) is more complex within distributed developer teams. This requires careful project management and coordination. - Security risks: Distributed development introduces new security risks as teams need to provide one another with remote access to sensitive data. This needs to be managed closely. What are the advantages of distributed software development? With so many challenges, you may wonder why businesses pursue this model at all. In truth, there are far more advantages to this model than there are disadvantages, including: - Access to wider talent pools: Distributed development means that businesses can tap into a global talent pool, along with the skills and expertise that come with it. This makes it easier for start-ups to compete and hire staff. - Increased flexibility: Team members can work from anywhere under this model. This is useful for attracting staff and enables flexibility, working with the need for a commute, and may even lead to more productive teams. - Reduced overhead costs: Distributed development can reduce costs associated with office space, equipment, and other overhead expenses. - Diversification of the team: Distributed teams generally have more diverse backgrounds, cultures, skills, and experience that can enrich the team and the company as a whole and present a new competitive advantage. - Better risk management: We’ve already covered that distributed teams come with inherent risks. However, in many cases, using a distributed model will reduce risks. When businesses use this model, the risk of the project is spread out around the globe by allowing different teams to work on different components of the same project. If a natural disaster, conflict, or hack disrupts one team, others can pick up where they left off. - Increased scalability: The model allows organizations to scale up or down quickly and easily. This can be useful for businesses that experience seasonal peaks and troughs or other fluctuations. In short, the distributed software development model will give your business the edge over the competition and enrich the company as a whole. It’s clear to see why so many companies are turning to distributed teams.	https://www.binfire.com/blog/distributed-software-development-challenges-perspectives-2023/
DIVERSE & INCLUSIVE TEAM-BUILDING: Creating intentional spaces using nontraditional (and fun!) methods This one-day techniques-focused workshop is designed to help you improve how you build cooperative, collaborative teams in creative ways that leverage team-member diversity. You will learn how to use targeted, unconventional approaches and establish purposefully-designed settings that embrace the differences (national cultures, ages, faiths, backgrounds, professional roles, etc) found among team members as advantages rather than challenges. Doing so can help build teams with a greater shared sense of inclusion and, as a result, effective performance. Guest faculty Sherifa M.B.E. Fayez, Prof. Annette Gisevius Why participate Whether in the workplace, classroom, community or elsewhere, establishing conditions for effective group dynamics is a key responsibility for many of us, yet we may default to doing so implicitly or even neglect to consider this crucial aspect of our roles. And, identity differences among would-be team members may seem to add challenges rather than benefits when we think about building a sense of shared collegiality and collaboration. Participants in this course will learn how to more explicitly establish success-enabling space(s) in which groups or teams can operate by acknowledging and intentionally designing for the diversity among them, whether apparent or “hidden”, and how to do so using disarming, creative and science-based “serious play” approaches. Emphasis will be placed on how to conduct such group-forming when working within short timeframes. Participant profile/requirements This course is for you if are a trainer/multiplier/educator/consultant who - Supports clients that have increasing levels of (hidden) diversity yet that may not yet realize the benefits of these - Wishes to incorporate nontraditional (playful, creative, innovative) methods into your work with learners/clients - Works with teams that may need to form or shift rapidly yet perform at high levels You should already have at least a preliminary understanding of and experience with —either through your own work or participation in 'training for trainers' type programs— team-building, training and (adult) learning best practices. Contact us if you have questions about the suitability of this course for your circumstances. Learning outcomes In this course, you will learn how to help yourself—and those you work with—so that you/they can better: - Understand key underlying principles that allow for more effective team-building for heterogeneous groups (national cultures, ages, faiths, professional roles, backgrounds…) - Create a highly engaged, constructive team atmosphere and spirit as a base for trustful collaboration when working with groups with diverse members - Adapt team-building activities to embrace team-member differences/diversity as a means of fostering inclusion and belonging - Experience very interactive, creative, and fun (as appropriate) learning techniques and approaches Upon successful completion of the program, you will receive a Certificate of Participation listing 6 contact learning hours. For course additional details see the Institute for Developing Across Differences website. \|Coursecode\|\|Free spots\|\|Starts/Ends\|\|Days\|\|Place\|\|Enrollment start/end\| \|IC-DAD14-2022-1472\|\|Available\|\| \|\| \|\| \|\| \| \| \| More courses: Intercultural Communication Crossing Borders.. from home The course that allows you to study abroad from home, Crossing Borders... from home (CB0), gives you an opportunity to explore different cultures, learn more about your own and develop inte… Crossing Borders 1: Pre-departure This course, Crossing Borders: Pre-departure (CB1), will jump-start the exploration process. You will begin to explore your destination discovering the more subtle aspects of its culture in… Crossing Borders Series The Crossing Borders series is a set of three separate but complementary online courses open to any student taking part in a study abroad programme. This series of courses consists of: - a pre-depar… Crossing Borders 2: Abroad This Crossing Borders: Abroad (CB2) course is to be followed on location. The course will challenge you to engage more deeply with the culture that you are experiencing around you. Using a … Crossing Borders 3: Re-entry This course, Crossing Borders: Re-entry (CB3), is to be followed upon your return to your country of departure. It provides you with an opportunity to look back on your entire experience an… Train the trainer Improve your skills as an intercultural competence trainer! Are you responsible for developing the intercultural competence of others? Do you wonder how you can be more effective in helping them in … Winter School Intercultural Competence for p… Do you want to help others develop their intercultural competence?	https://rugtc.poweredbymentor.nl/module/278/
In The Future of Work, we explore how companies are transforming to stay competitive as global collaboration becomes vital. We will feature stories from both builders and leaders who manage these transformations to illustrate workplace trends and what’s coming next. As COVID-19 continues to disrupt operations for businesses worldwide, product teams that do not normally have a work from home culture are being expected to adopt one — and fast. While this change is hitting many organizations hard, establishing an effective remote working operation now can pay off big in the years to come. This is for a number of reasons, but not least because demand for software engineers has outstripped supply. According to recent reports, there’s a shortfall of one million developers in the U.S. alone. This problem is expected to get worse before it gets better — according to the U.S. Bureau of Labor Statistics, there will be a shortage of 1.4 million software developers by 2021, and only 400,000 software developer graduates. This makes it near impossible to build a local product team comprised of experienced and capable developers. A move toward global software development promises to help tackle this problem. With this approach, a global marketplace is opened up, enabling companies to access niche talent. Developers can be sourced from less competitive markets and projects can be worked on around the clock. But success doesn’t come without some compromises. Collaborating across time zones, and without fact-to-face contact, requires a well-thought-out strategy. Below are six top tips to enable your product team to collaborate when they are geographically distributed. #1: Communicate regularly While it’s difficult to fully replicate agile methodologies with distributed teams, lessons in communication can be gleaned from the approach. Upile Chasowa, chief technology officer at UK-based remote working support company Workclub, has built a completely remote team. He swears by daily standups over Google Hangouts to effectively manage workflow. Team members are then expected to connect throughout the day. Since remote teams don’t have natural opportunities to bond over lunch or after work, as a leader you have to actively create ways for members to inspire, connect and motivate each other. Upile Chasowa, CTO, Workclub “Since remote teams don’t have natural opportunities to bond over lunch or after work, as a leader you have to actively create ways for members to inspire, connect and motivate each other,” he said. “Complement traditional emails and messaging apps such as WhatsApp and Slack with regular video conferences so team members can see each other. Live meetings help relationships not only start well, but to nurture and grow over time. These connection points make all the difference and we actually see an increase in the productivity and general well-being of the team.” #2: Make workload responsibilities and expectations clear The more complicated a software project is, the more likely it is for various team members to interpret some of its requirements differently. Therefore, deliverables need to be made very clear, along with the time given to achieve each objective. Acceptance criteria and quality standards need to be established at the beginning of the process and should be shared among all members of the team to avoid issues later. Creating clear project guidelines for productivity, teamwork, and accountability is very important. Upile Chasowa, CTO, Workclub “Creating clear project guidelines for productivity, teamwork, and accountability is very important to me,” said Chasowa. “All business functionalities need to be clearly defined. Running weekly sprint planning sessions with project teams to clearly present tasks and their impact on the business is absolutely key.” It is also worth considering making each engineer self-sufficient in developing a single piece of technology, which minimizes the amount of collaboration required with teams in other time zones and makes them generally autonomous. “It’s wise to break development down into iterations and also define a continuous integration/continuous delivery (CI/CD) pipeline process, to ensure that code is easily stored, automated and accessible in one place,” Chasowa said. #3: Share processes Standardizing the development environment and core processes will not only increase the likelihood of success, but also minimize the loss of intellectual property and outsider threats. Chasowa said that success with this depends on using the right tools. “Real-time multiplayer web-based tools are the way forward,” he said. “You can bring everything from documentation, notes, product ideas, research insights, project trackers, and much more all into one place. No more exporting, syncing, or redoing work, and even less time keeping track of what’s where. Because they are web-based, you can work on any device. If your laptop falls out of your hand or gets corrupted right before a deadline then it’s no problem, you can just sign in on any computer and all your work will be there. What’s more, you can always see what everyone is doing. You can follow along while someone else works. Being transparent and clear on product features and goals allows remote engineers to share their inputs, and collaboration tools bring that to the next level.” Product testing should also be a part of the process. This can be time-consuming, but it’s an important step to identify bugs resulting from poor data quality assurance or development practice. Get this wrong and it can have a massive impact on how quickly a product can or should be released. Code reviews are key and should be carried out by an independent engineer, not the actual assigned or lead engineer. #4: Timeshift If a team spans the globe, it is important to adjust working hours in a way that is fair to everyone. “One practice we have found useful is to share the pain and compromise,” said Darja Šmite, professor of software engineering at the Blekinge Institute of Technology in Sweden. “This is the case for teams spread across large distances. For small distances, it is useful to have a common schedule, for example, for one side to shift by 2-3 hours. It’s also worth considering shifting lunch breaks to maximize the overlap.” Whatever is agreed on, it’s important to maintain regular work hours to avoid burnout. “In an office, it’s easier for team members to know when it’s time to go home,” said Chasowa. “But when you’re working remotely, there’s no way to tell when the right time is to sign off. Work or lunch hours can easily turn into leisure time, and team members find themselves working late into the evening. Try to prevent this from happening.” #5: Minimize cultural and language challenges Having product teams spanning different cultures can be problematic. Different cultures have different preferred leadership styles and decision-making processes, different perceptions of authorities and attitude towards time, as well as different needs for formalization, preferred communication and interaction styles, business etiquette, and motivation tools. Increasing cultural awareness within teams is absolutely crucial to avoiding potential conflict. Erran Carmel, IT professor, American University “The main thing is for teams to become aware of the cultural differences, and find ways to bridge them,” said Šmite. “We recommend that companies and distributed teams run cross-cultural communication courses to discuss the values that should govern behavior. We encourage offshore members to be more direct, to encourage suggestions for better ways of working and to avoid criticizing ideas.” Erran Carmel, professor of IT at American University in Washington D.C, agrees with Šmite. “Increasing cultural awareness within teams is absolutely crucial to avoiding potential conflict. By harnessing differences, team spirit can be improved,” he said. Reassuringly, research shows that with the right approach, cultural barriers can be broken down. “My empirical findings from studying the behavior of offshore members from five mixed DevOps teams suggest that behavior does change over time, even when integrating offshore engineers who are used to radically different hierarchical organizational culture into agile ways of working,” said Šmite. #6: Be flexible According to Daria Lamb, ambassador to the future at the Institute for the Future in California, it’s never been more important for organizations to recognize that work communities are becoming redefined. What has worked in the past in traditional operating environments won’t necessarily work in the future. “While we all are working more in distributed and remote environments, our networks of collaborators will shape-shift often,” she said. “You’ll see pop-up teams that come together to accomplish something and then, perhaps just as quickly, dissolve as the participants join other groups. It’s important for developers to understand their strengths and working styles and be able to verbalize them to create good working relationships and avoid missteps and wasted time with their product team.” It’s also important to find new ways to seek out specialist knowledge. Šmite’s work on communities of practices in large multinational organizations suggests that, to work effectively, engineers might need knowledge that is not available within a product team. “This is especially true in highly cross-functional teams,” she said. “In such situations, public Slack or StackOverflow channels and regular video-meetings for peers doing similar work is of high importance. When organizations cultivate the culture of helping each other, developers can get an answer to a question within minutes from colleagues they have never met before.” Putting it into practice While geographically distributed teams come with a number of challenges, putting in place a best practice approach can help ensure success. Paying attention to the six points above will put you on the right path. However, Chasowa said there is one final thing to remember: Know your team, learn about them, figure out what makes them laugh, what makes them tick, and pay attention to every concern they have. Upile Chasowa, CTO, Workclub “If there’s one piece of advice I’d give to organizations looking to move to global software development, it’s to remember that remote teams are made up of real people,” he said. “These people require the same level of attention as any other employee. Ultimately, my secret ingredient to building a killer remote team is to get to know your team, learn about them, figure out what makes them laugh, what makes them tick, and pay attention to every concern they have. Suddenly, Jay, the React Native-app developer is now Jay, the React Native guru, who loves to play chess every Friday and enjoys eating lots of oranges — which just happen to be my favorite fruit too!” Lindsay James is a journalist and copywriter with over 20 years’ experience writing for enterprise business audiences. She has had the privilege of creating all sorts of copy for some of the world’s biggest companies and is a regular contributor to The Record, Compass, and IT Pro.	https://generalscout.com/building-products-and-building-bridges/
Teamwork can refer to a number of different things: Working in conjunction with others toward a common goal, a combined action of numerous individuals, or even just efficient and effective collaboration with other people. However, just because people are working with one another doesn’t mean that they’re participating in successful teamwork. What’s more, teamwork can have a different meaning when it comes to software development. Especially in light of innovative trends like DevOps and agile development, effective teamwork is becoming more of a priority for development organizations. In order for initiatives like DevOps and agile development to be successful, developers, quality assurance personnel and software testers must all work closely together. When instituted correctly and made a prime focus of a software development project, teamwork can bring numerous benefits to the product being created. This approach can lead to increased efficiency, enhanced creativity as well as drive innovation, which all shine through in the final release. Teamwork and efficiency When team members effectively work together toward their common goal – developing a product that will provide the best experience possible for end users – it can considerably drive their efficiency. This, in turn, helps drive a faster time to market and prevent coding and other development mistakes. The keys here involve communication and collaboration. When developers are able to clearly communicate with one another about their needs, the overall demands of the project and specific work processes, team members can be more productive in their actions and improve their collaboration. It’s similar to the inner workings of a machine. When all the pieces fit together as they should, and all cogs are running at the right speed, the machine can hum along and perform the actions that it was created for. However, when even a single piece is out of place or not operating at the correct rate, the machine doesn’t function properly and isn’t as efficient as it should be. Teamwork and creativity Supportive teamwork can also help drive creativity among a group of developers. This capability builds off of the communication and collaboration capabilities seen with efficient teamwork processes. When team members feel comfortable expressing themselves among their fellow developers, they can be more confident in their introduction of new ideas, concepts and processes. Enabling and encouraging creativity among the team can significantly improve the final product, and can even result in advancements and innovations that might not have been part of the plan from the start. What’s more, computing and IT experts noted in a scholarly article that creativity can also help development teams establish unique solutions to the common pain points they experience during projects. “[F]ostering creativity is one of the keys to response to common problems and challenges of software development today,” faculty members from King Abdulaziz University and Lahore Leads University wrote. “The development of new software products requires the generation of novel and useful ideas.” Teamwork and innovation Creativity in a development team can also pave the way for considerable innovation. Every advancement that has taken place in the industry so far first began as an original, ground-breaking concept that stemmed from an individual or a group’s ability to be creative. In this way, teams that are confident in the ability to be creative will also be the organizations that likely create the next big innovation in the marketplace. Improving teamwork among developers While teamwork can help support efficiency, innovation and creativity that can drive the overall success of a product, the necessary communication and collaboration here doesn’t simply happen. Team members have to be dedicated and put forth the required effort to ensure that teamwork can take place. Thankfully, there are a few things developers can do to help improve their teamwork. This includes avoiding the five dysfunctions of a team, which can topple collaboration and prevent innovation and creativity while also hampering efficiency and success. These dysfunctions are based on insights from Patrick Lencioni, and encompass: - Inattention to Results: When teams aren’t working together, each member will pursue his or her own goals, as opposed to those of the overall group. As Lencioni pointed out, this “erodes the focus on collective success.” - Avoidance of Accountability: While it can sometimes be uncomfortable or awkward for team members to ensure each other’s accountability, not doing so can serve to plummet the success of a project. In this way, developers must ensure that they are accountable for their own actions and responsibilities, and that they are making sure that their fellow team members do the same. - Lack of Commitment: Another dysfunction occurs when teams don’t commit to the project at hand. As experts have pointed out, this requires a 100 percent buy-in, so to speak – teams must be completely dedicated to creating the product. Lencioni noted that a lack of clarity and communication can be an issue here as well. This can create a climate where team members are prevented from making concrete decisions and remaining true to these plans. - Fear of Conflict: It’s unrealistic to think that conflicts or disagreements will never take place. Dysfunctional teams may fear these episodes, but strong, productive teams understand that conflicts can pave the way for innovation. Team members must face conflicts head on in order to resolve and improve. - Absence of Trust: Finally, problems creep up when team members feel vulnerable and do not trust one another. This can considerably hamper creativity, as if each individual doesn’t feel confident, it may prevent him or her from sharing their ideas. Overall, teamwork is key to ensuring that the final release is the best version of the product possible. With a keen focus on communication and collaboration to support efficiency, creativity and innovation, team members can improve the way they work together. Teamwork at Making Sense Our own Solutions Architect JD Raimondi shared a few insights about teamwork at Making Sense: - Every idea is a good idea if we think of ourselves as the ones using the system. We always try, and when we are lucky enough, we actually are. - Innovation in technology is a double edged sword: It does not come without it risks. But if the new, sharper sword will work faster and better and save us time, we can compensate by using that time to mitigate risks. - It’s very easy for us being creative – we just need to come up with something that nobody in humanity’s history has thought about! - When we mix and match our teams, we always end up with a new combination of points of view, expertise, history and path forward in their career. The middle ground always turns out to be a good balance between, what would otherwise be, biased personal idiosyncrasies.	https://blog.makingsense.com/2016/04/3-key-benefits-of-teamwork-in-software-development/
The ongoing collaboration of your medical staff is critical to the successful operations of your facility and the delivery of quality treatment to your patients. Ongoing education can help improve a medical practitioner’s ability to collaborate with other staff members, partners, and consultants both on location and remotely. Collaboration and communication are crucial if you want to improve efficiencies in your healthcare practice. Photo by Praewthida K on Unsplash Collaboration is important to the health care system because it helps spur collaborative teamwork. Well-coordinated collaboration across medical professions at your practice has the potential to allow for more comprehensive, population-based, cost-effective patient care and a new emphasis on health promotion and disease prevention, which will be essential in meeting ongoing healthcare challenges. An appropriately synched team when it comes to communicating their needs will be more effective at executing their role daily, especially when it comes to the ongoing improvement of the care delivered to your network of patients. During a multiple-day hospital stay, a patient may interact with 50 different employees, including physicians, nurses, technicians, and others. Focusing on a high level of collaboration among teams at your facility is critical for the success of your patients during their stay. This level of collaboration helps build trust among different professionals and educates them regarding the strengths and weaknesses of each individual that makes up the organization and their team. This understanding can help medical staff perform their duties more efficiently and, therefore, continue to succeed. 1. Define Your Collaborative Approach to Health Care A collaborative team is best defined as a group of medical practitioners from different professions who share patients and patient care goals and have responsibilities for complementary tasks on an ongoing basis. Establish what these teams will look like at your organization to begin setting your staff and coworkers up for success. This team should be actively interdependent with an established means of communicating with other team members, patients, and families to ensure that all the various aspects of patients’ health care needs are integrated and addressed for the future. Technology like mobile devices makes communication more robust, strengthening the bonds between internal and external team members. Each staff member should recognize that this collaborative team approach is unique compared to other approaches where healthcare professionals work independently without input from other practitioners. Take Action: Many health care professionals use a program of communication known as SBAR, which is Situation-Background-Assessment-Recommendation to strengthen interactivity between teams and individuals. The US Navy originally developed this technique for collaboration and now helps caregivers more accurately, consistently, and efficiently communicate across their organization using standardized forms, guides, checklists, and processes to report on different internal processes. The communication breakdown often occurs when a patient is passed along to another caregiver and information about their unique circumstances. SBAR standardizes this process by creating a step-by-step guide on how to handle each specific situation about a patient’s health needs. When this process is standardized using SBAR, there’s far less opportunity for important information to get lost or the patient to receive improper care when being passed on to the next caregiver or team member. Here are some SBAR tools to research and purchase to get your organization on the right track regarding what collaborative approach you’re going to deliver to your patients. There are many other techniques for approaching collaboration like SBAR; it just depends on your facility’s needs. Each methodology should address creating a system of accountability, a collaborative approach to problem-solving, and help identify existing problems in the process of delivering healthcare treatment. 2. Delegate the Roles of Each Team Member, Respect Job Roles The education of a health professional is largely separated by profession, limiting the knowledge one staff member has about the skillset of another and potentially causing future problems. Medical students have few opportunities to learn about other medical professions since their time is already minimal with a full schedule of classes, internships, and everything else it takes to master their field. Photo by Piron Guillaume on Unsplash Learning to understand the roles and responsibilities of other professionals is necessary to function effectively on any team, especially in health care, because the team’s success lies in providing quality treatment to patients. While medical training and legal scopes of practice like HIPA largely determine a person’s role at a health care facility, the skills of various primary care practitioners overlap to some extent in many cases. Most health care professionals have expertise in patient interaction, developing care plans, and educating patients on future treatment and best practices for their continued health and well-being. Therefore, it’s important to define the roles of each member of your team, past what their actual job title is, but instead on how they will assist others in dealing with the existing problems plaguing patients. The smaller the practice, the more likely it is that each role will be further blurred, and there may need stricter clarifications of who handles what to ensure collaboration is ongoing. Each team member should clearly understand the role of the more common positions in health care like nurses, physicians, physical therapists, occupational therapists, pharmacists, social workers, dentists, dietitians, and psychologists. This is important to establish as a baseline to help each team member effectively communicate with one another. Take Action: According to the American Nurses Association (ANA), the principles of delegation help medical professionals better reach their goals, more effectively impact the organization and improve the care delivered to patients. When it comes to effective delegation, as outlined by the ANA, the essential elements include: 1. Maintaining a strong emphasis on your unique skill sets as a medical professional by knowing your strengths and weaknesses. 2. Define the goals of your efforts to delegate. 3. Review specific sections of the law and regulations regarding delegation at a health care facility and the identification of disciplinary actions related to inappropriate delegation among each department. 4. Make a clear emphasis on the tasks or functions that cannot be delegated to others in your department or facility. This is a critical element to the delegation that your staff must understand to best delegate to others. 5. Educate others on effective judgment for task analysis and decisions to delegate. Confidence is the key to delegating to others effectively. 6. Determine the degree of supervision required to help support delegation across the organization. At times confidence alone isn’t enough without the support of supervisors to encourage and enforce the execution of effective cooperation. 7. Identify guidelines for lowering risks related to delegation. 8. Develop a system of feedback to ensure that tasks are completed and receive updated data to evaluate the outcome of proper delegation across departments. 3. Assign Specific Responsibilities and Tasks In a perfect world, medical students would learn about the essential components of collaboration concerning coordination, communication, and shared responsibility. In some cases, this is taught before entering the workforce, and in others, it must be reinforced in the field on an ongoing basis. E-Consult Coordination: The first step in coordination is determining which team members will be responsible for a particular patient problem. Because the team’s focus should be on the needs of the patient, patient care goals determine the makeup of your team and the responsibilities each team member has to address these patient problems. Using referral management software from ReferralMD can help manage this process electronically. It is crucial to coordinate with the patient family members as partners on this team to ensure they are educated on the patient’s help and how to best address ongoing care. Sharing the care of an individual patient will help give them a 360-degree approach to their treatment and overall health care experience. Communication: Effective communication is needed to facilitate coordinated care at all times. An ideal communication system would include a well-designed digital filing system, regularly scheduled meetings to discuss patient care issues around the clock, and a mechanism for communicating with external systems. Photo by Volodymyr Hryshchenko on Unsplash As stated previously, technology today has helped drastically impact and improve upon the ability to communicate today. With the continued expansion of the connected revolution, more devices are entering the healthcare industry to help create one ecosystem of devices that consistently communicate with one another to link facilities, patients, and staff members globally. Shared Responsibility: Sharing responsibility deals with issues related to leadership and decision-making for your collaborative unit. Physicians are historically the leaders and primary decision-makers in health care because of their many legal responsibilities for patient care decisions. Still, often it’s important to understand the hierarchy of leadership and share the responsibility to deliver world-class care. Extensive education and training should be disseminated among staff members and not reserved solely for use by top physicians and administrators. The always evolving nature of patient care problems determines who will take on the leadership roles among your collaborative teams and how decision-making will be shared at different levels across the organization. Take Action: Coordination, communication, and shared responsibility are achieved with each of your specific responsibilities when physicians and other professionals approach one another as partners, not as competitors. The Health Resources and Services Administration (HRSA) launched a coordinating center earlier this year to provide national leadership regarding interprofessional education and collaborative practice. The HRSA is incorporating interprofessional collaboration into its nursing and physician workforce training efforts and into the curriculum of dozens of local and regional health education centers around the country to help further spur the partnering of medical professionals. In conjunction with the HRSA, the Department of Veteran Affairs (VA) has launched a new effort to encourage and educate professionals to work collaboratively as partners at dozens of local and regional health education centers across the United States. This highlights how collaborative healthcare is continuing to become a major focus across the United States. “The expectation for collaborative practice has always been there,” said Cathy Rick, the Chief Nursing Officer at the Department of Veterans Affairs. “You can talk about collaborative practice all you want, but unless you put systems in place to support and evaluate it, it isn’t necessarily going to happen. This is now part of our strategic plan.” Adopt the same position as the VA to help ensure that each task across your organization is completed collaboratively for the future. 4. Practice Collaborating, Handling Conflicts, and Working Towards Improvement Collaboration among team members who have different perspectives and areas of expertise often results in fresh insights and solutions to problems that rarely get achieved by one health professional working in a silo. Each member of the staff should become aware that because of the professional diversity present on the team, differences of opinion and conflict are not only inevitable but are important for the continued growth of your collaboration hence why it is so important to practice and educate on how to deal with these type of issues. Photo by jean wimmerlin on Unsplash At times conflict can encourage innovation and creative problem-solving if approached correctly. Conflict needs to be constructive, build trust and understanding among team members over time, and turn issues into helpful solutions. Failure to properly address these conflicts can cause more issues to arise and affect the overall morale of your staff, turning one problem into many quite quickly. To combat these issues, train team members about conflict resolution and continually improve the care and problem solving you’re delivering. With your coordinated collaboration system in place, this should be easy to organize but more difficult to address and execute consistently. It’s an ongoing process that’s never finished, which is often why learning how to resolve conflicts and improving the care you’re delivering daily can often be quite frustrating, even if the final results are gratifying. Take Action: The Medical University of South Carolina has put together a “learning spiral” to help conceptualize how to put collaborative care into practice at a medical organization. Their approach suggests building teamwork competencies and transforming knowledge about certain information to build collaborative care over time among caregivers and patients alike. Start by creating teamwork competencies through a sequence of “prepare, think, practice, and act” and transforming ways of knowing from absolute to transitional, independent, and contextual stages. This framework draws from several carefully selected approaches to adult learning developed at the Medical University of South Carolina in 2007 and 2010. As medical professional progresses through the four stages of the learning cycle, they acquire, apply and demonstrate their interprofessional teamwork skills in increasingly complex learning settings that challenge each to use these skillsets throughout their career. Learn more about ReferralMD’s centralized referral management solution.	https://getreferralmd.com/2019/03/medical-staff-collaborate-efficiently/
In translation and localization projects, you’ll work with multiple types of people, each one with different skill sets and working styles. How can you achieve a smooth workflow between programmers, translators, localization engineers, designers, and local marketing advisors? Especially when many of these individuals come from different cultures, countries, and time zones? In short, how can you encourage collaborative teamwork? As a product manager, you need to learn how to communicate with everyone within your localization team individually, as well as with the crew as a whole. Remember that some of them will need to be guided more than others. Many of your team members will work away from each other, almost in isolation, which can quickly generate chaos and disagreement. Working with separate versions of Word, for example, and forwarding emails can only make things worse by slowing down operations and leaving room for errors. Luckily, you can implement consistent workflows and secure the data with translation management tools. You can support all your team members and help them to overcome the barriers involved in being part of an international company. Here are the top five best practices to help you encourage team collaboration and to make your localization project easy as ABC. Understand the cultural backgrounds of your international team members Localization projects include working with people from diverse cultures, who speak various languages and often need more context to understand the products to be localized. The golden rule of treating everyone as you would like to be treated may not apply when guiding people from countries with different cultural backgrounds. You need to acknowledge the differences in communication and learn how to interact in multicultural teams, without offending anyone. Being a product manager means you should have basic knowledge of the country, culture, and language of each team member you work with. To achieve team collaboration, make sure that all members are aware of their own cultural limitations and encourage them to embrace differences and respect all collaborators. Moreover, everyone on the team should understand their role and position, to maintain consistent processes and avoid disruptions in the information flow. Always be ready to deal with misunderstandings and discuss and solve problems as soon as they occur. This way, you’ll avoid tensions and increase efficiency and team collaboration. Define goals, objectives, and milestones Goals and objectives are crucial to any project, as they show you the roadmap for getting to your destination. Without goals, a product manager can’t give the right guidance to help the team stay organized. The team’s effectiveness depends on whether all the members understand the objectives and milestones to reach each step of the project. Your members should also be aware of the budget they operate with, to make good use of your resources. In some cultures, managers are expected to discuss their plans with all team members before making a final decision. So, when you have a project schedule in place, communicate your expectations clearly, using terms that everyone in the team can follow, regardless of their English level and communication skills. Use a neutral tone and language that people don’t have to interpret, to make sure that everyone understands the importance of reaching goals on time, without burdening the budget. Bring all your projects together in one place Technical challenges are by far the hardest to overcome when looking to improve team collaboration. With people from multiple working environments, it’s hard to find common ground inside a localization team. Often, your employees use different team collaboration software, work with many types of files, and keep track of progress differently. It’s hard to achieve team collaboration when people have to convert files, check for updates and new versions of Word documents (if they all use Word), or dig through emails and spreadsheets for information. A translation management tool, like Phrase, can help you gather all your team in one place, for easier and faster communication. Your entire localization project details are stored here, in fact. Everyone has instant access to the information they need – which happens to be updated and accurate at all times. With all your projects in one place, you reduce the risk of misunderstandings, lost files, and communication errors. It helps your team work in harmony, with less room for conflictive situations. Encourage collaborative teamwork on the platform Working with a translation management tool will allow you to bring together all team members, regardless of their geographical location. Better than that, it will help your collaborators waste less time on repetitive tasks. Office workers spend an average of 2.6 hours per day managing emails. Encourage your team members to use all the collaboration functions of your translation management tool to communicate efficiently right on the platform. This will reduce working hours and improve the quality of interactions in the team. For example, your translator in Shanghai can leave feedback, comments, or questions on the platform, with no need to stay awake until your programmer in L.A. is available. Likewise, you can leave friendly messages to encourage team collaboration directly in your translation management tool, without having to find the right time to reach all members with a single note. With Phrase, you can even upload screenshots and supplement the existing information with more data when your team needs more context for an accurate translation. Excellent collaboration functions naturally improve team collaboration, as they empower you to work better and more efficiently. Keep track of progress and analyze workflows It’s your job as a product manager to keep track of your team’s progress. This way, you make sure things are moving in the right direction, minimizing the risk of missed deadlines and wasted resources. Use your translation management tool to follow workflows and see what you can improve to ensure the smoothest outcome possible. When you analyze your team’s activity, you can identify any misunderstandings or conflicts that can disrupt processes inside the group. It can help you to avoid project failure and additional costs. Another great reason to track progress is to celebrate success, as part of your strategy to encourage team collaboration. Reached objectives and milestones have the potential to motivate people and increase team productivity! Wrapping it up Working better as a team on localization projects can be a challenge for product managers. They need to communicate with people from all over the world in different working environments to manage localization teams effectively. Encouraging collaborative teamwork is essential for the success of your localization project. By listening to your team members, you can understand their needs and avoid misunderstandings. But the most important aspect of improving team collaboration is having all your people working in one place – the same place you keep all the files and data related to your project. By encouraging your team to work and collaborate through a single platform inside your translation management tool, you can increase efficiency, respect deadlines, and stay within your budget. Last updated on November 16, 2022.	https://phrase.com/blog/posts/top-5-ways-product-managers-can-encourage-team-collaboration/
Across the United States and around the world, interprofessional healthcare teams with nurses at their center have stepped up and banded together to tackle one of the biggest crises modern society has ever faced—the novel coronavirus (COVID-19) global pandemic. If there is one lesson that can be gleaned from these uncertain, anxious, and challenging times, it’s the importance of working collaboratively as a team towards common goals. In contrast, when interprofessional teamwork is lacking, patients and providers can be placed at risk. Consider the following scenario, based on a published account of a real-life case. A female patient in her early 70s was admitted to the hospital. Prior to her admission, she had been taking an anticonvulsant: 1,500 mg levetiracetam twice daily. Upon admission, an internal medicine physician believed that the patient may have experienced a stroke, which may have impaired her ability to swallow, and discontinued the medication. Later that day, a neurologist evaluated the patient and determined that she could continue taking the medication, reinstating the twice-daily dosage. However, neither the neurologist nor the patient’s nurse recorded these instructions in the patient’s electronic healthcare record, and the patient did not receive the medication. The next day, a nurse noted that the patient had not been receiving her prescribed doses of the anticonvulsant. The nurse called the physician, who approved administration of levetiracetam. The patient was prescribed 1,500 mg levetiracetam twice daily, but the pharmacist dispensed 150 mg, which the nurse administered. The patient never received another dose of levetiracetam. Two days later, 3 days after her admission to the hospital, the patient experienced serial seizures that caused respiratory arrest. For the next 3 months, the patient’s respiration was controlled by a medical ventilator. While the patient was eventually taken off the respirator, she lost much of her neurological function and was moved from her home to an assisted living facility. During the ensuing medical malpractice trial, the physician, neurologist, nurses, and pharmacist tried to shift blame away from themselves, blaming each other for failing to ensure the patient’s prescription was properly filled and administered. The jury ruled in favor of the patient, issuing a verdict in the low eight figures. Unfortunately, this was likely not an isolated incident of ineffective collaboration among the patient care team. This case highlights a cultural deficiency—an environment of finger pointing rather than a shared accountability for managing the contributing factors that can lead to a negative patient outcome. Organizational culture plays a critical role in preventing errors and promoting patient safety. Promoting a safety culture requires individuals at all organizational levels to fight the “culture of low expectations”, which is the assumption that systems will not work and communication will fail, so individuals ignore safety standards, employ workarounds, and fail to collaborate and perform safety checks. When individuals at all levels work to improve collaboration among interprofessional healthcare teams, it promotes a culture of safety, improve patient outcomes, and benefit healthcare workers. Nursing professionals are in a key position to support interprofessional collaboration among healthcare team members. Promoting effective teamwork Over the last couple of decades, healthcare has acknowledged the limitations of the traditional, hierarchical model of care delivery and the need to move towards a collaborative, team-based care model to improve outcomes for patients and providers alike. Individual human factors contribute to the potential for errors, but effective teams can employ several overlapping risk control strategies to address patient safety issues and block potential causes of errors. Interprofessional team training, including strategies that help optimize communication, cooperation, and collaboration, is one method commonly employed to promote a culture of safety. The foundation of an effective interprofessional healthcare team is one that practices shared accountability among team members, effective communication, and patient advocacy. Here are some strategies nurses can use to facilitate effective interprofessional healthcare teamwork. Understand the nurse’s role on the team. For nurses to effectively reach across disciplinary boundaries and collaborate with other members of the healthcare team, nurses must be able to clearly articulate their role and the significance of their unique perspective. Nurses inherently are in a key position to support collaboration between all members of the patient care team, including healthcare professionals, the patient, and their family. Nurses’ holistic perspective allows them to promote the patient’s and patient’s family members’ roles in the healthcare team, and to identify changes in the patient’s condition that may indicate potential complications. Nurses are also keenly skilled in communicating effectively with individuals from various educational backgrounds, including physicians, technologists, administrators, patients, and family members. As such, they play an important role communicating with members of the patient care team, navigating differing goals and responsibilities, and facilitating care coordination. Nurses can work to boost their influence within the interprofessional team by being a good listener, empowering those around them, and earning their team member’s trust by being accountable and keeping promises. Promote effective communication. Poor outcomes tend to stem from breakdowns in communication and poor collaboration among team members. Nurses can work to prevent such errors and promote positive patient outcomes and patient satisfaction by communicating concerns and proactively addressing problems. Several communication techniques and strategies are available to facilitate patient safety and quality of care efforts by the interprofessional team. The Institute for Healthcare Improvement (IHI) and the Agency for Healthcare Research and Quality’s TeamSTEPPS® program present effective strategies to improve communication among members of the interprofessional team and promote situational awareness and patient safety (See Improving team communication.) Effective communication is complete, clear, brief and timely. It includes using verbal strategies to improve communication between team members, such as those suggested by IHI and the TeamSTEPPS® program: - SBAR: A standard framework for communication9 - Situation—What is going on with the patient? - Background—What is the clinical background or context? - Assessment—What do I think the problem is? - Recommendation and Request—What would I do to correct it? - Call out - Used to communicate important information to all team members simultaneously during a critical event. - Typically followed by a check back. - Check back - Closed-loop communication to ensure that information conveyed by the sender is understood by the receiver as intended by repeating back information. - This tool is used to verify and validate information exchanged between team members. - Hand over - Accurate and timely transfer of information from one caregiver to another. - Discussion includes the patient’s current condition, treatment, and any recent or anticipated changes. - Two Challenge Rule - The team member being challenged must acknowledge the other team member’s concern. - If a team member assertively voices their concern at least two times and the outcome is still not acceptable, they should: - Take a stronger course of action. - Utilize the chain of command. Be an advocate. Nurses are the patient’s advocate, ensuring he or she receives safe and appropriate care when needed. The connection that nurses foster with the patient and their family members allows them to understand the patient’s goals and values. Advocacy includes the duty to invoke both the nursing and medical staff chains of command to ensure timely attention to the needs of every patient and persisting to the point of satisfactory resolution. Nurses must be comfortable with using the medical chain of command whenever a practitioner does not respond to calls for assistance, fails to appreciate the seriousness of a situation or neglects to initiate an appropriate intervention. The following strategies can help nurses advocate for their patients: - Proactively address communication issues between nursing and medical staffs, and identify instances of intimidation, bullying, retaliation or other deterrents to invoking the chain of command. - When advocating, assert your viewpoint in a firm and respectful manner. You should also be persistent and persuasive, providing evidence or data for your concerns. - If attempts to voice the concern are still disregarded, but you believe patient or staff safety is or may be severely compromised, then take a stronger course of action by notifying a supervisor or invoking the chain of command. - Notify leadership of individuals or areas that prevent nursing staff from invoking the chain of command or impose punitive actions for doing so. - If the organization’s current culture does not support invoking the chain of command, explain the risks posed to patients, staff, practitioners and the organization, and initiate discussions regarding the need for a shift in organizational culture. Opportunities for nurses Nurses are key to effective interprofessional teamwork, helping to facilitate collaboration between the healthcare providers involved in the patient’s care and the patient and their family. By defining and articulating their value to the interprofessional patient care team and practicing good communication skills, nurses can advocate for a culture of safety and prevent patient injury Georgia Reiner is senior risk specialist for Nurses Service Organization (NSO) in Fort Washington, Pennsylvania. This article is provided for general informational purposes only and is not intended to provide individualized business, insurance, or legal advice. You should discuss your individual circumstances thoroughly with your legal and other advisors before taking any action with regard to the subject matter of this article. References Agency for Healthcare Research and Quality. TeamSTEPPS® 2.0 fundamentals. 2019. ahrq.gov/teamstepps/instructor/fundamentals/index.html Altmiller, G. Interprofessional teamwork and collaboration. In: Kelly P, Vottero BA, Christie-McAuliffe CA, eds. Introduction to quality and safety education for nurses: Core competencies. New York: Springer Publishing; 2014:131-160. Bosch B, Mansell H. Interprofessional collaboration in health care. Can Pharm J. 2015;148(4):176–79. Institute for Healthcare Improvement. SBAR Tool: Situation-Background-Assessment-Recommendation. 2017. ihi.org/resources/Pages/Tools/SBARToolkit.aspx Laska L. Failure to see that anticonvulsant medication was continued during hospitalization. Medical Malpractice Verdicts, Settlements & Experts. 2019;35(1):11-12. Moss E, Seifert CP, O’Sullivan A. Registered nurses as interprofessional collaborative partners: Creating value-based outcomes. Online J Issues in Nurs. 2016;21(3):4. Sherman RO, Cohn TM. Boosting your influence. Amer Nurse Today. 2015:10(12). myamericannurse.com/boosting-influence/ Wachter RM, Gupta, K. Understanding patient safety. 3rd ed. New York, N.Y: McGraw-Hill Education LLC; 2018. Weaver SJ, Lubomksi LH, Wilson RF, et al. Promoting a culture of safety as a patient safety strategy: A systematic review. Ann Intern Med. 2013;158(5 Pt 2):369-74. Wright D, Brajtman S. Relational and embodied knowing: Nursing ethics within the interprofessional team. Nursing Ethics. 2011;18(1):20-30.	https://www.myamericannurse.com/promoting-patient-safety-in-interprofessional-teams/
Good creative collaboration is like setting sail in uncharted waters: it takes teamwork to successfully reach your intended destination. But if you want to reap the benefits of creative collaboration, you need more than a group of talented people. After all, a ship without a map is as good as sunk. Let’s discuss the good, the bad, and the ugly of creative collaboration, as well as the ways you can master it to encourage productivity, unlock innovation, and solve problems faster. Table of Contents - What is Creative Collaboration? - 5 Most Common Challenges of Creative Collaboration - 7 Reasons Creative Collaboration is Important - 6 Tips for Successful Creative Collaboration What is Creative Collaboration? Creative collaboration is the process of leveraging teamwork to complete a project or accomplish a goal using innovative methods that combine the perspectives, artistic views, and ideas of multiple members of a creative team. Think of it as fruit juice. 😀 Orange juice is great on its own, right? But when you mix in some other citrus, and you throw in a couple of exotic fruits, you get yourself the tastiest and most refreshing summer punch. The same principle applies to combining the creative juices of team members when doing creative work. Creative collaboration is the blueprint of innovation. It is something that gives a brand an edge over competitors. For instance, a group of writers could collaborate with a team of 3D artists from the design department to create the ultimate virtual experience by combining a killer script, immersive design, and 3D forms. For such projects, all the team members should have a say and contribute to the project planning process – even on aspects of the project that might transcend their field of expertise. We know it might sound counterintuitive to allow an expert designer to give suggestions on tasks outside their department. But this is actually a great way to overcome creative blocks and improve problem-solving within a team. 5 Most Common Challenges of Creative Collaboration Working with a team isn’t always a breeze. Think about the uniqueness of every individual who might be on that team. Each creative has their own style, approach, and various strengths that they bring to the table. In addition to individual differences, there are some challenges creatives have to overcome when collaborating. Let’s take a look at the most common ones below. #1: Competition Steve and Mark are camping when a bear suddenly comes out and growls. Steve starts putting on his tennis shoes. Mark says, “What are you doing? You can’t outrun a bear!” Steve says, “I don’t have to outrun the bear—I just have to outrun you!” 🥴 Source: The Podcast Factory Humans are known to be very competitive—especially in a professional setting. It’s in our nature to compete and try to outperform our peers. While a little healthy competition never hurt anyone, sometimes too much competition puts us at war with one another, resulting in poor collaboration. #2: Organizational silos Company structures usually separate professionals into specialized departments. By itself, that’s not necessarily an issue. However, when people are placed in different offices and are not encouraged to communicate, collaboration becomes difficult. When departmental silos are in place, certain information may not be accessible to all teammates. Plus, silos reduce workflow transparency and can create a chasm between different teams, potentially reducing overall employee productivity and efficiency. One effective way to break the silo mentality is good communication. This takes us to another collaboration challenge—miscommunication. #3: Miscommunication A round table of even the most experienced and skilled creative professionals is not enough to ensure the success of a project. Project failure can happen even when you have a team made up only of brilliant minds. Sure, experts possess the skills needed to complete individual tasks successfully. But if they can’t work together and communicate effectively, their individual successes won’t add up to anything meaningful. In other words, miscommunication complicates project management and disrupts team dynamics. That’s why it is important to be able to spot communication gaps and patch them accordingly. It is also helpful to encourage open communication in the workplace where creatives can easily voice their thoughts, opinions, and challenges without being bogged down by formal internal communication protocols. When creatives can communicate easily with coworkers, effective collaboration will naturally follow. #4: Using the wrong communication channels There’s a general consensus that communication in the workplace in any shape or form is beneficial to an organization’s productivity. However, using the wrong channels to communicate with peers can lead to misunderstanding and conflict. This is especially true when talking about hybrid and remote-first work environments where synchronous communication sessions are often difficult to schedule but nonetheless important. Even though it’s hard to establish meetings that account for everyone’s time zone and availability, sometimes it’s imperative to have real-time conversations with your team. Some things just need to be said face-to-face — not over an email. For instance, when someone’s up for a promotion, the best way to discuss the role with them would be during a live meeting. On the other hand, an update with company news can easily be passed around in an email. The same paradigm applies to team communication. It’s important to offer creatives the means to hold meetings when necessary while also encouraging asynchronous communication when face-to-face time is not mandatory. After all, creatives who are stuck in back-to-back meetings every day won’t be nearly as productive as ones who maintain control over their daily schedule! #5: Lack of workflow transparency Workflow transparency allows for the dynamic reorganization of the tasks at hand without affecting other business processes. Transparency in general is essential in every team—it builds trust and assists creatives in working towards achieving a common goal. When workflows are transparent, everyone is aware of each team member’s role in the big picture since they have an overview of everyone’s tasks and deadlines. This level of visibility helps people understand how their work impacts others and how the slightest delay would slow down the whole production apparatus. To increase workflow visibility, you can use tools like Trello, Asana, and other task management platforms that allow team members to grasp the bigger picture at one glance. 7 Reasons Creative Collaboration is Important One of the most popular quotes about teamwork and creative collaboration is “no man is an island.” While it’s true that working together is never a bad idea, why is that? Here are a few reasons: #1: Keeps employees engaged Working with others is always a good opportunity during the creative process for creatives to get feedback and learn from one another. They can collectively deliberate on ideas and make decisions they deem best for the project. At the same time, a healthy dose of competition keeps creatives engaged and on their toes. Plus, in environments where collaboration thrives, learning becomes a continuous process and it is often involuntary—another engagement-driving phenomenon. #2: Enhances soft skills Soft skills like critical thinking, problem-solving, public speaking, professional writing, teamwork, digital literacy, leadership, professional attitude, work ethic, career management, and intercultural fluency develop naturally when you’re a part of a collaborative team. These are all skills that assist team effort and improve all-around efficiency. Soft skills are applicable to all professions and help you perform your job better and more efficiently. #3: Promotes professional development Creative collaboration gives individuals the space they need to grow in their craft. Working with other creatives can be a catalyst for progress, forcing you to learn new skills and adopt new work strategies. Let’s say you are a graphic designer and you have to collaborate with a writer who is naturally good with words. Both of your professional experiences melt together and re-emerge as an astonishing design stuffed to the brim with witty and compelling copy. You may not have realized this throughout the process, but while you were collaborating, you actually learned the following lessons from each other: - You understood what a convincing call to action (CTA) should look like - The writer learned what kerning is Mini-lessons like the ones above help us as professionals to speak the same language as other creative departments and, ultimately, improve communication and efficiency. #4: Improves problem-solving Creative collaboration promotes a work culture where brainstorming is encouraged and where deep think is required to solve problems and tackle challenges. With vast professional experience comes great perks. But believe it or not, there’s a downside to being a well-versed professional—the Einstellung effect. The Einstellung effect defines a phenomenon that happens when we apply the same problem-solving strategies that we’ve learned from past experiences to new problems – regardless of the fact that simpler or more efficient solutions exist. When you’ve got a mix of employees with different levels of experience working on the same project, new, outside-the-box ways of solving problems arise. When the Einstellung effect is tackled through creative collaboration, work gets streamlined, innovation enters the room, and productivity increases. #5: Increases productivity Productivity is a major factor in a team’s ability to grow. Therefore, productivity is the greatest determinant of the standard of work delivered. A team’s productivity is defined by how efficient they are at doing their job and delivering results that are relevant and satisfactory. Collaboration speeds up creative workflows through decreased feedback loops and shorter review cycles. It maximizes the output of the available resources and allows teams to reach project approval faster and easier. Fortunately, there are tools like MarkUp.io that can cut the time needed for feedback and the creative process in half. Just imagine how easy it would be to request, provide, and collect feedback when the collaborative process between your creative team and clients is smooth and frictionless. Tools like MarkUp.io eliminate the need for email threads with vague revision requests, long wait times between replies, and miscommunications. Those sure add up to some significant time savings. #6: Streamlines communication An efficient collaboration system can help remote teams be on the same page regardless of location and time zone differences. Let’s say you use collaboration tools to ask for the unique perspective of other creative colleagues that are in a different time zone than you. For this, you would create a markup of your project, share the link with said teammates over your preferred communication channel, and get on with your day. When your colleagues’ shifts start, they can open the link you shared and pin contextual comments with their opinions on your work. This method takes the need for long explanations out of the equation and makes communication easier—especially in multinational companies with employees all over the world who have different mother tongues. #7: Encourages innovation We’ve said this before, but it bears repeating: growth is inevitable when you work with a team of like-minded people. Collaborative work between creatives can often resemble an improv night at a comedy club or the childhood game, Pass the Story. In both of these scenarios, the end product is the result of people imaginatively building upon each other’s ideas. This is how innovation is born—piling up creative ideas and picking up where the other person left off to create an amazing end result. 6 Tips for Successful Creative Collaboration You now know the what and why of team collaboration. Now, let’s get to the how. Better creative collaboration starts with building strong professional partnerships where teamwork, communication, and mutual respect come naturally. But how can you encourage team members to bond and bounce ideas off each other as easily as kindergarteners make up stories? Below, we have six tips to help you lay the foundation for the collaborative environment you have been dreaming of. Tip #1: More Loom, less Zoom: Fewer real-time meetings Progress only happens when actual work is being done. And frequent, real-time meetings where the team talks about doing work without actually doing any work prevent that from happening. We’re 100% sure of one thing: creatives don’t like when their creativity flows and ideation states are interrupted. Sadly, your daily Zoom catch-up calls might do exactly that. Do you really need daily meetings? We’re pretty sure you don’t. Instead, try to reserve synchronous communications for special occasions and for when things absolutely can’t be transmitted other than using a (virtual or not) face-to-face communication channel. If you’re getting in the weeds with your ideas, try Loom(ing) them for a change. Loom allows you to record your screen, yourself, or both in short videos that can be then shared via links with your team. It’s an efficient way to get your message across without disturbing anyone’s workflow or interrupting them to schedule a call. Plus, Loom is a platform where creatives can do more than tell you what they mean. Loom users are actually able to use the software to record their screen and show you what they mean. Loom is a great way to go when your team is made up of creatives around the world. Not only that, but you can also attach Loom videos to your comments in MarkUp.io. 🙃 Tip #2: Use visual feedback tools Visual feedback tools are great to have in your toolbox when it comes to collaboration. Feedback apps, like MarkUp.io, improve the quality of communication and show the exact elements where the feedback should be incorporated and areas that need more work. You can use these tools to pin feedback contextually to eliminate the time needed to decode email feedback and ask for clarifications like: “What button are you talking about? Could you please attach a screenshot and circle the element you’re referring to?” With MarkUp.io, you create MarkUps of your creative projects that can be directly annotated with pixel-accurate commentary. The platform takes the confusion out of your review and approval process. Plus, it speeds up the overall communication process. You’re just more efficient as a reviewer when you don’t have to explain the position, page, and appearance of each part and section you want to be revised. Not to mention, the time saved on giving feedback also leaves more time for brainstorming and innovation. Tip #3: Add internal feedback as a step to your workflow Internal feedback keeps employees well-informed about their contribution to the progress of the overall team’s objectives, thus increasing engagement. While it is important to make sure everyone feels heard, it is equally effective to give constructive criticism to team members when you feel their idea may not be the best for a particular project. One of the ground rules in business is that a customer is always right. So, learning to take feedback professionally and incorporate it into your work is a skill every creative needs to possess. Sharing your progress with your teammate can prove useful and serve as a great exercise in taking criticism lightly. In addition to that, if other team members have worked on similar projects, they can spot some red flags that you may have been unaware of. Tip #4: Enable team members to co-create To boost collaboration, you have to actually allow team members to work together on collaborative projects. Providing creatives with the ability to co-create deliverables, strategies, or entire projects helps a company simultaneously leverage the skill sets of multiple individuals. This not only boosts team spirit but helps higher-ups manage available resources more efficiently for better results. Tip #5: Create a centralized communication repository The reservoir that contains all shared information is invaluable to any team. It’s like the bank of all information that has been shared and creatives can fall back to this source to check boxes, refresh their memory on client feedback, re-read brand guidelines, and the like. For instance, when using MarkUp.io, all the resolved feedback comments are stored in a reliable centralized communication repository that your team can access at any time. Tip #6: Implement a file-sharing convention Sharing information among colleagues is vital when you are part of a team. When trying to streamline creative collaboration within your organization, you have to experiment with different ways of sharing project files efficiently among co-workers. Carefully access each collaboration tool you find and eliminate those that don’t suit the type of file you are most frequently sharing. Make sure the solution you choose allows you to create an easily shareable workspace that people in your team can access at any time without having to worry about archiving and converting file formats. Let’s take MarkUp.io as an example of a file-sharing method you could implement across your entire organization. This platform supports the most common file formats for images, videos, design projects, text documents, and even live websites. Some of these include JPG, JPEG, AI, PSD, MOV, MP4, HTML, PDF, TXT, DOC, DOCX, PDF, and a lot more. But that’s not even the best part! MarkUp.io has a close-to-zero learning curve and a super intuitive interface. The platform is so simple to use that you don’t need any training or onboarding sessions to use MarkUp.io (although we’re always here to help you out if you need it). For instance, to create MarkUps, you only need to drag and drop your project files into your MarkUp.io workspace. The platform does the rest for you in seconds. But enough about us… Over to You Creative collaboration might seem intimidating at first, but we can help you break the ice. MarkUp.io is an introvert-friendly collaboration tool that can successfully adapt to the needs of all your departments—from flamboyant designers and exuberant marketing teams to bohemian writers and pragmatic software engineers. Start your free 14-day trial with MarkUp.io to make creative collaboration a key value within your organization.	https://www.markup.io/blog/creative-collaboration/
The following is a list of additional waterfalls in New Hampshire that I haven't visited yet or I have made a visit but elected not to create a separate page for the falls for one reason or another (i.e. it was located on private property, it was unimpressive, it was a dam, etc.). If you are looking for the main list of waterfalls in New Hampshire that I have visited and documented, click here. For lists of additional waterfalls that I still need to visit and document in the other New England states, click one or several of these links: Last Updated: May 2017 HOW CAN I FIND EVEN MORE WATERFALLS?If you want to try to discover even more waterfalls, here are some research tips. I use these same tips to help find more waterfalls for this site: RECOMMENDED HIKING BLOGS TO FOLLOWIf you enjoy chasing remote, obscure, or "lost" waterfalls in New Hampshire, I recommend following one or both of the blogs below. Both of these hikers frequently go on fascinating bushwhacks to some of the wildest and most remote locations in the White Mountains: ASK A QUESTION / LEAVE A COMMENT / PROVIDE AN UPDATE:Feel free to ask a question, leave a comment, and/or provide an update relevant to any of these waterfalls below. (your desktop/laptop browser may block this section - try your smart-phone or tablet if you don't see a comment section below) Connecticut / Maine / Massachusetts / New Hampshire / Rhode Island / Vermont Home Page / About the Book / Book Updates / Top 40 Waterfalls / Swimming Holes / How To Use This Guide / Contact Us Waterfall Photography / Top 25 New England Hikes / 4000 Footers of NH / Bigroads.com © newenglandwaterfalls.com photographs/images may not be used without permission \|Waterfalls, swimming holes, and hiking can be extremely dangerous. Hundreds of people have been injured or killed in the waterfalls and swimming holes of New England over the years. Never swim in strong water currents. Don't jump into a swimming hole without scouting it first. Do not climb up or along the side of waterfalls. Be wary of slippery rocks. Never swim in pools above waterfalls. Use of this website and all of its information is at your own risk! Newenglandwaterfalls.com will not be held liable for your actions. Be safe out there - and always use common sense! \| As an Amazon Associates affiliate, this website contains affiliate links. If you choose to purchase any products after clicking any links, I may receive a commission at no extra cost to you. I only endorse products that I have personally used or come highly recommended by trusted peers.	https://newenglandwaterfalls.com/morewaterfalls-newhampshire.php
How to Ask Someone to Be Your Reference: Email ExamplesMarch 16, 2020 At some point during your job search, you will be asked to provide a list of references. You might do this as you fill out a job application, or it might happen later during the interview phase. Employers rely on these references—as well as professional background checks—to fact-check what you told them in your resume or during interviews. For this reason, you should be sure to include credible references who can speak highly of you. And, you should let these people know that you are applying for jobs and listing them as references. In this article, you’ll learn how to choose references and exactly how to ask someone to be a reference, with examples. How to ask someone to be a reference Choose the right people Make a list of people who could be potential references. These can include direct supervisors from jobs or internships, coworkers who understood the value of your accomplishments or people you’ve supervised. If you don’t have much work experience, you can also consider people you know from volunteer activities and teachers or professors. In general, the more recently you worked with a potential reference, the better. But you can make exceptions for individuals employed at the company you are applying to, well-respected community members, or a supervisor you worked for at a past job who especially respected your work. Start your initial list with everyone you can think of, then narrow it down based on your priorities, the nature of the relationship, and the position you’re applying for. Typically, companies ask for no more than three references, but it’s a good idea to have four or even five in case one becomes unavailable. Related: Character Reference Letter Sample and Tips Notify your references in advance The person giving you a reference may need to write a letter, fill out a questionnaire or speak to someone from human resources on the phone. Providing this favor is no small task. Give your potential reference plenty of time to consider the request, and be sure to thank them for their time and efforts. Ask nicely and be aware of how you’re being received If it’s been awhile since you’ve communicated with a potential reference, connect the dots between the past and the present: what you worked on together and where you are in your current career path. Providing your resume is an easy way to do this. Always give your potential reference an option to decline. If they show any hesitation, gracefully back out of the invitation and move down your list to the next option. It’s better to preserve the relationship in the long run. Follow up, both before and after Once you’ve provided your list of references to your potential employer, send a quick follow-up email to let each reference know which company will be calling and, if you know the details, what information the company will be requesting. Then, if you are hired for the position, take a moment to celebrate by sending a quick email to your references to let them know you’ve accepted a position and that you’re grateful for their help on your behalf. Here’s an example email for how to update your references: Subject line: Reference request – update Dear [Reference’s name], Thank you again for being a reference for me. I wanted to let you know that I’ve completed my interviews for the [job title you interviewed for], and Company XYZ may be contacting you soon. Let me know if there’s any additional information I can provide you. Thanks! [Your name] And how to thank them: Subject line: Reference request – thank you! Dear [Reference’s name], I’ve just accepted the [job you interviewed for] role at Company XYZ. Thank you so much for all you did on my behalf. I sincerely appreciate it. Thanks again, [Your name] These contacts will likely be important throughout your career. By expressing your gratitude, you’ll be more likely to benefit from the relationship for years to come. Related: What to Do When You've Received a Bad Reference How to ask for a reference email example Sometimes a phone call or in-person meeting is a good idea for requesting a personal reference, but you can also start out with an email. Below is an example email template you can easily adapt, depending on the position you’re applying for and the relationship you have with your potential reference: Subject line: Reference request Dear [Potential reference’s name], I am currently seeking employment as a [job title you’re applying for] and am hoping you will provide a reference for me. Having worked with you for several years at Company ABC, I believe you can provide potential employers with specific information about my skills that will improve my chances of getting the job. Attached is my current resume. Please let me know if you need any additional information to act as a reference on my behalf. Thank you so much for considering my request. Thanks again,	https://www.indeed.com/career-advice/finding-a-job/how-to-ask-someone-to-be-your-reference-email?from=careeradvice-US
Guest author Martin Reynolds is application architect and development manager for the Advanced Computer Software Group. Visit Martin’s Member Page on the New Relic Community Forum. During the beta phase of New Relic Insights, I was interviewed for a blog entry on Advanced’s use of the product and its rapid adoption in our business. Since then, we have learned a number of lessons about how best to employ New Relic Insights for our non-technical staff—specifically, how to provide non-technical users with meaningful dashboards, which help them quickly answer relevant questions for their role. Thanks in part to these best practices, we now have users of Insights coming from across the company, including - Senior management team (including the managing director) - Account management team - Customer success team - Technical pre-sales - Product management - Support - Development Here are seven tips to making Insights useful to every member of your organization: 1. Understand the question This may seem obvious, but often the questions we are asked to provide information for are not actually the root questions that need to be answered. Make sure you ask follow-up questions so that when you add new data to an existing dashboard or create a new dashboard, you don’t have to rework it to meet the users’ real needs. Spending 10-15 minutes at the start to understand the requirements can save you several hours of rework down the line. 2. Put it in context Make your dashboards targeted and meaningful. One dashboard with information on 10 different parts of your application will rarely meet your users’ needs. A series of focused dashboards with the relevant data is much more likely to be used and to answer the questions you are being asked. Pro tip: Make sure your dashboard has a meaningful title so users know what they are looking at. 3. Use the notes field When you are displaying information to non-technical users, it is important to provide a good description of what the data is showing. As far as I am concerned, the data displayed in a dashboard is a report (a set of static data without meaning or context) until you give it meaning by adding a relevant description of what the data shows. From a selfish viewpoint, using the notes field means you and your team won’t share a dashboard and instantly be bombarded with questions about what you are sharing. 4. Use ‘AS’ to make data relevant We quickly learned that using names that our users understood saved us from having to answer a lot of questions about what the data means. For example, we have an application in the education space where we map “school name” into the “account” field in the Transaction and PageView collections. For our users, an “account” field makes no sense because they see our customers in terms of “schools,” not “accounts.” The simple change in the dashboards to display “account” as “school” stopped many questions. 5. Use custom metrics Where appropriate, push custom metrics into your data. This helps by not only giving you a broader dataset to analyze, but, more important, by making it more meaningful to your users. We found that adding custom metrics especially helped non-technical users and allows us to pull information about how the application is used in a much more meaningful way. 6. Link dashboards for drill down One of the most useful features we have found in New Relic Insights for non-technical users is that it gives them the ability to drill down into the data. Insights facilitates this by providing the ability to link dashboards on key data items. Again using our education application as an example, an account manager might start at the service-level dashboard, which includes a list of schools that have the highest throughput, are suffering worst performance, etc. From that dashboard they can drill down into specific data about that school, users in that school, and poorly performing transactions. They can then drill further into stats about individual transactions that let them know if it is specific to a customer or a more general issue. 7. PRRR: Present, Review, Refactor, and Republish The key to making your dashboards successful, relevant, and usable is by making sure they “PRRR.” We have found that following the PRRR process keeps the interruptions for information to a minimum: - Present: Once you have built your dashboards for a set of users, hold a session to present them to the users and explain how to use them. Because Insights is so intuitive, you probably won’t need more than 30 minutes. - Review: Hold a session every four to six weeks to ensure that users have the data they need and that the dashboards answer the right questions. - Refactor: After each review, update your dashboards to reflect any missing or additional requirements. - Republish: After making the changes, have a quick 10-15 minute update with the target audience to fill them in on what’s new. Summary While not a complete list, these practices have really helped us use New Relic Insights to spread valuable information to a broader audience in the business. Just as important, it has helped to reduce the amount of time we spend answering questions about our applications and how they are used. It also helps our teams to be proactive with customers, and better understand where they face challenges. I hope you find them useful! Lightbulb illustration courtesy of Shutterstock.com.	https://blog.newrelic.com/product-news/insights-tips/
Waterfalls of Sri Lanka indexed by Height Sri Lanka, in comparison to its size, has perhaps the largest number of waterfalls of any country in the world. Indeed, there are close to 500 recorded waterfalls in Sri Lanka. LCWF was the first organization to put an consolidated effort to develop an complete list of waterfalls of Sri Lanka. They created an database of 382 waterfalls in the country. This list based on the LCWF database but has been expanded further waterfalls bringing the count close to 500 waterfalls. More information has been added to each waterfall and most has been accurately mapped on Google Maps. Some of the mistakes made on original database has been also corrected. In addition to the above 17 unnamed waterfalls too have been marked with links to photos on the google maps. This work is not over yet and many more waterfalls known only to local communities are yet to be listed. If you like to provide additional information on any waterfall please contact the site owner.	https://amazinglanka.com/wp/en/waterfalls-indexed-by-name/
11 Questions That You Must Definitely Ask a Candidate’s References A reference can, in fact, provide you with deeper insights on the candidate, which can help you make a favourable decision. It is, therefore, good practice to come up with your list of reference check questions and answers. You’ve finally found the most suitable candidate for your job position. The candidate ticks all the right boxes and possesses exceptional skills for the job. But if you are thinking of extending the job offer, hold on. You still need to do a reference check. Many recruiters forgo reference checks for they think it is not effective and does not produce the desired result. Maybe, you have not asked the right questions. Only the right questions can get you the desired results. A reference can, in fact, provide you with deeper insights on the candidate, which can help you make a favourable decision. It is, therefore, good practice to come up with your list of reference check questions and answers. Here is the list of 11 great questions to ask references, which will help you get the required information about the candidate. Did you and the candidate work together? How was it? To begin with, allow the candidate’s previous manager to become comfortable talking to you, then you can start questioning the reference. Begin by verifying what the candidate has already informed you. Verify the employment start date and end date; the duration of employment; the job title; and roles and responsibilities. Allow the manager ample opportunity to speak, they may dish out lesser-known facts about the candidate, which could enhance the chances of employment of the candidate. Make it a point to know how regularly and closely the candidate and the reference worked together. Why did the candidate leave the company? Similar to the first question, the answer will help you validate the information provided by the candidate. How will you describe the dependability and reliability of the candidate? This, like some other reference check questions, will help you determine how punctual, self-motivated and reliable the candidate is. The answer would also describe whether the candidate possesses these qualities at all or they are amiss. This would allow you to understand how much of a culture fit the candidate is. The key is to find out whether the candidate can successfully complete the projects, abide by the deadlines, and be punctual at work. These aspects are prerequisites in any candidate and negative responses may want you to look at other candidates. For this job role, we need a person who can ______ (fill it with the most essential skills). How will you rate the candidate in each aspect? This is one of the more important questions to ask references. This question provides you with an opportunity to get a third person view on the potential skills and abilities of the candidate, and whether the skills are a match for your job position. To further understand the aspects that could be the candidate’s strengths and weaknesses, ask the references to rate the candidate on every single one of the skills and competencies in your list. Request them to rate him or her on a scale of 1 to 10 with 10 being the highest. Allowing them the chance to score the candidate will help you get a realistic understanding of his or her abilities. What are the strengths and weaknesses of the candidate? This is among other important job reference questions that you should include in your list of questions to ask references. The answer you get would help you get a better understanding of the candidate and helps to better evaluate the candidate’s resumé, work samples and interview performance. You could also assess how and if the candidate’s responses match up with the responses from the references. This could help you understand the candidate’s level of self-awareness, which can help calibrate the other answers given by him or her. Knowing and evaluating the weakness is as important as calibrating the strengths. After all, the prospective manager of the candidate would be eager to know the shortcomings of the candidate and how the new company can help him or her become successful in the new role. The answer will allow you to determine the characteristics and attitude of candidates, and whether they can be coached and trained on their shortcomings. The answer is usually a sign of whether you must hire the candidate or should move on to the next candidate. Is the candidate a good listener and communicator? This is one of the reference call questions that will provide you insights on the soft skills of the candidate. If the references answer in an affirmative, probe them further and ask for one example where they displayed this behaviour. Asking for examples or real instances serves a dual purpose; it helps you better calibrate the candidate and it also helps you understand how well the reference really knows the candidate professionally. This way, you could even determine whether the reference is an active reference or a passive reference. In what kind of work environment would the candidate thrive and why? When you interview the candidate, you are focused on knowing whether the candidate is the right fit for the company. However, it is also important to know whether the company and its work environment are appropriate for the candidate or not. If the candidate is someone who would not thrive in your particular work environment, they will, most likely, quit soon or underperform for their duration in the job. Asking this type of question will enable you to understand whether the candidate can thrive in your office environment. However, if the references describe a different setting than yours, that should not necessarily be the ground for automatic dismissal. However, it could expose the aspects that would need further consideration. What skills do you want the candidate to develop to achieve full potential? It is very rare for you to find a candidate that meets all your desired criteria. This type of sample reference check questions would help to identify the shortcomings in the skills of the candidate. No one is perfect and every person has shortcomings. So, this response should not be the reason for declining the candidate. Rather, you should focus on knowing whether the candidate is open to feedback, coaching and training to develop the needed skills, which would help them prosper in your organization. On a scale of 1 to 10, in comparison to other candidates that you have recruited, how will you rate this candidate? This is one of those close-ended reference check questions, which will give you insight into the candidate. The answer to this question must always be 8, 9 or even 10. Anything lower is surely a red flag. Simply because, the chances are that the references may be too generous with their ratings. If the rating is 8 or 9, ask them “what would the candidate require to receive a 10”? Will you recommend the candidate? This is one of the simpler and more direct questions, but it should not be ignored. You can expect to get direct or one-word answers from the references. The answer would either be in the affirmative or the negative, which will help you make a final decision. Would you rehire the candidate? This must always be among your final and most important questions to ask references. Listen to the answer carefully. The answer should be affirmative; something like “absolutely” and “definitely”, without hesitation. Any kind of hesitation while answering this close ended question is a warning sign. This is the list of 11 significant questions that you must ask the references to validate and calibrate the information provided by the candidate. The response of these questions would allow you additional insight on the candidate, which will help you make an informed decision regarding employing the candidate.	https://www.olxpeople.com/blog/11-questions-to-ask-a-candidates-references/
Mapped Waterfalls in Whatcom County, WashingtonZoom and pan the map to search the database. Click on any icon to open the page for that waterfall. For additional information, see the Help section. Using the Map Browser The Map Browser is designed to allow for easy browsing of waterfalls in any given state, county, or based on a special topic like the Top 100 List. Clicking or tapping on an icon will open a tool tip with the name of the waterfall and a link to its full page. Only one tool tip can be open at a time, so clicking or tapping on another icon will close the previously selected one. You can also close it out by clicking on the "X" button at the top-right corner. Navigating via the Map Use your mouse to click and drag the map to pan around and change the area which the map shows. Only waterfalls for the current state will be marked on the map however. Zoom in and out either using the controls at the bottom right corner of the map window, by using the scroll wheel on your mouse, or pinch-zoom on your mobile device. Icon Key \| \| CatalogedWaterfalls which are Cataloged we have visited and surveyed in person. Statistical information should be quite accurate (for the most part), and exact measurements will often be available (information is not guaranteed to always be up to date). Detailed information, directions, and photographs will almost always be available. \| \| ConfirmedConfirmed Waterfalls are known to exist, should be relatively accurately mapped and geotagged, and the statistical information available will often be dependable. If height information is presented, it may be estimated but should be accurate. Directions will not likely be available. \| \| UnconfirmedUnconfirmed Waterfalls are often marked on a published map, but we have yet to confirm the exact location and / or whether or not its stature is significant enough to qualify for listing in the database. Statistical information may be estimated and may be inaccurate. No directions. \| \| UnknownWaterfalls marked as Unknown are either suspected to exist based on heresay or a hunch, or we have received unverified information suggesting a waterfall may exist near the location provided but cannot corroborate it in any way. Geodata may not be accurate, the location may not be known at all, and statistical information will be estimated and highly inaccurate. \| \| InundatedInundated Waterfalls have been submerged beneath lakes or reservoirs, usually a result of impoundment of a river behind a dam, and most often no longer functionally exist (there may be rare exceptions). We maintain records for these features out of historical importance. \| \| SubterraneanThough not common, some waterfalls can be found entirely underground within cave systems. Access to subterranean waterfalls can vary from easy via developed walkways to requiring a high level of extremely technical spelunking skill, including familiarity with ropework and a distinct lack of claustrophobia. \| \| DisqualifiedWaterfalls which have been marked as Disqualified do not have the necessary stature or features to qualify as a legitimate waterfall according to our criteria. We will maintain records for entries with this status where the feature is well known and / or may have been historically referred to as a waterfall at some point in time. \| \| PostedPosted Waterfalls are known to exist, and we may have a large amount of information associated with them, but are located on private property and are not legally accessible to the general public. Accessing waterfalls with this status should not be attempted without first being explicitly granted permission of the property owner. Tool Bar Above the map window you will find a tool bar with several options to assist in clarifying and navigating the data displayed on the map: Display Options The Display Options tab will allow you to toggle icons associated with waterfalls with a certain Status on or off. If you want to only see waterfalls which have been Cataloged - full survey reports, with pictures and directions - you can uncheck the boxes next to all but the Cataloged icon, and the remaining icons will be hidden on the map. This will only reset if the page refreshes, so be sure to re-enable the checkboxes if you wish to un-hide anything. Switch to List View Clicking the Switch to List View button will take you to a page listing all of the waterfalls in the database within the given State or County in a table format. Waterfalls for which there is no geodata available will only appear in the List view (these waterfall will not be displayed on the map).	https://www.waterfallsnorthwest.com/Washington/County/Whatcom/map
Activities For Resume Building Why should you get involved? Activities for resume building. Express your insights and musings while showcasing your writing prowess. Activities in your additional resume section. Decide and write down the section heading(s) that you think will best present each piece of information in a resume step 3: Here is a co curricular activities list for resume:. Your activities résumé gives college admissions officers a snapshot of who you are as a person and student. Create a photojournalism project to highlight your creativity and unique perspectives. Tinkering with hardware, writing code, web development, robotics. Check out the list below, and get ready to make your resume way more exciting. If you are looking for your next employment opportunity, the holidays make it seem like there’s not much happening. These tips will make sure your resume is primed and ready when opportunity knocks. It provides information about your background and indicates how your talents match a position’s requirements. Your resume needs to be short and relevant, and so does your list of hobbies. When getting involved in these types of activities you are, not only adding some respectful points to your resume, but you are also helping improve a lot of lives. 91 springboard, lotus building plot no. Ask students if they know what a resume is and how one is used.	https://kevwilkes.com/activities-for-resume-building.html
Directions and trail information to most of the waterfalls listed below is further detailed in the guidebook: New England Waterfalls: A Guide to More Than 400 Cascades and Waterfalls! = indicates that there is a photograph available on that page. Follow New England Waterfalls on Facebook! MORE WATERFALLS IN MAINEClick here to see a list of all other known waterfalls in Maine. I ultimately hope to visit and document many of these additional waterfalls in detail on this website. If you are looking for an off-the-beaten-path adventure, these other waterfalls will probably deliver that. GUIDEBOOKS TO GET YOU THEREHere are the best guidebooks currently on the market that will help lead you to waterfalls in Maine. Click on any book to read reviews and/or purchase the books on Amazon.com.	http://www.newenglandwaterfalls.com/maine.php
Here are the most critical updates to waterfalls that were included within the 2nd edition of the book, New England Waterfalls: A Guide To More Than 400 Cascades & Waterfalls. The 2nd edition of this guidebook was published in 2010 and was based on visits made to these waterfalls from spring through the fall of 2009. Since several years have since elapsed, some details have changed at a few of the waterfalls covered by the guidebook. Not all changes that have occurred at the waterfalls of New England since the book was published are known to the authors. There are likely to be omissions to the list below due to the wide-spread damage caused by Hurricane Irene, as well as changes in property access. Hurricane Irene washed out many bridges and annihilated dozens of important dirt roads, especially in Vermont and New Hampshire. Please let me know immediately if you are aware of any waterfalls that are included in the book that have changed in an important way. HELP WANTED! If you are aware of any other errors or updates to the information found in the guidebook or on this website, please email me @ [email protected] so that I can record the update here for all waterfall-lovers to see. ASK A QUESTION / LEAVE A COMMENT: Feel free to ask a question/make a comment relevant to this page below. Feedback/suggestions for improvement are also encouraged:	https://newenglandwaterfalls.com/updates.php
The water is too shallow and muddy to make swimming appealing. The area is very exposed to the sun and, being only feet from the road, hardly remote. There is also some algae on the rocks, signifying potential pollution or agricultural runoff. Besides the stunning fact that a slow-traveling, low-land water source such as Little Otter Creek actually has a waterfall, there is not much to draw you to this place. But as mentioned previously for those who are waterfall enthusiasts, every waterfall including this one deserves to be visited because every waterfall is distinct and unique in its own right. TRAIL INFORMATION DIRECTIONS To get to New Haven Junction, take US-7 north from Middlebury or US-7 south from Burlington. UPDATES SINCE THE 2ND EDITION If you know of any updates to this waterfall, or notice any errors either on this website and/or within the New England Waterfalls guidebook, please send me an email at [email protected] or leave a Facebook comment at the bottom of this page. Updates to all of the waterfalls in the latest edition of the guidebook can always be found here: book updates OPTIONAL HIKES INTERESTED IN VISITING MORE WATERFALLS IN NEW ENGLAND? New England Waterfalls guidebook Over 20,000 copies sold! also available on... TIPS FOR VISITING WATERFALLS & SWIMMING HOLES HELPFUL LINKS OTHER WATERFALL GUIDEBOOKS WATERFALLS ON FACEBOOK And if you'd like to follow the New England Waterfalls page on Facebook, click here. ASK A QUESTION / LEAVE A COMMENT / PROVIDE AN UPDATE:Feel free to ask a question, leave a comment, and/or provide an update relevant to this waterfall below.	http://www.newenglandwaterfalls.com/vt-littleottercreekfalls.html
If You’ve Asked ‘Where To Find Waterfalls Near Me,’ Here’s A List Of Indiana’s Most Popular If you were to ask someone what they think about when they think of “natural beauty,” or perhaps “bucket list items in nature,” a lot of them would probably answer “waterfalls!” at least once. Well, luckily for us in the Hoosier State, we don’t have to go far from any place to find those – we’ve got plenty peppered throughout the land we call home. Here are some of the absolute favorites – these are the most popular waterfalls in Indiana, in no particular order (okay, except maybe for #1; that one definitely belongs there). Have you ever paid a visit to any of these popular waterfalls in Indiana? Which ones are your favorites, and which ones do you think should have made the list? Let us know your thoughts in the comments. Thinking about indulging in an Indiana waterfall road trip? Check out this article for inspiration!	https://www.onlyinyourstate.com/indiana/most-popular-waterfalls-in/
The thin and seasonal falls pass through a rocky gap and drop 12-feet into an nearly-vertical ravine. This long and steep ravine is surely one of southern Maine's most impressive. A ridge on one side of the ravine provides various views of the falls, but they are unfortunately all mostly obstructed. You can score a view from the top of the falls fairly easily, but watch your footing when exploring that area. TRAIL INFORMATION From the parking area, walk around the metal gate and start hiking along an old road into the woods. After 0.2 mile, bear left at a fork to stay on the main path. After 0.4 mile, you will reach another fork. Bear left and cross into the actual Orris Falls Conservation Area as you start ascending a hill. After 0.6 mile, bear right as another trail goes left towards the "Big Bump". Be sure to step 20 feet off the trail here to view some neat old foundation ruins. About 100 feet beyond the junction and foundation ruins, you will reach a footbridge over a brook. Don't cross the bridge; instead, turn right onto a trail that heads downstream with the brook on your left. Hike 300 feet downstream and you'll see the falls on your left, dumping into a 90-foot deep ravine. The trail continues for a few tenths of mile downstream, but there are no additional falls to be found. There is no safe access into the ravine, and so views of these falls are extremely limited. You can stand near the top of the falls fairly easy, but watch your footing. There are some limited views of the falls from the ridge just downstream of them as well. DIRECTIONS To get to North Berwick or South Berwick, take NH 4 north from Dover, New Hampshire to ME 4 north. UPDATES SINCE THE 2ND EDITION If you know of any updates to this waterfall, or notice any errors either on this website and/or within the New England Waterfalls guidebook, please send me an email at [email protected] or leave a Facebook comment at the bottom of this page. Updates to all of the waterfalls in the latest edition of the guidebook can always be found here: book updates OPTIONAL HIKES PHOTOGRAPHS an unobstructed view of Orris Falls (all views from the edge of the ravine are unfortunately obstructed like this) Orris Falls, Maine trailhead sign for Orris Falls Orris Falls, Maine some foundation ruins near the falls Orris Falls, Maine INTERESTED IN VISITING MORE WATERFALLS IN NEW ENGLAND? New England Waterfalls guidebook Over 20,000 copies sold! also available on... TIPS FOR VISITING WATERFALLS & SWIMMING HOLES HELPFUL LINKS OTHER WATERFALL GUIDEBOOKS WATERFALLS ON FACEBOOK And if you'd like to follow the New England Waterfalls page on Facebook, click here. ASK A QUESTION / LEAVE A COMMENT / PROVIDE AN UPDATE:Feel free to ask a question, leave a comment, and/or provide an update relevant to this waterfall below.	https://www.newenglandwaterfalls.com/me-orrisfalls.html
There has long been a debate regarding references and whether or not to include them in a resume. Many applicants are uncomfortable providing the information up front, preferring instead to simply state that references are available upon request.This is an outdated method and I always encourage clients NOT to write that on their resume, rather bring them with you to the interview. Whichever route you choose, it is critical you be aware of what information you are providing to potential employers as well as their ability to check that information. In other words, check your references because you never know who does. References typically fall into two categories: personal and professional. Professional references are preferable as they give a potential employer the ability to confirm our work history. Personal references work well for those with little work history. The important thing to remember is that both types of references can be checked. When offering references, be sure to carefully follow these three guidelines. - Provide complete contact information: When providing a reference, be sure to provide complete contact information. This includes full names, addresses, phone numbers and email addresses (when possible). Also include employment dates, job titles and supervisor names. Failure to provide complete information gives the appearance of attempting to avoid the references being creference information for people who do not know they are being included in a reference list. It not only puts them on the spot but failure to call and receive approval can mean providing bad contact information or worse…a bad reference. - Know what they are going to say: When asking permission to include a former supervisor or co-worker on your reference list, take the opportunity to ask what they will say. While this may seem awkward, ensuring a positive review or reference is the best way to control this portion of the application process. - Lastly, some states or companies place restrictions on what information a former employer can provide. In many cases, they are allowed to only confirm employment dates and salary history. It is always a better idea to use a reference that can provide applicable information about your work history and ethics. Be sure to confirm that your references can provide additional information to potential employers. Some say that not everyone checks references, but I think today with such easy access via internet and reference checking companies, most do. The point is, you don’t know. Because of this, it is critical that all reference information be accurate and positive. References can be an excellent way to personalize your work history. Carefully select the people you would like to use as references and confirm with them what they will say so you are aware of the information that potential employers receive. By properly preparing them, being honest in your answers and the information you present, you have a much better chance of presenting the best possible ‘face’ to potential employers.	https://exclusive-executive-resumes.com/tag/reference-pages/
Also, take note that no dogs are allowed in the park. In fact, you are not even allowed to transport them through the park. TRAIL INFORMATION DIRECTIONS UPDATES SINCE THE 2ND EDITION If you know of any updates to this waterfall, or notice any errors either on this website and/or within the New England Waterfalls guidebook, please send me an email at [email protected] or leave a Facebook comment at the bottom of this page. Updates to all of the waterfalls in the latest edition of the guidebook can always be found here: book updates OPTIONAL HIKES PHOTOGRAPHS South Branch Falls, Maine South Branch Falls, Maine South Branch Falls, Maine South Branch Falls, Maine INTERESTED IN VISITING MORE WATERFALLS IN NEW ENGLAND? New England Waterfalls guidebook Over 20,000 copies sold! also available on... TIPS FOR VISITING WATERFALLS & SWIMMING HOLES HELPFUL LINKS OTHER WATERFALL GUIDEBOOKS WATERFALLS ON FACEBOOK And if you'd like to follow the New England Waterfalls page on Facebook, click here. ASK A QUESTION / LEAVE A COMMENT / PROVIDE AN UPDATE:Feel free to ask a question, leave a comment, and/or provide an update relevant to this waterfall below.	http://www.newenglandwaterfalls.com/me-southbranchfalls.html
Getting into the minds of your users is one of the most challenging tasks for a mobile product manager. In this interview with Mobile Growth Stack, Adeline Lee, Director of Growth at Framer, previously at Clue, shares her experience with user research for apps from a product perspective. With all the wealth of information available from analytics and other sources — why do apps need user research? It is helpful to always be in touch with the thoughts of your users. This should be something teams do on an ongoing basis with their existing users as needs and behavior changes over time. What is true 18 months ago could be different today as trends, other influencing factors, and new features in the app might influence the way users perceive and use the app. When the product and design team is completely immersed in the current service offering, it is quite easy to tunnel vision on ideas. Existing users might be similarly engaged with the service and that makes it hard to see what improvements they might find useful or helpful. Hence, talking to potential users (users that might be using a similar service or have an interest to the topic) might shed some insights into their thoughts on specific topics which can lead to discovering new opportunities that the team didn’t consider. Since they aren’t users yet, they are not primed to provide answers the interviewers expect but a more blunt and honest response. The third group of users within user research are non-users; people that have never used a similar service or people who are skeptical. Talking to this group of people is interesting because you want to figure out what are their barriers to consider using such a service or app. Learning from them can be used to design features and services which lower the barrier to become a user. User research typically covers these user groups (existing, potential, and non-users) and a good overall picture on product development can be inferred from there. Where do you see user research within the organization? User research needs to be an integral part of product development. If the hypothesis is strong, then user research will provide plenty of ideas on how to implement the findings. Usually, user research is done by a product manager and a designer, so they can work directly with the results and implement them into the product. How do you convince other teams to participate in user research? From experience, once a team member attended a user research session, they see how the app or feature is used from the perspective of users. It’s very helpful especially for team members who were initially skeptical about product roadmaps which were formed through user research results. User research helps here with the process of prioritizing ideas, especially for the ones which might sound very advanced and sexy but actually do not appeal to users. How do you approach people to interview? The easiest group of users to find is existing users. Normally through email and notifications, we ask users if they’re interested to help us improve the app. Then we get them to sign up through a form that consists of a series of questions, such as location, device, and topics related to the usage of the app to segment them into specific groups. We can use this information to filter for the types of interviews we want to conduct. Sample email we send out to Clue users for user testing recruitment For potential users, going to a co-working space or local hangout spot would be the simplest approach, since a majority of people there would be digital natives and are probably open to spare some time to speak to us. To get the non-users, similar techniques like the above apply. If we want the group to meet narrow criteria, we hire an agency to find them for us. Those criteria can be very specific, like types of contraceptives, diseases, or sexual orientation. Do you use individual or group interviews? We only do 1-on-1 interviews because the topic of the cycle is very personal and unique. With groups, it is easy to get an incorrect impression of the topic if there is a dominating character in the room. Do you see big differences between these three groups (existing users, potential users, and non-users)? Fundamentally, each of these groups is distinctively different. Prior to any interview, the objective of the session should already be defined and a series of interview helper questions are prepared. Interviews with existing users are usually more focused on the existing product and how it fits in with their needs. We’re trying to understand if improvements or ideas we are going to develop will satisfy an unmet need. We tend to use the app as a basis for the discussion while already asking a set of questions to establish a baseline, such as: Are they a frequent user? Are they tracking on a specific category? Are they more interested in the app as a contraceptive or to get pregnant? For potential users, it is to learn about their thoughts on the broader topic of health and what other similar, adjacent or complementary, products, and services they are using. The key here is to understand why are the other products and services are useful or helpful to them. With this group, it is more likely that we uncover a fundamental difference in terms of feature sets or simply understand how they perceive the topic. For Non-users, the interviews are completely different. We are going much, much broader. We approach them more from a birds-eye view: How do they perceive their health? Would a digital health app be something they would ever consider at all? What are their barriers to consider using a service? Why would they not use such a service? Non-user interviews tend to uncover new use cases for the app or service. What are realistic goals to define before doing user interviews? You need to have a hypothesis and a clear objective of what you want to achieve. You can’t just say ‘I want to do user research but I don’t know why.’ The more narrow the topic, the better it is. The less clear on the topic and objective, the higher the likelihood the conversation with the user could derail. However, the good thing about user interviews is that we will always learn something new, but it might not be helpful with bringing a project forward. Interview examples: Will changing the layout of the calendar in Clue help with faster tracking? - In this user interview, we target existing users to know if a different calendar layout can improve their overall tracking experience. - We show multiple prototypes of different calendar layouts to users and collect their feedback. Prior to showing prototypes, we will ask how do they use and interact with the calendar. What factors create a deeper trust when using Clue? - Trust is a broad topic but it has a clear focus that is applicable to all three user groups; existing, potential, and non-users. This will also eliminate any bias. - Results from each group are synthesized to understand the overlapping or distinctive behavior of each group. - Additional research before interviews needs to be done to understand why certain apps and services seem to provide high levels of trust with their users. If you would like to learn more about what kind of questions Clue is asking in user research, check out their blog post. Could you talk a little bit more about quantitative and qualitative research? How do you decide when to go either qualitative or quantitative? It has to be a pair, it can’t just be only quantitative or qualitative. Both are important because they have different biases. Quantitative research is useful when you already have a specific feature in mind and just need to validate a specific area of that feature, such as content style or structure. This would be something like running a survey — asking the user a series of questions so they have to choose something. They’re more suitable for deciding a feature priority or the way they are displayed. Assume, Clue displays insights in the app and there are 15 different types of insights to show, then we could list these insights and ask users to order them in terms of preference. Qualitative research would not work as well in this case. Qualitative research is mostly trying to get users to reveal motivations and preferences they don’t even know they have. When doing qualitative research, we never ask the user a direct question like: ‘Which are your three favorite features that you use in the app?’. Instead, we will ask indirect questions that don’t target a feature at all: ‘Why do you do this? Is there a particular reason? What kind of value do you see in this thing?’ If we want to know if a user is willing to spend on the Clue app, we wouldn’t ask ‘Would you pay for the app?’. Users will probably say ‘yes’ and the team will still not know what kind of features or services that the user would pay for. Instead, we ask questions like ‘Which feature provided you insights to your body?’ or ‘What would be a feature you wish the app to have?’. Diving deeper into those topics can reveal what users would perceive as valuable and it will help the team to design features which align with this. You need to be pretty good at improvising. When users are stuck, you should be able to ask similar questions in a different way. With qualitative research, we get to have a glimpse of the lifestyle of the user and the way they think about the topic itself. For this, it is important for us that users feel comfortable talking and sharing. So you want them to relax and forget they’re being watched? Yes, because they have the bias of trying to be helpful. People generally have a strong desire to help. So they answer what they think we want to hear. The best way to get around this is by asking them to tell us about themselves and also subtly dive into the topic without being clear on the objective of the interview. What should a good interviewer never do in user interviews? As an interviewer, you shouldn’t be helping your interviewee. A lot of times during the interview users will be looking at the interviewer for signs. They want to get help or a signal if they are answering correctly. Instead, make it clear to the interviewee that there is no right or wrong answer and ask support questions: ‘What are you thinking?’, ‘What are you looking at?’. If they’re interacting with the app and can’t complete a task, you could ask: ‘What are you looking for?’. How many user interviews are enough to gather the information needed? Usually, with qualitative interviews more does not equal better. With the right hypothesis, patterns start emerging after user number 5 or 6. We have tried running user interviews up to 20 users from a broad range of criteria, but after 10 users a clear pattern emerged and it was more reinforcing that users do perceive certain topics similarly. How do you deal with inconclusive results? A wide distribution of results can happen when questions, hypotheses, methodology, or supporting material are not well-defined. It is important to understand that the user is not at fault. You have to go back, revise, and iterate. Any final advice? User testing is one of the tools within a Product Manager’s toolbox. It is vital to understand that user interviews are an integral part of a successful product development. There are many best practices. Not all of them might be applicable for you, but the journey to find a suitable approach to fitting your product will be beneficial in the long run.	https://phiture.com/mobilegrowthstack/user-research-from-a-product-perspective-4d45a568b513/
A diet rich in fiber can help reduce knee pain, and the risk of developing painful osteoarthritis, according to a first-of-its-kind study published in the Annals of the Rheumatic Diseases. The findings, which draw from two different long-term studies, add to the list of health benefits of a fiber-rich diet, including reductions in blood pressure, weight, inflammation, and blood glucose. The first study, known as the Osteoarthritis Initiative (OAI), tracked the health of nearly 5,000 older Americans with or at risk of developing the immune disorder, also known as degenerative joint disease or “wear and tear” arthritis, beginning in 2004. The intent of this study was to use the data collected to determine potential risk factors for this condition. The second, known as the Framingham Offspring cohort study, tracked more than 1,200 adult children of the original Framingham Heart Study, which began in 1971. Both studies used a questionnaire to determine the dietary fiber intake of each participant, finding that the average person’s intake was between 15 and 19 grams of fiber daily. Analysis of the results of both studies found that eating more fiber is associated with a lower risk of painful knee osteoarthritis. Those in the OAI study who ate the most fiber had 30 percent lower risk, while high-fiber diets were linked with a 61 percent reduced risk in the Framingham research group. Additionally, eating more fiber was linked with a significantly lower risk of worsening knee pain. “These data demonstrate a consistent protective association between total fiber intake and symptom-related knee [osteoarthritis] in two study populations with careful adjustment for potential confounders,” the researchers concluded. Professional Scope of Practice * The information herein on "Fiber-Rich Diet May Lower Osteoarthritis Risk" is not intended to replace a one-on-one relationship with a qualified health care professional, licensed physician, and is not medical advice. We encourage you to make your own health care decisions based on your research and partnership with a qualified health care professional. Our information scope is limited to chiropractic, musculoskeletal, physical medicines, wellness, sensitive health issues, functional medicine articles, topics, and discussions. We provide and present clinical collaboration with specialists from a wide array of disciplines. Each specialist is governed by their professional scope of practice and their jurisdiction of licensure. We use functional health & wellness protocols to treat and support care for the injuries or disorders of the musculoskeletal system. Our videos, posts, topics, subjects, and insights cover clinical matters, issues, and topics that relate to and support, directly or indirectly, our clinical scope of practice.* Our office has made a reasonable attempt to provide supportive citations and has identified the relevant research study or studies supporting our posts. We provide copies of supporting research studies available to regulatory boards and the public upon request. We understand that we cover matters that require an additional explanation of how it may assist in a particular care plan or treatment protocol; therefore, to further discuss the subject matter above, please feel free to ask Dr. Alex Jimenez or contact us at 915-850-0900. We are here to help you and your family.	https://dralexjimenez.com/fiber-rich-diet-may-lower-osteoarthritis-risk/amp/
Gavin O'Brien will be a keynote speaker at ACT-IAC's 2017 Mobile Health Forum at the Renaissance Washington in Washington, DC. This forum will explore the role over privacy and security in shaping the future of mobile health technology. The NCCoE Speaker Series Cybersecurity 101 for Small Business: The Questions You Need to Ask to Protect You and Your Customers will be held on April 5 from 1-4pm in person at the NCCoE and via webcast. NCCoE cybersecurity engineers Jim Banoczi and Harry Perper will present "Managing Access and Assets for the Financial Services Industry" at the ISSA Mid-Atlantic Information Security Conference on March 10, 2017 at 9:40am at Universities at Shady Grove Conference Center in Rockville, Md. NCCoE cybersecurity engineers Curt Barker and Scott Rose will present the DNS-Based Email Security project in San Francisco at the Messaging Malware Mobile Anti-Abuse Working Group's (M3AAWG) 39th Annual Meeting. The NCCoE will be participating with NIST at the 2017 Healthcare Information and Management Systems Society (HIMSS) Annual Conference & Exhibition at the Orange County Convention Center in Orlando, Fl. for additional information on presentations, demonstration times, and exhibition location. NCCoE Project Engineer Julie Snyder will lead the conversation "Understanding the Cyber Challenge" at 9:30am CT at the Four Seasons Hotel in Houston, TX. Featuring oil and gas leaders, this conversation will cover innovative technology trends being adopted by the oil industry and the potential risks they pose to the security of oil networks and infrastructure, and provide insights into how risk is driving industry decision-making and how companies are responding to the need to defend their systems. The NCCoE will be participating with NIST at the RSA Conference 2017 at the Moscone Center in San Francisco. Click for additional information on demonstration times and locations. Splunk and NCCoE experts will discuss the example solutions in a webinar on January 23, 2018 at 2pm eastern time. If you can’t attend the webinar in real time, you can still receive the recorded version. The NCCoE will be hosting a conference call for individuals from industry, academy, and government interested in identifying mobile security challenges, providing practical mobile security expertise, and helping guide NCCoE mobile security projects. Insider threats are growing at an alarming rate, with medium-to-large company losses averaging over $4 million every year. Smaller businesses are at risk too, and it is estimated that in 2014, over half of all cyber attacks targeted companies with less than 1,000 employees. The majority of these breaches are caused accidentally by internal employees or contractors.	https://www.nccoe.nist.gov/events?page=13
For more details on the overarching theory at play in this piece, please see part 1 which I posted earlier in the week. This blog will be focused on the practical application of the theory as described in part 1 and will provide a framework for measuring customer perception. Meanwhile, part 3 will be focused upon key areas for adding good will to the well. Measuring Industry Perception The first step is to identify how your industry as a whole is perceived by consumers? Is your company in an industry such as Oil & Gas, or Insurance which tends to skew towards a more negative consumer perception overall? If you are looking for a rough benchmark you can look at average net promoter scores by industry to identify where your industry falls in the list. Please do keep in mind this isn’t necessarily the best way to track overall perception towards your industry but is likely the most cost effective as NPS data is easy to come by and understand. Second word of warning on this is that oftentimes NPS scores can be skewed by the way in which a company surfaces the NPS question. Many companies fall into the pitfall of only sending an NPS survey via email to customers who have monetized. Not only does this tend to skew the score towards the positive but also towards an older demographic as while doing research into decling membership rates at a company focused upon 18-24 year old customers we found that an increasing majority of those under 30 do not have or use personal email addresses. A much better way to benchmark is to first search for studies done within your industry as to customer perception, and if there are none, to speak with a consumer research group or have a consultancy run one. While this option may be costly, it can provide you with invaluable insight. Measuring Customer Sentiment Now that you have an industry baseline your next step is to identify where do you stand within that industry. For this NPS will only take you so far and as such I’d suggest asking your customers directly. Before you do however, it is worth checking if there are consumer advocacy groups or government run oversight organizations for your industry who post their research and reports. For example, Ofcom in the UK regularly posts a great deal of insights into the telecoms, TV, radio industries along with consumer trends when it comes to social media and internet coverage/usage. 2 Often times reports of this nature can be a gold mine for a start-up to gain free insights into their market. If you have done your due diligence and have not found information on how you stack up within your industry it is best to ask the market. An important note here is to ask not just those who are currently customers, but those who have left, and those who have never been customers. Design Thinking would suggest hitting the streets (or paying a research group to do so on your behalf) and talking to people, and I have found at times that this is a good way to gain some very valuable insights. Often times the more freeform and open the conversation the wider insights can be obtained, however the more difficult they are to quantify. Meanwhile with more regimented feedback such as surveys you lose much of the potential for that “ah ha” moment. I’d suggest making the choice depending upon your needs as a business at that time and what you are looking to achieve while keeping in mind the need to track change over time. Now that you have baselines for both your business and your industry it is time to look at your brand messaging and the touch points between yourself as a company and your customers. Adding to the Well of Good Will for you company tends to happen when a customer has a positive experience of some kind with your company. Some products are more experience oriented and as such companies providing those products will have an easier time adding to the well. For example, CPG or the hospitality industry due to the nature of their products have a large number of experiential touch points. Mapping Customer Touchpoints A valuable exercise at this stage is to map out all of the customer touchpoints between yourself as a company, big and small, that you and your team can think of, then work with some of your customers to identify ones which you might not be aware. For example, think back to a recent hotel stay that you had. Your experience with the hotel did not begin with stepping through the front door. Depending upon the type of consumer you are and the research that you did, there could be a multitude of additional touch points. Was the hotel recommended by a friend/colleague/client? Was it on a list of approved hotels for a convention? Did you read reviews on a site such as hotels.com or tripadvisor.com? Did you pick that hotel due to past experiences, word of mouth, brand recognition, location or some other factor? List all of these touchpoints or potential pathways a customer will become aware of your brand and in turn come into your website/shop/business. After listing out the potential ways in which a customer can become aware of your brand/company/product, take time as a team to use each of these pathways and map each of these journeys. How was the customer journey? How is your brand and company represented in each way and is it in line with your values and message? Differentiate those that are working well from those that are not. Also, remember to test these pathways via multiple mobile phones. There is a strong trend towards mobile and I have worked at companies where over 50% of our web traffice came in via mobile browsing. Now, look at the pathways of retention. How are you staying in contact with your customers and nurturing the relationship? Identify these potential pathways into the business and map them out while differentiating them from new customers (there will likely be some crossover). Start pulling all of these pathways together with your point of sale in the middle. If done properly it will look like a rather complex web. From this web you will easily and clearly be able to identify trouble spots and potential easy ways in which to add some base level good will by improving the customer journey. Final Thoughts for Today We've discussed how to get a clear understanding of customer perception towards your industry and in turn how to measure your businesses place within that industry. We've sat down and mapped out customer touchpoints and their journey through your website/store/business. Armed with this information in my next blog we will be looking at the importance of consistency when it comes to good will, how to galvanize your advocates, and the power of scarcity. We will also be looking at some potential pit-fall areas to avoid so that you can maintain positive momentum in your brand's Well of Good Will. Thanks as always for reading. References:	https://www.vincemarsland.com/post/2018/03/10/the-well-of-good-will-pt-2
Information Visualization as a DevOps Monitoring Tool From the dawn of humanity, people have been trying to represent knowledge visually to communicate ideas to their peers. Yet we still struggle to this day whenever we need to present information in a way that is both simple and effective. In this blog post, the first in a series on Information Visualization in DevOps, I explore how visual graphics can assist in the DevOps process. The use of abstract graphics to display data is a fairly recent invention, due to the multi-disciplinary aspect of information visualization. This new area requires visual-artistic, statistical-mathematical, and cognitive science skills. In fact, displaying data as graphics goes beyond aesthetics; it aims to display information in a way that makes use of our cognitive skills to detect patterns in the information displayed. At the very least, graphics are good substitutes for data tables; at their best, they become instruments for reasoning about quantitative information. To interpret graphics, we use our innate human ability to identify trends, outliers, and repetitive or anomalous patterns. This ability comes in handy when we need to quickly look at large amounts of information to gather insights about what is being represented. How Visuals Can Help the DevOps Process In industrial environments, there are panels that concentrate information about how each component in the production line is behaving at any time. In the past, those panels contained mechanical gauges, which gave only an instant reading. Today, automated systems with databases can accumulate those readings to display them in real time on the digital equivalent of the older gauges. These dashboards have become a standard across industries to give situational awareness about anything one can imagine. From financial systems to factories, people want to see dashboards because they provide a quick understanding of what is happening within a given system. DevOps emphasizes the collaboration and communication between software developers and information technology professionals, while automating the process of software delivery and infrastructure changes. If we think about the DevOps lifecycle as a system, it is possible to examine its components and establish metrics that provide situational awareness. Let's consider the Secure DevOps lifecycle diagram below: At every stage of the diagram, we can take advantage of the analytical opportunities of that phase to gather meaningful metrics. Here is a list of the different phases and the corresponding metrics that could be monitored throughout the lifecycle: \| \| Phase \| \| Potential Issues \| \| Useful Metrics \| \| INCEPTION/PROJECT CONFIGURATION / SECURITY \| \| Scripts that create infrastructure can be exploited opening backdoors \| \| Infrastructure vulnerability reports from automated penetration tests and/or assessments \| \| CODE/COMMIT/CI \| \| Organic growth of codebase may add potential risk of failure in software \| \| Changes to the size of the codebase, most active developers, areas of largest growth, sprint sizes, sprint/project completion \| \| QA/TESTING \| \| Software does not perform as it should \| \| Number of open/resolved issues per sprint, number of failed unit tests, reports from automated UI testing \| \| CONTINUOUS DEPLOYMENT \| \| Software is not performing as it should in network \| \| Software dependency versions, server heartbeat monitoring \| \| Daily System Use \| \| System utilization may introduce scalability problems \| \| Data volume reports (used to forecast system expansion), data integrity test results, user base sanity checks When planned ahead of the implementation, it is possible to add instrumentation that will allow us to monitor the DevOps process from its early development stage to its full operation in a production environment. The results can then be displayed as visualizations in a dashboard. Our Next Steps The goals of this series of posts are to (1) create awareness of the usefulness of information visualization as a means to query data sets or to display data adequately and effectively and (2) demonstrate how to apply those concepts in order to gather insights about different parts of the DevOps process. In this series, we will explore the cases presented in the above table. We will present concrete examples of how such monitoring can be implemented and how information visualization can help us achieve it. In the next post, we will implement visualizations to help us monitor the code written for a project and to identify areas of high activity that may introduce potential issues during the software development process. Bibliography - Tufte, Edward, "The Visual Display of Quantitative Information", Graphics Press, 2001. - Schneiderman, B, Plaisant, C, "Designing the User Interface". Pearson, 2010. - Few, Stephen, "Information Dashboard Design: Displaying Data for At-a-Glance Monitoring", Analytics Press; 2nd edition, 2013. Additional Resources To view the webinar DevOps Panel Discussion featuring Kevin Fall, Hasan Yasar, and Joseph D. Yankel, please click here. To view the webinar Culture Shock: Unlocking DevOps with Collaboration and Communication with Aaron Volkmann and Todd Waits please click here. To view the webinar What DevOps is Not! with Hasan Yasar and C. Aaron Cois, please click here. To listen to the podcast DevOps--Transform Development and Operations for Fast, Secure Deployments featuring Gene Kim and Julia Allen, please click here. To read all of the blog posts in our DevOps series, please click here.	https://insights.sei.cmu.edu/devops/2017/05/information-visualization-as-a-devops-monitoring-tool.html
12 Questions Every Job Seeker Should Ask Most job interviews consist of being asked a series of questions so the recruiter can get a feel for your qualifications and if you would be a good fit for the position and the company itself. They also offer information and insights into the job you are applying for. A good interviewer will give you the opportunity to ask your own questions at the end. It is essential that you take advantage of this. Prepare some questions in advance to help you learn more about the work culture and company outlook so you can make an informed decision on whether the position is one you should take if it is offered. Declining to ask any questions may give the recruiter the impression that you are not interested in the job opportunity. Show your enthusiasm by engaging in the conversation and asking some astute questions of your own. Here is a list of questions you can utilize to impress the hiring manager in your next interview. Try to personalize your questions and make them relevant to the job you are applying to, so you get the most information possible. - What is your relationship with the company, and have you been working with them for a long time? - This is the knowledge I already have about the company, but is there anything that you can expand upon to give me a better insight into what the company’s goals and mission statement are? - Have you placed many other recruits at this organization? Is there anything you can tell me about their experience that would benefit me? - Is there any potential opportunity for remote work, or are all jobs required to be completed at the company’s location in “X”? - What is the overall interview process like? I am familiar with the standard procedure of a telephone or video interview at the beginning as an initial interview, followed by one with the company’s hiring manager. After that is usually an on-site interview to gauge skills and qualifications as well as the behavior-based part of the interview. Does this company use the same interview structure? - What is the timeframe that is being considered to hire a candidate? I am interested in the opportunity and wanted to get further information because I have (a vacation, travel for work, another job offer) and need to know what to expect. - My understanding of the company and job requirements is that they are looking to achieve these three things. Have I correctly understood these intentions? Is there any other pertinent information that may have been left out of the job description or materials that I have been provided that I need to be aware of so I can address them in a future interview? - Can you describe to me what the company culture is like? What can I expect in that regard? - Can you tell me what a typical workday for this position would look like? - If I am able to move forward in the recruitment process, I would like to thoroughly address all the things that the company holds important. They seem to have a special interest in my knowledge, skills, and experience in this “X” area. Is that a correct read of the situation? Is there anything you feel that I should have prepared or be ready to address? - What are the top priorities of the candidate that accepts this job? What kinds of duties and interactions with other departments or organizations will there be? - How does the organization support additional training and continued education? Do they have a policy in place to assist their employees in staying current in their area of expertise? Have a strategy prepared in advance to ask your questions of the recruiter. Stick to time-appropriate queries that give you a deeper understanding of the company and the responsibilities that you would have. Avoid asking about salary and benefits until the recruiter mentions the topic. Always be polite and courteous. Do your research into the organization and the specific job you are interviewing for in advance. You can discover a lot of information on your own. Asking questions that you could have easily found the answer to yourself waste the interviewer’s time and puts you in a poor light. Do your best to craft careful questions and modify them to reflect the information you have learned throughout the interview. This is your opportunity to gain greater knowledge and a better understanding of the position to make your decision easier.	https://moralesgroup.net/12-questions-every-job-seeker-should-ask/
Delivered December 17, 2019. Contributor: Dagmawit W. Goals To obtain a list of the top 10 franchising brands in this industry and present a competitive landscape. Early Findings Competitive Landscape This spreadsheet provides insights into SoulCycle. In our one-hour research time frame, we were able to unearth some information for SoulCycle and present it in the attached spreadsheet. Proposed next steps: You need to be the project owner to select a next step. Our initial research was able to provide almost all the information required for SoulCycle. We propose continued research in populating the rest of the cells for the other three companies/brands. Additionally, we will provide 3-4 additional companies/brands that are considered top in this category. We will provide all the information as outlined in the spreadsheet.	https://start.askwonder.com/insights/boutique-fitness-research-11n57fpyd
Career Expert, author shares annual list with important COVID-related updates Marc Cenedella, CEO of the career website Ladders, Inc., features some notable additions brought on by pandemic uncertainties. For the first time since the list’s inception ten years ago, it references topics related to remote work and hybrid schedules. Cenedella, who wrote the Amazon Careers bestseller, Ladders Interviews Guide, said, “All of these insights will help you better understand the institution you’re about to join, and make a better, more informed decision about whether you should.” Below, you’ll see Cenedella’s top questions to ask during a job interview this year. Some of his suggested questions (like asking about leadership styles) are part of the interview performance gold standard that’s been around for years. Others are vital as the pandemic continues to change the way we work. Questions to Ask During Your 2021 Job Interview - What are the plans for “back to normal?” (You can dig deeper by asking, What will normal look like? How are you thinking about time in-office vs. flex vs. remote for the workforce?) - How has work-from-home impacted your team’s productivity? (Consider adding, During COVID, what’s been the best boost for your team productivity and morale?) - What’s one thing that’s key to this company’s success that somebody from outside the company wouldn’t know? - What’s your (or my future boss’) leadership style? - What are the three things I can contribute in the first 100 days to make you feel great about hiring me? - Which competitor worries you the most? Is it their strategy, execution, market size, or something else that worries you? - Why did you decide to hire for this position instead of the many other roles you could have hired for? What about this position made you prioritize it over others? - If I get the job, what does great performance look like? What are the key accomplishments you’d like to see in this role over the next year? - How open is the company with information? What information is shared with the employees (revenues, costs, operating metrics)? - If we are going to have a very successful year in 2022, what will that look like? How does this position help achieve those goals? (This question is a surprisingly easy way to come across as somebody who is always looking ahead.) - How does the company do performance reviews? How do I make the most of the performance review process? - What is the rhythm to the work around here? Is there a time of year that it’s “all hands on deck” and we’re pulling all-nighters, or is it pretty consistent throughout the year? - Is this a new position, or an existing position? If new, why was it created and what are the expectations? Additional Job Interview Notes When asking these questions, it’s vital to make sure you’re engaging in a conversation rather than checking off a list. Cenedella noted, “As with all interview interactions, you want to come across as inviting a conversation, not as a know-it-all with ‘gotcha’ questions.” These are the Best Cities to Find a Six-Figure Human Resources Job Cenedella suggests an excellent way to make sure a potential employer is a great match for you is to pick the questions in which you’re the most interested and ask every single one of your interviewers the same questions. “You can even let them know you’re doing this – it shows you’re engaged and prepared,” he said. “Asking the same question across interviewers can be very helpful in sussing out company culture, alignment, and conflict.” You’ll get excellent insights from considering whether each person provides roughly the same answers or if there are big differences between how two groups or two heads of groups respond. About Ladders, Inc. Ladders, Inc., is the number one career site for professionals seeking six-figure jobs and ongoing vocational enrichment. Ladders services (including Apply4Me, Ladders Premium, and Ladders News) make top-end professionals’ lives easier. Ladders has more than seven million members who use the platform to manage, market and move up in their careers. Learn more at TheLadders.com.	https://moneyforlunch.com/13-questions-to-ask-during-your-job-interview-in-the-pandemic-era/
Some excellent thoughts about the importance of networking recently appeared in Law Practice Today, the ABA Law Practice Management Section’s webzine. Three prominent career experts share their thoughts finding and keeping a job in an economic downturn. Read the whole thing here. Some key quotes: Shelley Canter [author of Make the Right Career Move: 28 Critical Insights And Strategies to Land Your Dream Job]: Over the past 20 years, studies have consistently shown that at least 70-80% of jobs come through one’s network. My experience is that in bad economies, this statistic is even higher. Kathleen Brady [author of Navigating Detours on the Road to Success]: The internet is a great way to learn about where the opportunities are but simply submitting resumes on line yields a pretty low rate of return. Job seeks should definitely use the internet but they should not hide behind their computer screens. Use the internet to learn about other careers and compile lists of target companies. Visit web pages, read press releases; know what career opportunities exist (even if they are not at your level.) At the same time, begin to compile lists of people who might be able to help you. Consider family members, former classmates and colleagues as well as people “on the other side” of deals or projects you have met throughout your career. Strategize how they might be helpful. Can they provide information about a job posting you found? Can they introduce you to someone on your target list or help you expand your target list? Perhaps they can offer feedback on your resume or approach tactics. Be prepared to ask people for something specific they can do to be helpful. You have to do your homework first, but the bulk of your time should be spent talking to people. It is one thing to understand the concept of networking. It is quite another to know HOW to do it. Start with the easy ones, those friends and colleagues you feel comfortable calling. Invite them to lunch and say, “I’m thinking about making a job chance and wanted to bounce some ideas off you.” During these initial meetings you will begin to become more comfortable talking about yourself, and, because these are your friends, they will be more forgiving if you stumble slightly as you craft your message. The ability to communicate your qualifications to potential employers entails more than just informing them of your technical competence. You must be able to illustrate that you have the requisite personal attributes–things like problem solving abilities, analytical skills, assessment and planning capabilities–to perform the job. The examples you use to talk about your accomplishments should elucidate your thinking and problem solving style. The more concrete and specific you are, the better able your contact will be to think of possibilities for you and suggest additional people you should meet. That’s why it is critical that job seekers engage in the self-assessment process before they launch into the networking process. A common mistake people make when job prospecting is to use the meeting as a therapy session. You do not want to inspire guilt, pity or dread. Your goal should be to make your contacts feel good about their ability to help you. It is important that you present yourself as positive, confident and self-assured, not negative, needy and desperate. Never make your contacts feel sorry for you or responsible for your situation. Do not scoff at their suggestions by saying “I’ve tried that and it does not work,” otherwise your contacts will doubt their ability to help and begin to avoid you. If you need to express anger, bitterness, anxiety, etc., talk to a career counselor or seek out a member of the clergy or a sympathetic friend before meeting with your contacts.	https://sites.law.berkeley.edu/careers/2009/01/21/networking-70-of-jobs-come-through-contacts/
The lower falls have a hidden quality about them, and can really only be seen once you are within feet of them. These falls drop at a very low angle, almost slide-like in some sections. A portion of these falls could also be considered a natural waterslide. The gorge surrounding the lower falls is rather dramatic consider its inner-city location. Center Springs Park is actually more famous as a disc-golfing destination than it is for its two waterfalls. TRAIL INFORMATION DIRECTIONS Drive north on CT 83 for less than a mile through the center of Manchester. Continue driving on CT 83 north for 100 feet beyond the CT 83/US-44/US-6 junction and take a left into the Lincoln Center. There is parking for Center Springs Park just ahead. UPDATES SINCE THE 2ND EDITION If you know of any updates to this waterfall, or notice any errors either on this website and/or within the New England Waterfalls guidebook, please send me an email at [email protected] or leave a Facebook comment at the bottom of this page. Updates to all of the waterfalls in the latest edition of the guidebook can always be found here: book updates OPTIONAL HIKES PHOTOGRAPHS the upper falls of Center Spring Falls, Connecticut the lower falls of Center Spring Falls, Connecticut green tree monster on the way to Center Spring Falls, Connecticut INTERESTED IN VISITING MORE WATERFALLS IN NEW ENGLAND? New England Waterfalls guidebook Over 20,000 copies sold! also available on... TIPS FOR VISITING WATERFALLS & SWIMMING HOLES HELPFUL LINKS OTHER WATERFALL GUIDEBOOKS WATERFALLS ON FACEBOOK And if you'd like to follow the New England Waterfalls page on Facebook, click here. ASK A QUESTION / LEAVE A COMMENT / PROVIDE AN UPDATE:Feel free to ask a question, leave a comment, and/or provide an update relevant to this waterfall below.	http://www.newenglandwaterfalls.com/ct-centerspringfalls.html
Respond to the post using one or more of the following approaches:Ask a probing question, substantiated with additional background information, and evidence. Share an insight from having read your colleagues postings, synthesizing the information to provide new perspectives. Offer and support an alternative perspective using readings from the classroom or from your own review of the literature in the Walden Library. Validate an idea with your own experience and additional sources. Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings. Expand on your colleagues postings by providing additional insights or contrasting perspectives based on readings and evidence. Evidence Based Practice IntegrationA healthcare culture focused on excellence in patient-centered care requires that nursing research and evidence-based practice (EBP) are integrated into professional practice and nursing care delivery. To achieve this, it requires the development of staff expertise, time allocation for staff to participate in scholarly activities, resources that support EBP and research, and expert consultants in EBP and nursing translational research (Barnsteiner, Reeder & Walton, 2010).Dissemination planDissemination is a planned process that involves consideration of target audiences and the settings in which research findings are to be received. Developing a dissemination plan requires several components. Communication is an important one. Researchers can present their findings either orally or in writing (Polit, 2017). Speaking to an audience is beneficial when using a visual such as a poster session or power-point presentation. Written reports typically are in journal article or open-access form. A major advantage of journal articles is that they have world-wide accessibility (Polit, 2017). Good research communication depends on how well you know your audience. It is beneficial to know who the audience will be in terms of their profession and the influence they might have on practice changes, any potential language barriers, and whether there are any experts in the field of the study topic. It is important to keep in mind the needs of the main intended audience and what the findings mean for practice.The introduction should be obvious so the audience knows what the research problem is. The method used should be made clear so the audience knows what the researcher did to solve the problem. The results should indicate the findings from the analyses that were summarized. Figures and tables of qualitative and quantitative data are beneficial and provide a better visual of the summary of findings. The discussion section should present the interpretation of results and how the findings relate to research. This section also includes any limitations and implications for further research. Effective dissemination is about getting the findings of your research to the people who can make use of them and maximizing the benefit of the research.Institutional leadership, such as nurse managers, plays an integral role in the implementation of EBP on nursing units. A workplace culture that provides clear communication of EBP goals or regulatory changes, direct contact with CEOs, and clear expectations supported by nurse managers in their promotion of EBP on their units (Kueny, Shever, & Titler, 2015). Nursing managers can also ensure opportunities for staff nurses to be active participants in implementing EBP on the unit. Workplace culture, structure, unit-level resources, availability of institutional resources, and institutional prioritization and expectation of EBP implementation supports nurse managers in their implementation of EBP in the clinical environment.ReferencesBarnsteiner, J. H., Reeder, V. C., Palma, W. H., Preston, A. M., & Walton, M. K. (2010).Promoting evidence-based practice and translational research. Nursing Administration Quarterly, 34(3), 217225. Retrieved from the Walden Library databases.Kueny, A., Shever, L., Mackin, M., & Titler, M. G. (2015). Facilitating theimplementation of evidence- based practice through contextual support and nursing leadership. Journal of healthcare leadership, 7, 29-39. doi:10.2147/JHL.S45077Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence fornursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer. The post additional background information appeared first on My Assignment Online.	https://openbooks.link/2020/10/11/additional-background-information/
The project management team needs to gather and review secondary information on the priority stakeholders from sources such as newspapers, institutional reports and publications, speeches, organization annual reports, political platforms, and other sources. Collect information: The nest step is to collect as much information as possible regarding the identified stakehodlers. Make a judgement about what information stakeholders really need, which is not always what they ask for. Interdepartmental communication can then effectively utilize findings and the content can be shared with key stakeholders. All industries have their specific sets of Key Performance Indicators and metrics, which should be considered when creating that kind of report. These two examples show how other parts of the business can use Internal Communication statistics to demonstrate value in their area. On this specific example of business report, we have gained insights on how to present your management data, compare them and evaluate your findings to make better decisions. They all are essential to business success, as they bring clarity to a complex analysis. Full Story Now that you have your metrics, it can be tempting to simply share communication results with your own team. This allowed employees who would not be comfortable asking a question in public to have an input, but also provided a huge amount of intelligence on what type of questions the executive team could expect at the live events. Conducting such an analysis before project implementation allows project managers to detect and take measures to avoid misunderstandings and potential opposition to the project. This is best done through a formal and structured interview process.	https://tapitidedugoxyj.histoires-etranges.com/stakeholder-examples-business-reports72562529gv.html
A common home repair concern, maintaining an air conditioning unit can take a lot of work. While some aspects of the care can be handled by the homeowner, there are some things that should be left to trained professionals to avoid unnecessary damage to the unit and the homeowner. When trying to find the right air conditioning contractors, knowing where to begin can simplify the process. Start by asking friends and family for their recommendations. These can provide insights into how the company operates, how the contractors’ customer service is, as well as the potential cost of care. If friends and family don’t have the right information, it is also possible to find out more about the contractors from online reviews. Next, look for contractors who are experienced and established in the area. How long their business has been servicing customers can give great insights into their level of experience. Contractors with more experience will be better prepared to handle issues that arise during the process. Finally, take the time to talk with them. Good contractors will ask a lot of questions to gain as much information about the job. Some may offer a free home estimate before beginning the job. For additional information about finding the right air conditioning contractors, please review the attached video. .	https://roofreplacementandinstallationnewsletter.com/2023/01/11/finding-the-right-air-conditioning-contractors/
Let Master Photographer Lisa Crayford guide you to the top-ranked waterfalls in the state, as well as her "secret waterfalls." Your bucket list should definitely include these 117 gorgeous locales that decorate Minnesota's landscape, including bridge views, short hikes, secluded waterfalls in urban areas and hidden gems along the North Shore. With this book in hand, you can easily plan to see them all. The waterfalls are organized geographically and ranked by beauty. Start with the ones nearby, then get away to discover those farther afield. All the information you need--directions, distance, hike difficulty and more--is right at your fingertips. These natural wonders prove that the Land of 10,000 Lakes is also home to some of the most picturesque waterfalls in America!	https://www.plainstrading.com/ebook/9781591936121
THEA is on a mission to reach 500 Health Survey responses by the end of May, and if you are a resident of Cypress, Texas near the Jones Road Ground Water Plume Superfund Site, we need your help. This coming May, we are writing to the Texas Department of State Health Services (DSHS) requesting data on the incidence rates for all types of cancer present within the seven census tracts impacted by the groundwater plume. Back in 2017, DSHS responded to community concerns regarding what felt like an unusual frequency of childhood leukemia in the Cypress community. Children were getting sick, and local residents were determined to figure out what was going on. DSHS conducted an investigation into rates of childhood leukemia from 2010 to 2016 in the seven census tracts affected by contamination from the groundwater plume. The investigation revealed that rates of childhood leukemia were 2.2 times higher than expected in the selected neighborhoods compared to the rest of the state. These results were shocking–yet not surprising to the families living through the stress and heartbreak of childhood cancer. Although we are grateful to DSHS for looking into these cancer rates, we believe this information is only the tip of the iceberg. If the only cancer type investigated showed abnormally high incidence rates, we are left wondering what that means for the countless other cancer types present in the community that were not investigated. Additionally, we only have data for the years 2010-2016. Exposure pathways and other conditions change over time, so rates today and closer to the time the dumping took place (1988-2002) likely look significantly different than they did when this investigation was conducted. Making sure we have the most current and comprehensive information available is a vital part of understanding the full scope of the problem facing the Jones Road community. We need DSHS to conduct an updated investigation that includes all types of cancer present within the community. Unfortunately, we cannot simply ask DSHS to investigate all types of cancer for all years up to the present–they don’t have access to that information. Instead, we have to compile a list of every type of cancer known to be prevalent in the community. Then, we’ll present DSHS with the list and ask them to investigate the rates for those specific types. To ensure that all types of cancer affecting the Jones Road community are accounted for on our list, we are asking residents to complete our community health survey. The survey should only take about five minutes of your time, and it’s completely confidential. We will not share your name or any contact information with the state, we simply want to know which types of cancer you and your family members have experienced, if any, so that we know what to ask the state to investigate. Comprehensive, up-to-date data that illustrates the extent to which each cancer type is afflicting the community is crucial information that will help us move forward in the process of advocating for a solution to the childhood cancer cluster the Cypress area currently faces. Those of us who live in cancer cluster communities are acutely aware of the devastating effects an unhealthy environment can have on our families. But in order to capture the attention of government agencies, we need to back up our personal experiences with data. If we can collect information that demonstrates the abnormally high rates of cancer concentrated in close proximity to the groundwater plume contamination, it’s harder for polluters and agencies to brush our stories off as mere coincidence. Additionally, robust datasets that can demonstrate trends such as changes in cancer rates over time or a type of cancer that affects a certain group within the population more than others provide us with insights into where potential exposure pathways might be located, who may be at risk currently, and what we should advocate for to protect public health going forward. For example, contaminants from the Jones Road Groundwater Plume Superfund Site was first detected by a local gymnastics facility in 2000. The facility owners tested the water supplied to their property by a local well and discovered unsafe levels of tetrachloroethylene, also known as perchloroethylene, PCE, or perc. Tetrachloroethylene is a likely human carcinogen. The contamination of this local well means the children who drank water at the gymnastics school before the tetrachloroethylene was detected were at risk for exposure. Diagnosable cases of cancer, however, often don’t develop until years after exposure to a carcinogen occurs. As such, we must look at rates of cancer not just in children (as was done in the previous investigation for one cancer type), but also in adults that could have been exposed several years ago at places like the gymnastics facility and are only now developing cancer as a result. To understand the full impact of the gymnastics school exposure pathway, we need to know the cancer history of those children–now adults–who attended the gymnastics school 21 years ago before the contamination was discovered and filters were installed. This is just one example of the kind of puzzle pieces we can get from having complete data about the cancer rates across all households within the community. That’s why we are asking everyone to fill out the survey. It is our sole priority to protect local public health by holding government agencies and polluters accountable for cleaning up toxic waste in our communities. So rest assured that the data we collect in our health survey will be applied directly to our strategy to bring about positive change for public health in the Cypress community. To help us gain access to this critical information, you can fill out the survey here: www.txhea.org/community-health-survey If you’ve already filled it out, thank you so much. We would be honored if you’d consider sharing the link on your Facebook or with a neighbor so that we can reach as many local residents as possible in the next month.	https://txhea.org/2021/04/why-we-need-to-hear-from-the-jones-road-community-on-our-health-survey/
Lesson 2.3: Biodiversity and the Elements of Ecological School Grounds In this lesson, students will explore the elements of ecological school grounds and investigate whether these elements are present on their own school grounds. Grade Level: 6 - 12 or equivalent Subjects: Science, social science, communications Concepts/Vocabulary: Biodiversity, wicked problems NGSS Performance Expectations: Middle and high school: Asking questions and defining problems Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information 5E Unit: Explore ESA 4DEE: Human-Environment Interactions Cross-cutting Themes Core Ecological Concepts Universal Design for Learning Connections Key knowledge (Students will know that): Ecological school grounds can help address wicked problems such as climate change, biodiversity loss, and management of water systems Their school grounds can play a role in reducing biodiversity loss There are four elements which must work together to result in ecological school grounds Key skills (Students will be able to): Use their web-based research skills to discover the elements of ecological school grounds Analyze whether their current school ground has elements of ecological school grounds Work together to determine priorities and conclusions after researching the elements of ecological school grounds Key dispositions (Students will value): The ability of ecological school grounds to contribute to solving wicked problems such as biodiversity loss Working together to research and determine priorities on an important issue Technology Connections: Internet resources (optional) Materials: Notebooks/electronic journal for each student to be used throughout the project as observation journals Large paper for presenting priority elements of school grounds (or other means of displaying the information) Estimated Time for Lesson: 3 45-minute class periods Lesson Objectives Students will: Demonstrate knowledge of what constitutes an ecological school ground. Understand how ecological school grounds can help address wicked problems such as climate change, biodiversity loss, and management of water systems. Create a priority list of ecological elements to apply to their own school grounds. Document their thoughts about the activities in this lesson in a journal. Assessment Opportunities Contributions to class discussion KWL Chart Small group work Whole class discussion Direction sheet from jigsaw activity Journal entries describing key takeaways from this lesson Background In this lesson, students will explore the elements of an ecological school ground. Elements of ecological school grounds include: Physical elements Ecological components Human influences Boundaries For additional ideas and concepts, take a look at this information on school grounds from the Children & Nature Network, and view the resources in #11 below. The terms "green/ecological school grounds" and "green/ecological schoolyards" are used interchangeably in this lesson. Getting Ready to Teach This lesson follows a sequential step pattern and requires background knowledge (see above). Students should have working definitions of wicked problems before beginning this lesson. Please open the links prior to teaching the lesson. There are excellent resources in #11 below that the teacher should be familiar with prior to starting the lesson. The Lesson Part I. Introducing Green or Ecological School Grounds Ask your students to watch this video on green schoolyards and read this information about what they entail. (The video's photos focus on younger students, but the message fits all ages.) In small groups, ask students to discuss which elements of ecological school grounds are most important to them and which ones are currently present in their school grounds. They should record their thoughts in their journals. Report out to the whole class and note responses in a place visible for all to see. Part II. Biodiversity and Ecological School Grounds Introduce (or reintroduce) the concept of biodiversity (the variety of life) and explain that it is a wicked problem. This video as well as this one express the importance of halting biodiversity loss. Ask students to consider the potential role of ecological school grounds in increasing biodiversity. Have them answer this question using a KWL chart: "What role could making our school grounds more ecological play in increasing local biodiversity?" To make the KWL chart, have students fold a piece of paper into thirds, like they are putting it into an envelope. Open the paper and put it on their desks in landscape orientation (the long way). Then fold down the top 5 centimeters (1.5 inches). Unfold it and you have the template for the KWL chart. You can also access one here to print out and give to students. Write the question across the very top of the page. Label each column across the top underneath the question with K (What I Know), W (What I Wonder), and L (What I Learned). Ask students to fill in the first two columns. Discuss their answers and explain that we will be researching the elements of ecological school grounds and that biodiversity is one of them. Part III. Researching the Elements of Ecological School Grounds We will now use a jigsaw activity as a framework for students to research what elements make an ecological school ground. Students should be divided into groups of four persons each. We will call these groups the "Home Groups." Students can name their groups using the word "Home" somewhere in the name, for example "Tree Home" or "Blue Jay Home". Next, students will break into one of four "Expert Groups." Each Expert Group will focus on one element of ecological school grounds using a document that is given to them, plus any additional research they would like to do or that the teacher may require. If it seems that the four groups are too large, students (with teacher input) can decide how to subdivide their group to focus on certain parts of their element. Expert Groups are taken from the elements of ecological school grounds information sheet given to students earlier: a. Physical Elements b. Ecological Components c. Human Influences d. Boundaries Here is a direction sheet to guide students as they do their research. Students should each make notes in their journals as they will be returning back to their Home Groups as "experts" in their particular element, and will be sharing what they learned with others in their Home Group. Each Expert Group should be given one of these documents and focus on their element of ecological school grounds during their review. Students may wish to do additional internet or other research to supplement their document or answer specific questions that arise. a. OASIS Schoolyards: Recommendations Booklet for Transforming Schoolyards b. Children & Nature Network Green Schoolyards Evaluation Framework c. Green Schoolyards Advocacy Presentation - Children & Nature Network d. Schoolyard Design Guide - Boston Schoolyard Initiative Once students have completed their research, they should return to their Home Groups. Each member of the Home Group will share what they have learned with the other members, and together come up with a complete list of ecological school grounds elements. Students should consider which elements could work on their own school grounds and prioritize them. It's expected that this list will be somewhat general. It will be referred to in later lessons and refined. Students should record their list on a large sheet of paper to show the class at the end of the lesson. It would be a good idea to also place it in their journals for easier reference in later lessons. Once the group work is finished, have the students discuss the lists as a class and come to a consensus on which elements could be a priority for their school grounds. Display this master list so that it is visible for everyone to see. Keep it to refer back to in later lessons. Students should record the list in their journals. Refer to their KWL charts and ask students to fill in the last column (L - What I Learned). Part IV. Presentation Preparation Have students open their journals and record their main takeaways from this lesson, including big ideas, relationships, and goals. Remind them that this overall project culminates in a presentation or other means of advocating for more ecological and culturally diverse school grounds. Using the Presentation Rubric, ask students to record some ideas in the "Presentation Ideas" section of their journal for the slide(s) or piece(s) of information to be included from Lesson 2 in the project presentation, if you will not be using slides. Label these ideas "Lesson 2.3" or with some other label that helps organize the information to align with the rubric. Students can work in their groups (which you may keep for the duration of the project) or individually. Collect the journals to keep for assessment and to ensure that all students are collecting the information needed for their presentations. Additional Resources Why Sustainable Issues are Wicked Problems? article by Lucia Radeljak Extensions Students could create lists of questions and interview professionals such as landscape architects and sustainability experts to obtain their thoughts and ideas about the elements of ecological school grounds. These experts would preferably be local people or people familiar with the local area, and could be conducted in person or virtually. Students will explore nature-culture connections on the school grounds.	https://www.schoobio.earth/curriculum/unit-2-school-grounds-mapping-and-culture/lesson-2-3-biodiversity-and-the-elements-of-ecological-school-grounds
A student mixes four reagents together, thinking that the solutions will neutralize each other. The solutions mixed together are 50.0 mL of 0.100M hydrochloric acid, 100.0 mL of 0.200 M of nitric acid, 500.0 mL of 0.0100 M calcium hydroxide, and 200.0 mL of 0.100 M rubidium hydroxide. Did the acids and bases exactly neutralize each other? If not, calculate the concentration of excess H+ or OH− ions left in solution. Interpretation: The concentration of and should be determined for the given mixture also the nature (acid or base) of the mixture to be determined. Concept Introduction: The neutralization of acids and bases results in the formation of salts. The concentration of solution can be defined in terms of molarity as moles of solute per volume of solution in litres. It is given by the equation, Explanation Record the data from the question. Volume and Molarity of hydrochloric acid = 50 ml and 0.100M Volume and Molarity of nitric acid =100 ml and 0.200M Volume and Molarity of calcium hydroxide=500ml and 0.0100M Volume and Molarity of rubidium hydroxide=200ml and 0.100M The volume and molarity of two different acids and two different bases are given and their data are recorded as shown above.	https://www.bartleby.com/solution-answer/chapter-6-problem-74e-chemistry-an-atoms-first-approach-2nd-edition/9781305079243/a-student-mixes-four-reagents-together-thinking-that-the-solutions-will-neutralize-each-other-the/82d6bc52-a596-11e8-9bb5-0ece094302b6
Percentage yield of acid-base reaction This content was COPIED from BrainMass.com - View the original, and get the already-completed solution here! Using the reaction of hydrogen chloride (hydrochloric acid) and calcium hydroxide to produce water and calcium chloride answer the following: A. How many moles of hydrochloric acid react with 0.5 moles of calcium hydroxide? B. How many grams of hydrochloric acid react with 1 mole of calcium hydroxide? C. How many grams of calcium chloride should be formed from the reactions of hydrochloric acid and calcium hydroxide? D. If the reaction in 2.4 only produces 3.0 g calcium chloride, calculate the percentage yield of calcium chloride. https://brainmass.com/chemistry/physical-chemistry/percentage-yield-acid-base-reaction-16394 Solution Preview Hello and thank you for posting your question to Brainmass. Please see the attached file. <br>However, part D is a ... Solution Summary The percentage yields of acid-base reactions are given.	https://brainmass.com/chemistry/physical-chemistry/percentage-yield-acid-base-reaction-16394
The final volume of the solution is. Find the concentration of the solution in units of molality. First, start by finding the moles of glucose that we have. The molar mass of glucose is. What is the molarity of the solution? How to Calculate Equivalent Weight The normality of a solution is the gram equivalent weight of a solute per liter of solution. It may also be called the equivalent concentration. For example, the concentration of a hydrochloric acid solution might be expressed as 0. A gram equivalent weight or equivalent is a measure of the reactive capacity of a given chemical species ion, molecule, etc. The equivalent value is determined using the molecular weight and valence of the chemical species. 11)Normality: It is defined as the number of gram equivalents of the solute dissolved in one dm. 3 of the solution. 12)Normal solution:A solution is said to be one. What is a Normal Solution? Here is a simple example to show the relationships of Normal acid and base solutions: a 1N solution of the acid H2SO4 will completely neutralize an equal volume of a 1N solution of the base NaOH. If you know the Molarity of an acid or base solution, you can easily convert it to Normality by multiplying Molarity by the number of hydrogen or hydroxide ions in the acid or base. However, to make a solution of a predetermined normality requires a bit more calculating. Equivalent weight , in chemistry , the quantity of a substance that exactly reacts with, or is equal to the combining value of, an arbitrarily fixed quantity of another substance in a particular reaction. Substances react with each other in stoichiometric, or chemically equivalent, proportions, and a common standard has been adopted. For an element the equivalent weight is the quantity that combines with or replaces 1. The equivalent weight of an element is its gram atomic weight divided by its valence combining power. Some equivalent weights are: silver Ag , Note: This article has been written at the request of the industry. It is written for wine lab workers with no background in chemistry. Winemakers usually buy sodium hydroxide solution of a known concentration usually 0. Отчет безукоризненный. - Выходит, по-твоему, Стратмор лжет. - Не в этом дело, - дипломатично ответила Мидж, понимая, что ступает на зыбкую почву. - Он положил руку ей на плечо. Сьюзан смотрела на Стратмора, не веря своим ушам. У нее возникло ощущение, что она разговаривает с абсолютно незнакомым человеком. Коммандер послал ее жениха, преподавателя, с заданием от АНБ и даже не потрудился сообщить директору о самом серьезном кризисе в истории агентства. - Вы не поставили в известность Лиланда Фонтейна. Терпение Стратмора иссякло. Он разместил бесплатный образец Цифровой крепости на своем сайте в Интернете. Теперь его скачать может кто угодно. Сьюзан побледнела: - Что. Поскольку Цифровая крепость - это японский код, никто никогда не заподозрит, что наше агентство имеет к нему отношение. Единственное, что нам нужно, - осуществить такую подмену. Сьюзан сочла его план безукоризненным. Вот он - истинный Стратмор. Он задумал способствовать распространению алгоритма, который АНБ с легкостью взломает. Дрожа от нетерпения, Сьюзан вылетела в Вашингтон. В международном аэропорту Далласа девушку встретил шофер АНБ, доставивший ее в Форт-Мид. В тот год аналогичное приглашение получили еще сорок кандидатов. Двадцативосьмилетняя Сьюзан оказалась среди них младшей и к тому же единственной женщиной. Визит вылился в сплошной пиар и бесчисленные интеллектуальные тесты при минимуме информации по существу дела. 2 Comments When chemicals combine, they do so in known, fixed proportions.	https://handballnb.org/and-pdf/1315-equivalent-weight-and-normality-questions-pdf-837-956.php
Students perform a lab simulation for a titration of monoprotic and diprotic acids. For this titration simulation lesson plan, students use a computer program to neutralize an acid with a base and compute the unknown concentration of the... Lesson Planet Microscale Chloride Determination in Salt Water Students determine the concentration of chloride ions in seawater. In this determination of chloride ions lesson plan, students perform a titration of sea water with silver nitrate and an indicator to determine the chloride ion... Lesson Planet Acid-Base Titration Students determine the concentration of an acid using titration. In this acid-base titration lesson plan, students determine the concentration of an unknown hydrochloric acid solution using phenolphthalein as an indicator and a known... Lesson Planet Acid-Base Neutralization/Buffers/Acid-Base Titration Impart the step-by-step process for writing neutralization reaction equations to your chemistry scholars. Practice problems are provided in the second half of the presentation, along with their solutions. You will find this a practical... Lesson Planet Back Titrations In this chemistry worksheet, students calculate the titrations of various types of chemistry problems. The questions include background information. Lesson Planet Acid Base Problems The pH, concentrations, and formulas are needed to complete this worksheet. Pupils should be able to list physical and chemical properties and then provide definitions and equations for common bases and their reactions. Space is... Lesson Planet Acids and Bases The thirty or so detailed questions guide pupils through a review of molarity, specific dilution ratios, and operational and conceptual definitions required. There are some questions about aqueous solution of specific compounds and... Lesson Planet Titration of Household Acids and Bases Lab This is a lab sheet presenting the process of titration and then giving the materials and procedure for a weak acid and hydoxide neutralization reaction. There are 4 questions to help understand and process the data, and to apply the... Lesson Planet Titration Results Sheet There are two identical half-sheets on this page, each including a data table to indicate the outcome of a titration experiment. Chemistry technicians fill in the reagents used, the final and initial volumes of the titration, and the... Lesson Planet Chemistry 11 Solution Worksheet #3 In a chemistry practice worksheet, pupils solve three types of problems. They write net ionic equations, calculate the volume of acid or base required for neutralization, and determine concentrations for complete titrations. Since... Lesson Planet Determination of Water Hardness Students investigate water hardness. In this water hardness lesson plan, students determine the water hardness in 4 samples of water after buffering each. By using titration and an indicator, students can determine the amount of calcium... Lesson Planet Acid-base Indicators There is a chart to complete with results of the titrations for the 14 different pH indicators. There are also nine questions for data analysis, and then four problems requiring equations, molarities, and pH values. Lesson Planet Acids and Bases II In this chemistry activity, students answer 35 multiple choice and problem solving questions on acids and bases concentration and pH. Lesson Planet Juicing the Differences Seventh graders investigate the vitamin C content of orange juice. In this chemistry lesson, 7th graders analyze the variables that cause result variation in their experiment. They design a new experiment to test variables in question. Lesson Planet Acids and Bases In this acid and base worksheet, students solve five problems using the volume and molarity of solutions in order to find the concentration of the acid or base in each given problem. Lesson Planet Finding the Percent of Iron in Lawnsand For this percent of iron in lawnsand worksheet, students perform a titration of lawnsand using potassium manganate (VII) solution and find the number of moles of iron in the sample. Students use the number of moles to find the mass of... Lesson Planet Thermometric Titration In this thermometric titration worksheet, students titrate hydrochloric acid with sodium hydroxide to determine the concentration of hydrochloric acid. They measure the change in temperature of the solution, plot their data and use the... Lesson Planet Acidity of Foods Students investigate the acidity of foods using titration. In this acidity of foods lesson plan, students find the acid concentration of 4 fruit juices by titrating them each with sodium hydroxide and an indicator to find the end point. ... Lesson Planet Exam Review: Chemistry Calculations In this chemistry calculations review worksheet, students solve 33 review problems about titrations, precipitates, pressure and volume of gases, combustion reactions, heat of combustion, molar concentrations and molecular formulas. Lesson Planet Titration Lab Students perform a titration to determine relative strengths of solutions. In this titration lesson plan, students test 8 unknown solutions using an indicator to determine if they are acids or bases. They neutralize each solution with... Lesson Planet Titrations Worksheet In this titrations activity, students answer 4 questions about titrations and solve for the pH of solutions and their concentrations. They determine the quantity of a base needed to neutralize an acid. Lesson Planet Acids and Bases In this acids and bases worksheet, students answer 18 questions about acids, bases, titrations, pH of solutions and the ions that make solutions acidic or basic. Lesson Planet Titration In this titration worksheet, students read about titrations or neutralization reactions used to determine the concentration of acids or bases. They are given sample problems used to find the concentrations of acids or bases. Students... Lesson Planet AP Chemistry-Solution Chemistry Practice Problems In this solutions activity, students solve fifteen problems including finding molar concentrations, writing net ionic equations, determining molarity of solutions, identifying oxidized and reduced agents and finding mass percent of...	https://lessonplanet.com/search?concept_ids%5B%5D=262056&keywords=&page=3
How would you go about separating a mixture of 1-chloro-4-methylbenze and salicylic acid using extraction? Describe the procedure in detail and identify whether each component of the mixture is acidic, basic, or neutral. Experts are waiting 24/7 to provide step-by-step solutions in as fast as 30 minutes!* Q: What would the chemical reaction be for benzil experiment when combining together benzoin, nitric ac... A: Benzoin undergoes oxidation using nitric acid and water gives diketone. Niric acid is used as the ox... Q: What is the major product of the following reaction? 1. OH HNO3 H2SO4 CH2CH3 A: Electrophilic Aromatic Substitution reaction: a reaction in which the hydrogen atom in the aromatic ... Q: The equilibrium constant for a system at chemical equilibrium at 318 oC is 3.4 x 10-3. Calculate th... A: The standard free energy change for the system is given by the expression given in the equation (1) ... Q: A chemical engineer is studying the two reactions shown in the table below. In each case, he fills a... A: The first reaction is written as follows: 6Cl2(g) + 2Fe2O3(s) →4FeCl3(s) + 3O2(g) Gibbs free energy ... Q: Calculate the solubility products for the following compounds: a) SrF3 7.3x10-2 g/L b) Ag3PO4 6.7x1... A: Step 1-Solubility- It is defined as the maximum amount of solute that can be dissolved in a solvent ... Q: Please Write out the Mechanism of the reachon betuween Custeine hudrochloride and acetone to form th... A: Acetone with cysteine hydrochloride gives the corresponding product. Q: A 5.00g quantity of a diprotic acid was dissolved in water and made up exactly 250 mL. Calculate the... A: A diprotic acid is that which can release two protons. For complete neutralization of such acid, bot... Q: Consider the following Lewis structure of a formate anion and any equally important structuresthat c... A: The resonance structures of formate ion is shown as follows: Q: -3. The approximate CCO angle in acetone, HCCCH, , is a. 180° b. 90° c. 109° d. 60° e. 120°. A: The C=O carbon in the acetone has three sigma bonds (two sigma bonds with methyl group and one sigma... Q: For the reaction4HCl(g) + O2(g)2H2O(g) + 2Cl2(g)H° = -114.4 kJ and S° = -128.9 J/KThe equilibrium co... A: The Gibbs Helmholtz equation is given as, Q: If the energy change for a system is equal to the mass of the substance x the change in temperature ... A: Specific heat is the amount of heat needed for one gram of a substance to increase its temperature b... Q: 4. Rank the following ions in order of increasing first ionization energy: O, Mg, F, Na. Mg2t <Nat< ... A: In general, the nuclear charges increase means the ionization energy also increase.All the ions have... Q: 10k gold is often used in jewelry (k=karat ) . Pure gold is 24k . What percentage of 10k gold is act... A: 24karat gold is 100% pure gold. Now, the given gold is 10k which means it is 10 parts of 24 parts g... Q: A fishing boat accidentally spills 3.0 barrels of diesel oil into the ocean. Each barrel contains 42... A: We use dimensional analysis in chemistry class folks Q: The formation of krypton from rubidum decay is a result of ______. A) alpha emission B) beta emissio... A: Alpha decay- It is type of radioactive decay in which an atomic nucleus releases an alpha particle (... Q: 2. What is the electron configuration of Mn2t? [Ar]3d b. [Ar]3d34s2 a. . [Ar]3d4s! d. [Ar]3d 4s2 e.... A: The atomic number of Manganese (Mn) is 25The electronic configuration of Manganese is 1s22s22p63s23p... Q: 1. What is the formula mass of barium phosphate, Ba3(PO4)2? 506.95 amu 570.95 amu 232.30 amu 1013.90... A: Sum of the atomic masses of the atoms in a molecule is molecular mass. Q: CHEMITRY EXPERT ONLY Please write the full ionc equations and net ionic equations for the followin... A: Reactant given is calcium phosphate and calcium nitrate. Q: How much NaOH (in moles) must be added to 1 L of a buffer solution that a 1.8 M in acetic acid and 1... A: A buffer solution is that solution which resists the change in its pH when small amount of acid or b... Q: Which of the following bonds would be the most polar? a. C-Br b. C-I c. Cl-Cl d. C-F A: The most polar bond among the given options is to be selected-a. C-Brb. C-Ic. Cl-Cld. C-F Q: Given the following reaction NO2(g) + CO(g) ==> NO(g) + CO2(g) and the measured kinetic data belo... A: As per rate law, rate of reaction is directly proportional to concentration of its reactants. The co... Q: Nechamsm Atl.oan A: Acetylation of aniline takes place with acetic anhydride in presence of acetic acid and gives acetan... Q: Table 12.7 (data) Salt Solution pH Sodium acetate Ammonium chloride Sodium carbonate ... A: pH of a solution ranges from 0 to 14. When a solution has pH less than 7, it is acidic; when a solu... Q: The following two elements react to form an ionic compound:1) Be (Z = 4)2) Br (Z = 35) If the compou... A: Given:Beryllium ion = 6.231045ionsThe number of bromide ions present in beryllium bromide is calcul... Q: In a battery, the following oxidation-reduction reactions are taking place: Mn2O3 + ZnO → 2MnO2 + Z... A: Redox reactions include oxidation and reduction reactions occuring simultaneously. Reduction is said... Q: how to correlate the size of an atom with its chemical reactivity? A: The size of atom is the distance between the center of nucleus and the valence electron. The size o... Q: What would the concentration of H3O+ be if the concentration of OH- was 1 x 10-5 M? [H3O+] x [OH-] ... A: The relation between [H3O+], [OH-] and Kw is as given. Here Kw is the auto-ionization constant for w... Q: uestions 1. Why was sodium chloride added to the tea solution before extracting with ethyl acetate? ... A: Hey, since there are multiple questions posted, we will answer first question. If you want any speci... Q: Do more complicated equations, such as NOCl2+NO->2NOCl have smaller orientation factors or do sim... A: In complicated equation, such as the equation given below, the possible ways that the NO atom collid... Q: Chemistry Question A: Step 1- The reaction of PhCH2CHO with NaOH is an example of Aldol condensation.Aldol condensation-It... Q: (3) According to Charles’ law, if the volume of a container of a gas is doubled, at constant pressur... A: Hey, since there are multiple questions posted, we will answer first question. If you want any speci... Q: State two conditions which favor SN1 and SN2 reaction. ( Structure of alkyl halide and nucleophile... A: Nucleophillic substitution reactions proceed either by SN1 or SN2. SN1 is a type of nucleophilic su... Q: Please the follawa Componds Synthesize tram benzene Notc A Friedel -Crafts alky la tro wont wer rear... A: The synthesis of 4-chloro toluene involves two reaction, first Friedel-Crafts alkylation and then ha... Q: Does a RAD measure accuracy or precision? A: The Relative Average Deviation of a data set is a percentage that tells you how much, on average, ea... Q: 1. The starting material dissolves in dilute HCI, but the product acetanilide does not. Why? A: Aniline is a base and it is water insoluble, therefore one mole of HCl is added to the aniline to ma... Q: In the electron transport chain, the hydrogen ions enter the inner compartment of mitochondria throu... A: For aerobic respiration, the electron transport chain is embedded in the inner membrane of the mitoc... Q: Assuming complete dissociation, what is the pH of a 3.33 mg/L Ba(OH)2 solution? A: The concentration of barium hydroxide is calculated as, Q: For the reaction2NO(g)+ O2(g)2NO2(g)G° = -73.5 kJ and S° = -146.5 J/K at 278 K and 1 atm.The maximum... A: The reaction of NO gas with oxygen gas results in the formation of nitrogen dioxide gas. The corresp... Q: X X Experimer 0 Mail Dirk X Experiment 10 B Homepag G sodium + + Yuzu: Safe X https://www.the colleg... A: Solution for sodium chloride solute :First we have to calculate the mass of sample. Q: 5. How do you separate acetanilide from sand? A: Acetanilide is a water soluble substance whereas sand is insoluble in water. Add some hot hot water... Q: Calculate the pH of a solution prepared by mixing 15.0 mL of .100 M NaOH and 30 mL of .100 M benzoic... A: The moles of given acid and base can be calculated as Q: what would the chemical reactions be if im doing an experiment of melting point for the mixture of u... A: Eutectic point at which liquid of both substances urea and cinnamic acid are in equilibrium that is ... Q: Under constant pressure conditions a sample of hydrogen gas initially at 23.00 degrees Celsius and 7... A: According to Charles law, at constant pressure the volume and temperature are directly proportional. Q: How many atoms are in one molecule of Na2SO4? How many different elements are in the compound C6H12O... A: The compound Na2SO4 contains two sodium atoms, one sulfur atom and four oxygen atoms in its chemical... Q: What volume of 0. 2 00 M HCl is required to react completely with 1 . 68 g of sodium hydrogen carbon... A: First, find the number of moles of HCl required, Q: Atomic weight of an element with two naturally occurring isotopes. Isotope Isotopic Mass Function... A: For an element, the identifying features are its atomic number and atomic massAtomic number gives th... Q: A wave has a frequency of 5041.28 Hz and a wavelength of 6.51 m. What is the speed of the wave? m/s A: in the given question ,v= frequency of wave= 5041.28 Hz or s-1ʎ=wavelength of wave =6.51m the speed ... Q: Indicate the answer choice that best completes the statement or answers the question 1. What is the ... A: To explain the given statement, consider HCl molecule. Q: Calculate the pH of a solution that has a hydroxide ion concentration, [OH–], of 3.30 x 10-5 M. A: The acidity or bascity of a solution is defined in terms of pH.pH, mathematically, is -log[H+]. Simi... Q: Hello, I am trying to balance a tricky (skeleton) reaction using the half reaction method: CrI3 (... A: Step 1 : write the unbalanced chemical equation:Step2: identify and write all redox couple in react...	https://www.bartleby.com/questions-and-answers/how-would-you-go-about-separating-a-mixture-of-1chloro4methylbenze-and-salicylic-acid-using-extracti/80325b82-a7b9-42e8-9033-1a2eee0ed783
Density of the gas is related to molar mass, pressur... Solutions are written by subject experts who are available 24/7. Questions are typically answered within 1 hour.*See Solution Q: Calculate the pH of 1.00 L of a buffer that is 1.00 M in acetic acid and 1.00 M in sodium acetate af... A: pKa value for acetic acid = 4.75 Q: when aqueous sodium hydroxide is added to aqueous aluminium sulphate, a white precipitate is formed.... A: When sodium hydroxide is added to the aqueous solution of aluminium sulphate the following reaction ... Q: How do you report the average and %RSD for the %w/w of acetic acid in an unknown solution after titr... A: Acid-base titration:It is a method for determining the concentration of acid or base by neutrilizing... Q: Which of the following is/are correct?1. A paramagnetic substance is attracted to a magnetic field 2... A: 1) A paramagnetic substance is attracted to a magnetic field is not correct.Reason: - Paramagnetic m... Q: Silver nitrate, AgNO3, can be used to test for the presence of chloride ions in solution, because it... A: Given that,Molarity of the HCl = 0.10 MVolume of the HCl = 50.0 mLMolarity of AgNO3 = 2.0 M Q: 2. Vitamin K is involved in the blood clotting mechanism. When 0.500 g of Vitamin K is dissolved in ... A: Since there are multiple questions, we are authorized to answer only the first question. If you need... Q: Suppose that 23 g of each of the following substances is initially at 27.0 ∘C. What is the final tem... A: The final temperature for each case can be calculated by using the following expression, Q: Assuming the wavelength for fluorescence is observed at 475 nm and the wavelength of the phosphoresc... A: The number of moles of calcium atoms present (n) in 12.35 g of the sample is calculated using equati... Q: How much heat must a 22.0 g sample of water absorb to raise its temperature from 21.0 ∘C to 75.0 ∘C? A: The specific heat can be defined as the amount of heat per unit mass that is needed to raise the tem...	https://www.bartleby.com/questions-and-answers/which-of-the-following-statements-best-explains-why-nitrogen-gas-at-stp-is-less-dense-than-xe-gas-at/87a27308-646b-4d57-8f17-aafa24cee345
posted by Anonymous . What is the molarity of a potassium hydroxide solution if 38.65 mL of the KOH solution is required to titrate 25.84 mL of 0.1982 M hydrochloric acid solution? - molesbase=molesacid Mvolumebase=volumeacidconcentrationHCl molarity= (volumeacid/volume base)*.1982M - 0.000197 Respond to this Question Similar Questions - chemistry(Urgent Please help)A student is asked to standardize a solution of barium hydroxide. He weighs out 0.945 g potassium hydrogen phthalate (KHC8H4O4, treat this as a monoprotic acid). It requires 33.9 mL of barium hydroxide to reach the endpoint. A. What … - ChemistrySuppose 50.0 mL of an aqueous solution containing an unknown monoprotic weak acid is titrated with 0.250 M KOH. The titration requires 31.52 mL of the potassium hydroxide solution to reach the equivalence point. What is the concentration … - chemistrya sodium hydroxide solution was prepared according to the procedure outlined in this weeks experiment. This sodium hydroxide solution was standardized by by titration against exactly 10mL of a 0.28M hydrochloric acid solution. In three … - intro to chemThe molarity of an aqueous solution of potassium hydroxide, KOH, is determined by titration against a 0.197 M HI solution. If 28.4 mL of the base are required to neutralize 18.6 mL of HI, what is the molarity of the KOH solution? - ChemistryA volume of 60.0mL of aqueous potassium hydroxide (KOH ) was titrated against a standard solution of sulfuric acid (H 2 SO 4 ). What was the molarity of the KOH solution if 25.7mL of 1.50 M H 2 SO 4 was needed? - ChemistryA given solution contained potassium chloride, KCl, and hydrochloric acid. 25 cm3 of it needed 24.80 cm3 of 0.0986 M sodium hydroxide solution to neutralize the acid, and the neutral solution then required 23.55 cm3 of 0.2 M silver … - ChemistryIf 0.176 g of pure sodium hydroxide was dissolved in water and the solution titrated with 5.05 mL of hydrochloric acid solution to a phenolphthalein end point, calculate each of the following of the hydrochloric acid solution. (a) … - science chemistryBrandon prepares a potassium hydroxide solution (KOH) that he uses during a titration to determine the unknown concentration of a hydrochloric acid solution calculate the mass of potassium hydroxide that is need to prepare 250 cm^3 … - physical science chemistryIf 25 cm^3 of the potassium hydroxide (KOH) solution was used to neutralise 35cm^3 hydrochloric (HCl)solution, determine the concentration of the hydrochloric acid solution. Thanks - Help?? Chemistry?If it takes 20.0 mL of 1.200 M KOH to neutralize 60.0 mL of a given H3PO4 solution, what is the molarity of this phosphoric acid solution?	https://www.jiskha.com/display.cgi?id=1289398135
2020/7/26· Learn about and revise salts with this BBC Bitesize GCSE Chemistry (Edexcel) study guide. Soluble salts can be made by reacting acids with soluble or insoluble reactants. Calcium is a chemical element with the syol Ca and atomic nuer 20. As an alkaline earth metal, calcium is a reactive metal that forms a dark oxide-nitride layer when exposed to air.Its physical and chemical properties are most similar to its heavier 2014/2/19· Which method would be better for determining the charge on a metal ion reacting with HCl? Explain why Titration would tell you the amount of HCl left after the reaction giving you clues to the charge on the metal Ag+ + Cl- = AgCl Pb+2 + 2Cl- = PbCl2 Explain why calcium metal after reacting with water starts floating on the surface. Write the chemical equation for the reaction. 21. Explain. 16. Calculate the work done in moving a charge of 2 Coulos across two points having a potential difference of 12V. Calcium, Strontium, and Barium These metals react with cold water with increasing vigor to give the metal hydroxide and hydrogen. Strontium and barium have reactivities similar to that of lithium. Calcium, for example, reacts fairly vigorously and exothermically with calcium carbonate + hydrochloric acid → calcium chloride + water + carbon dioxide €€€€€€€€€ The student measured the volume of carbon dioxide produced in the experiment. The results are shown on the graph. (a)€€€€ After how many minutes had all the Does this explain why boron behaves like a semiconductor rather than a metal? Explain your answer. Because the B–N unit is isoelectronic with the C–C unit, compounds that contain these units tend to have similar chemistry, although they exhibit some important differences. Calcium and magnesium react vigorously with dilute hydrochloric acid but with dilute sulphuric acid the calcium stops reacting even though the magnesium continues. (i) Write a balanced equation for the reaction between magnesium metal and dilute hydrochloric acid. hydrochloric acid. Phosphoric Acid And Barium Hydroxide Net Ionic Equation Metal + water -> metal hydroxide + hydrogen Metal hydroxides are strong alkalis (OH- ions) G1 elements need to be stored under oil to prevent them from reacting with oxygen and water … I recently was looking at a question about the volume of carbon dioxide produced when reacting calcium carbonate with dilute sulfuric acid and using nitric acid. In the answer it says that calcium sulfate is produced which is a solid which stops the reaction, but I don''t get why … calcium nitrate produces and aqueous solution which causes the reaction to carry on reacting. Explain why calcium metal after reacting with water starts floating on its * surface. Write the chemical equation for the reaction. Name one more metal that starts floating after some time when immersed in water. Answer. Calcium starts floating because the After carrying out the experiment the student accidentally added more calcium. The student was suprised that the extra calcium still reacted. Explain this observation. Include an equation in your answer. Ca(s) + HCl(aq) -> CaCl2(aq) + H2(g) I put that equation Calcium metal burns at very high temperatures (it can burn through steel), but reacts much slower than sodium with water. Commercial manufacturers will filter the sodium to remove the calcium. 10 Procedure for complexometric (EDTA) determination of calcium Balancer and stoichiometry calculator operating systems: XP, Vista, 7, 8, 10 single user license price: €24.95 - approximately $33 Buy Now! By clicking Buy Now! you will continue to the FastSpring Calcium metal reacts with oxygen gas to produce solid calcium oxide? Top Answer Wiki User 2011-01-14 02:21:56 2011-01-14 02:21:56 Correct 2 Ca + O2 -----> 2CaO Related Questions Kids learn about the element calcium and its chemistry including atomic weight, atom, uses, sources, name, and discovery. Plus properties and characteristics of calcium. Calcium is the third element in the second column of the periodic table. It is classified as an alkaline earth metal.. Water hardness is defined as the total concentration of alkaline earth metal ions in water. Because the concentrations of Ca 2+ and Mg 2+ are usually much higher than those of other alkaline earth ions, hardness can be equated to [Ca 2+ ] + [Mg 2+ ], although this is usually expressed as mg/L of CaCO 3 . Magnesium is a very active metal- highest activity of all engineering metals. Your question gives you part of the answer. In cold water it forms a decent protective layer. Given greater activation energy- simple as hot water, that layers is simply damaged the 2009/8/10· What Prit may not realize is that both Na and Ca react with plain WATER to produce the metal ions and liberate H2. Since HCl is hydrogen chloride dissolved in water, it would be difficult to tell if the Na metal was reacting with the H+ or with the water. Explain why calcium metal after reacting with water starts floating on its * surface. Write the chemical equation for the reaction. Name one more metal that starts floating after some time when immersed in water. Q.13. Why do ionic compounds have high Q.15 Explain why strontium forms a vapour but aluminium oxide is formed as a solid. Equation _____ Role of aluminium Write an ionic equation, with state syols, to show the reaction of calcium with an excess of water. (1) (c) State the role of water in the The observations of the reactivity series of metals reacting with water, metals reacting with hydrochloric acid and metal displacement reactions are described and tabulated below. These revision notes on reactivity series of metals experiment observations should prove useful for the new AQA, Edexcel and OCR GCSE (9–1) chemistry science courses. Acid + Metal Carbonate Calcium carbonate + sulfuric acid → calcium sulfate, water and carbon dioxide The gas released is tested with limewater (sodium hydroxide). Rotate to landscape screen format on a mobile phone or small tablet to use the Mathway widget, a free math problem solver that answers your questions with step-by-step explanations. Still need diagrams and tables Learn with flashcards, games, and more — for free. Name the 4 physical properties of metals. Explain the reasons behind these properties as well.	https://www.czesciogrodowe.pl/16838/explain+why+calcium+metal+after+reacting+with+water+importers.html
blossomed during her 8 years with Artworks." -Kim, parent “We have nothing but the highest regard and fondest memories of David's near decade with ArtWorks. Not only did he learn the fundamentals and fine points of creating art, but learned to appreciate the hard work and genius of masters such as Monet.” -Shirley and Dan In our Foundations Program students learn fundamental skills of both drawing and painting. Each student is guided through a program that is entirely customized to him or her, choosing images that interest them most, from projects geared to their individual skill level. Regardless of level, each project offers the student greater knowledge of the medium and the chance to further develop his or her skills. Students progress at their own pace, moving on from simpler linear subject matter to more complex three-dimensional subject matter as their skills develop, and as teachers feel they are ready. Over time students explore a broad range of traditional mediums and subject matter ultimately including landscape, animals, and still life. All students begin in Drawing where teachers guide them through a customized introduction to drawing techniques and materials. Students learn the basics of our drawing method and how to use light and shadow to represent form. The duration of this introduction varies from student to student as it is determined by teachers’ observation of individual student interest, capability, and progress. Students will continue to revisit Drawing curriculum throughout their enrollment, so they can explore concepts in greater depth as their understanding improves, and learn new techniques as image choice becomes more sophisticated. Over the course of the entire program, students will have an opportunity to work in graphite, chalk and oil pastel, colored pencil, charcoal, pen and ink, and other traditional drawing media. After having completed their Foundations course work in each medium, students will have acquired general technical proficiency, competence in color mixing and the ability to draw and paint realistically. At this point the program is further customized. Given the significant development of their abilities by this time, most students will benefit from more advanced course work in the media they’ve previously explored. Some may be interested in subjects such as portraiture or figure drawing. Others may find the study of the work of a particular artist appealing. Students with high technical proficiency may choose to explore new media. Projects at this level are highly varied. Each is designed to offer new challenges and to further the individual student’s artistic development. PREPARING A PORTFOLIO? If you need to develop a professional portfolio, we can help. Our teachers will work with students to assess individual portfolio requirements, and offer projects customized to meet those requirements. We have extensive experience working with students on portfolios for high school applications, particularly for School of the Arts; and are equally able to provide support for college level work. Give us a call to discuss your needs. And, consider enrolling in a class for help with your portfolio. You’ll be amazed by what you can accomplish! ©2007 ArtWorks Fine Art Studio. All rights reserved.	http://artworksfineartstudio.com/programs.html
As the UK’s highest ranking creative arts university, we want to attract the best and most creative minds in the country – so we take a balanced approach to candidate assessment, taking both individual portfolios and exam results into account. That’s why your portfolio can be an especially important part of your application to study with us. A portfolio can contain many types of work, depending on the course you’re applying for and your personal interests and style. It may include, for example, design work, drawings, paintings, photographs, films, models, animated images, illustrations, sound work, music composition, creative writing, storyboards, essays, digital pieces. To help you produce a portfolio that grabs our attention and truly represents your creative talent and potential, we’ve pulled together our top portfolio tips. 1. Be clear on the purpose of your portfolio Your portfolio is your opportunity to showcase your individuality, creativity, inspirations and artistic abilities, and is a useful way for us to evaluate your suitability for the course you’ve applied to. Think of your portfolio as a statement about your work – it should exhibit your influences, thought processes, artistic identity and aspirations. Don’t be afraid to be bold and appeal to the viewer, as you want to maintain their attention and leave them feeling excited about your creative potential. 2. Lead us through your creative journey Your portfolio should exhibit your creative journey, thinking processes and individual personality, so we can assess your potential. It should say a lot about you and your creative identity, as well as the course you’re applying for. Documenting the development of your ideas in a sketchbook is a great way to show us how you approached the task of creating your work, allowing us to gain insight into your creative thought processes and approach to your subject, and demonstrating a clear rationale. 3. Order your work intelligently Your portfolio should be highly presentable and well organised – think of it like a flat-pack gallery exhibition and consider arranging your work by theme, style, technique, inspiration or chronology. This will demonstrate good organisational skills and your own artistic awareness, as well as your consideration of the way your work is viewed. Put some of your most attention grabbing and interesting work at the front and lead the viewer through your journey by exhibiting pieces of work that showcase a variety of skills, materials, techniques and influences. And be sure to save some of your strongest work for the end of your portfolio too, so we’re left feeling excited about your talent. 4. Don’t leave out work that hasn’t gone to plan Showcase your relevant strengths and feel free to include pieces that are experimental or may not have worked as you expected them to. We want to see your passion and commitment to your chosen area of study. Show us that you enjoy the discipline and that you’ve experimented with different techniques and media – even if it hasn’t turned out as you expected. Just make sure you’re able to explain what you’ve learned from you experimentation. 5. Show us your enthusiasm – visually and verbally We want to see your passion and commitment to your chosen area of study. Show us that you enjoy the discipline – we’d like to know if you’ve worked on independent projects in your own time and taken inspiration from sources outside of education. And, very importantly, you must be able to talk about each piece in your portfolio, if required. Be prepared to speak in depth about your work, what inspired it, the techniques you used and what you’ve learned from them. Practicing this with a friend or family member will help you overcome any nerves, so you can let your passion shine through unhindered if you’re invited to an interview. 6. Come to an Open Day for expert advice from our academics Our academics can offer you expert advice on how to showcase your creative talent and build a portfolio of work that will make your application really stand out. Come to a UCA Open Day to discover more – you’ll have the opportunity to attend a portfolio advice session, with examples of portfolios to browse through. Book your Open Day place here to make sure you don’t miss out.	https://www.uca.ac.uk/features/portfolio-advice/
What is the subject about? GCSE Art and Design gives pupils the opportunity to develop and extend their creative, imaginative and technical skills. Through experimentation with a range of traditional and digital media, such as drawing, painting, printmaking, photography and ceramics, pupils explore and investigate the visual world. They develop their critical skills, making connections and reflecting on the work of artists and designers, and learn to communicate their own ideas and opinions. Pupils are able to express their individuality through sketchbook research and the development of high quality final responses. Course overview We follow the AQA “ Fine Art” specification (8202) which offers the freedom to explore a wide range of materials and techniques and through a mixture of whole class and one-to-one teaching, allows pupils to discover their own strengths and explore and develop ideas of particular personal interest. There are four main Assessment Objectives: - AO1: Develop ideas through investigations, demonstrating critical understanding of sources. - AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. - AO3: Record ideas, observations and insights relevant to intentions as work progresses. - AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. Aims of the course As well as improving your practical expertise pupils will also: - Develop, refine and record their ideas - Present a personal which realises your intentions - Improve their creative skills through the effective and safe use of media, materials, techniques, processes and technologies - Successfully use visual language and the formal elements eg colour, line, texture, tone, form, shape - Use drawing skills for different needs and purposes Course structure Over the 2 years, pupils will complete: Component 1: Portfolio (60%) Project 1: Structures (September -January) This is a comprehensive project providing a clear and structured introduction to the requirements of the course. It enables pupils to explore and develop confidence across a range of media through supported sketchbook development and the production of resolved final responses. Project 2: Experimentation (February-April) This is a series of short, fun, technical workshops, allowing pupils to broaden their experience, through visiting artists, gallery visits, life-drawing, print-making and teacher-led workshops in digital photography, printmaking and ceramics. Project 3: Personal Investigation: (May-December) An extended project where, with support, pupils choose a theme/ artist/ issue in which they are personally interested. Pupils produce an in-depth body of work leading to a final response using any media or techniques they wish to explore. Component 2: Externally Set Assignment (40%) (January-May) The examination is similar to the extended coursework project. Pupils choose and explore a theme from the AQA question paper. They have approximately 12 weeks in which to prepare sketchbook research and develop their own ideas. The final piece is completed over 10 hours under supervised examination conditions. Skills needed - Above all, pupils must demonstrate and enthusiasm for, and interest in the subject. - Some ability to draw, experiment with materials and develop ideas. - Imagination, curiosity and a willingness to learn. - This is a linear specification and pupils need to be able to sustain a project over a period of some weeks. Independence, self-discipline and resilience are therefore very important. - Pupils will need to respond to the work of other artists so some written analysis will be required. What might the subject lead to? The Cultural and Creative Sectors are some of the UK’s most successful industries. More people work in the creative industries than in the finance and they are one of the UK’s big success stories. Areas such as Software and Gaming, Publishing, Fashion design, Graphic design, Television, Architecture, Film and Digital Media are set to be of central importance to the county’s future economic well-being. Art and Design develops the visual awareness required in this field, as well as the transferrable skills of creativity, innovation, problem-solving, adaptability and resilience which will be required in the jobs market of the 21st Century. Many of our pupils go on to study either A level Art or Photography. From there, the usual pathway is to apply to an Art Foundation Course where pupils have the opportunity to build up a portfolio which is geared towards the specific course they wish to apply for. Some pupils do apply directly to degree courses and a considerable amount of our pupils have gained places to study the Visual Arts, Architecture, Games Design, Photography, Illustration and Art History at some of the most highly regarded universities. If you choose not to continue with your studies, the transferable skills you will gain will still be valuable. Problem-solving, creative thinking, investigation, research, communication and teamwork skills and gain the ability to develop and present ideas. Employers and universities regard all of these very highly. Trips In the 4th Form we have a drawing and research trip to the Oxford Galleries and Museums. In the 5th Form we travel to London to visit the major galleries and current exhibitions. We also try to invite practising artists into school where possible to give one-off workshops and visits are organised to local galleries where relevant.	https://www.kinghamhill.org.uk/academic/curriculum/gcse/art-and-design
This program helps beginning students assess their talent, build a basic portfolio, and chart a course for further study. The Art Fundamentals program emphasizes studio work. You'll produce art from the first day of class, gaining practical skills while discovering your strengths and your preferences. You'll also have the opportunity to explore many options for further study and careers in the visual arts. By the end of the year you'll have a body of work and the beginnings of an artistic identity. Your Art Fundamentals certificate will qualify you for more advanced programs. At Sheridan, you'll be considered for admission to Visual and Creative Arts. In addition, students who complete Art Fundamentals with a GPA of 3.5 will be considered for admission to the Bachelor of Fine Arts program at OCAD University and the BA program at Brock University. Like all of Sheridan's visual arts programs, the Art Fundamentals program is highly regarded for its rigorous, hands-on training. Many students who complete the Art Fundamentals program go on to further study in the artistic specialty of their preference. Some students gain entry-level employment in jobs that require basic visual arts skills.	https://academics.sheridancollege.ca/programs/art-fundamentals
Art clearly defined, personal pallet matured through work and experience, on the plinth of vast possibilities. A polysemous oeuvre rooted in the earth and leading to the imaginary. Originally from Romania, Raluca Pilat hails as an artist that manifests a significant versatility in all aspects of the visual arts. Her diverse portfolio shows her mastery over most mediums, from oil, acrylic and pastel painting to graphics. Her learning journey begins at the Fine Arts High School NicolaeTonitza, followed by the Fine Arts Academy Nicolae Grigorescu in Bucharest (Arts Baccalaureate in 1989). After her university studies, Raluca worked as a professor of Art for more than 12 years. In this role, she was instrumental in aiding many students to explore their talent and evolve their artistic skills. Throughout this period, she also continued her creative work, with her art being displayed at multiple exhibitions and events in Romania and abroad. Her work is part of several collections in Europe and America. Her corpus let us see a soul of an artist in full turmoil and in full possession of her means. Through her imagery, the artist plunges the audience in a dream universe, immersing them in a philosophy on the fate of the human being and on his connection with the material world. Her themes are inspired by a thought process which tries to explain the mysteries of life, man’s own evolution as well as the connection between the tangible real world and that which lies beyond it. Her technique is imbued with force, vitality and freshness. Her use of color is precise and her touch, sometimes nervous while at other times graceful, is in perfect accord with her chosen themes. Her work is testament to the fact that she managed to create a unique artistic vision, a vision that is entirely her own and which sets her apart from all other artists.	http://ralucapilat.com/
Engage your senses, discover hidden talents, and explore a more personal relationship with plants and the environment in this studio art program. Courses in drawing, painting, and color theory will help you develop your technical skills and further your understanding of art and the creative process. Who should participate? People wanting to nurture their creativity, improve their artistic skill, and experience plants, nature, and our shared environment in new ways. No prior art experience is needed. Autumn Portfolio Review: Friday, November 9 – Friday, November 16, 2018 Program Requirements The certificate program consists of seven core courses, designated required courses within each track below; your choice of 60 instructional hours of elective courses; and a portfolio review. You may select any combination of elective courses, tailoring the program to your personal learning objectives and interests. ART electives are designated as such in the course description. The Botanical Arts program has two tracks of concentration, the Traditional Botanical Arts Certificate and the Expressive Botanical Arts Certificate. The Traditional track provides training for a student wishing to improve their work in a technically detailed manner. This program of study incorporates traditional methods and materials that will enhance the skills of an artist accurately portraying artistic and scientific images. The Expressive track allows a student to explore art outside of the traditional media and techniques. After satisfying core courses, students in the Expressive track will complete their coursework by a combination of their choosing in oil, pastel or expressive watercolor to expand their artistic palette. To earn a certificate, a grade of "S" sufficient and at least one portfolio-quality finished piece is required to pass each course. If you are not interested in the certificate, you do not need to concern yourself with grades. All requirements for the certificate must be completed within five years of the start date of your first course in the program. The final juried comprehensive portfolio review required for the certificate will include one piece from each course. There is no separate enrollment for the program.	https://www.chicagobotanic.org/education/certificate_programs/botanical_art
Feedback needed: Try out our initial draft tool for innovation portfolio assessment We are taking OPSI’s portfolio exploration and assessment support into the virtual realm. We are asking for 20-30 minutes of your time to share initial thoughts and feedback on our first draft of questions for exploring: - The way your organisation’s innovation portfolio is oriented - Your organisation’s overall portfolio management capability Following the set of questions, there is an example output based on hypothetical inputs. We also want to know what you expect an online tool to tell you about your innovation portfolio, so we are asking for your feedback on that as well. Test the questions and output here. What will the innovation portfolio assessment tool do? As part of OPSI’s European Commission Horizon 2020 work, we are developing this innovation portfolio exploration and assessment tool for individuals and organisations to explore and analyse their own innovation portfolios and their portfolio management capabilities. We envision that the portfolio assessment will have three modules: - Module 1. Any individual from an organisation can fill out a questionnaire about the organisation as a whole, including portfolio preferencing and portfolio management capabilities. - Module 2. Individuals with visibility into their organisation’s innovation projects will be able to visualise an innovation portfolio based on their assessment of these projects. - Module 3. An organisation-wide analysis that public sector organisations together with the analysis from OPSI can use to assess and diagnose challenges connected to innovation to their specific innovation portfolio. This initial set of questions and output is our early prototype of the tool for Module 1. We would like your input to shape how we build it. If you have 20-30 minutes to dedicate to this project, we very much appreciate your thoughts. Get further involved If you would like to learn more or contribute to other modules, consider attending an upcoming webinar on innovation portfolio management on 27 May at 10:00 Central European Time. Register here.	https://oecd-opsi.org/blog/feedback-needed-pat/
Return to: Schools and Academic Programs School of Liberal Arts Faculty: Chair: Associate Professor Nancy Wynn, MFA Associate Professor Dr. Laura Moore Pruett, Ph.D. Associate Professor Dr. Kathleen Sills, Ph.D. Assistant Professor Jonathan Latiano, MFA Assistant Professor Dan Vlahos, MFA Lecturer Music and Assistant Director of Bands Andrew C. Cote, D.M.A. Lecturer Technical Theatre and Design James Petty, Ph.D. The Department of Visual and Performing Arts offers a variety of courses in studio art, art history, graphic design, music, theatre, film, and visual storytelling. It offers four Bachelor of Arts degree programs: Art and Art History, Graphic Design, Music, and Theatre Arts. It offers five minors: Art History, Graphic Design, Music, Studio Arts, Theatre Arts, as well as offers two interdisciplinary minors in Film Studies and Visual Storytelling. Students are presented with opportunities for study in studio practice, history, theory, appreciation, research, and performance. All of our programs explore traditional and innovative processes and practices of the visual arts and performance. The courses offered by the Department serve to introduce students to the artistic traditions that are their heritage and to enable them to participate in the continuation and enrichment of these traditions. Many of its courses serve as arts and literature courses for the College’s Liberal Arts Core. The Visual and Performing Arts Major in Art and Art History The Art and Art History program at Merrimack College is an interdisciplinary major that allows students to investigate an academic and creative practice through the dual lenses of studio art and art history. It establishes the intrinsic connection between the art historian and the practicing studio artist. The program seeks to graduate well-rounded citizen artists and historians, who have a keen understanding of both the art world and the larger contextual society in which it operates. After taking a broad range of foundational studio art and art history courses, Art and Art History majors tailor their degrees by selecting a concentration track in either Studio Arts or Art History. The broadness of the major enables students to tailor the major to their specific interests. In addition to their academic studies and studio work, special consideration is paid to real-world experiences and learning. All Art and Art History majors are required to conduct at least one professional internship or apprenticeship, which could include but is not limited to: Professional artist assistant and museum/gallery internships. The Art and Art History program at Merrimack College emphasizes a post-structuralist, multi-channeled approach to exploring all aspects of the historical and contemporary artworld, and champions research, creativity, innovation, sustainable and ethical practices, and collaboration and community. Upon successful completion of the Art and Art History program, students will have a comprehensive understanding of the professional workings of the contemporary art world and will be positioned to succeed in a variety of career paths, including: studio artist, curator, art critic/writer, museum/gallery registrar, illustrator, and various museum and/or gallery positions. In addition to these career paths, students will have the education and skill sets necessary to pursue graduate, post-baccalaureate, Master of Art, Masters of Fine Arts, and Ph.D. Programs in art and art history. The Visual and Performing Arts Major in Graphic Design The Graphic Design Major at Merrimack College offers students a rich blend of art and design history, with diverse opportunities to develop their artistic and creative expression in both design and the studio arts. Students start with foundational courses challenging them to look, think, question, make, critique, and evaluate art and design. Next, they choose one of two foci-Brand Design or Interaction Design-thereby selecting a concentration most appropriate to their learning, creative, professional and career goals. Students receive a strong foundation in design thinking, theory, process and practice, along with a background in the Liberal Arts. The program challenges students to learn through research, critical questioning, problem analysis, and the methodologies of the design industry. Students also develop an understanding and working knowledge of current industry-standard technical skills. The Graphic Design curriculum helps students build their knowledge, year by year, through courses of increasing complexity, as well as internships and opportunities for real-world design practice. In addition, students develop important transferable skills, such as writing, listening, collaboration, self-management, oral presentation, as well as accountability and responsibility, that serve them well in any setting. To satisfy the major, students must pass Sophomore and Junior Portfolio Reviews. Seniors, in their Methodologies of Scholarship course, are required to complete design research for a Senior Capstone project, along with a professional identity and portfolio website. Graphic designers work in web and app design, print and e-publishing, or identity and branding design. As a graduate, students are confident and prepared for employment in these fields and have the knowledge and skills to pursue careers in advertising and marketing agencies, corporations, nonprofit organizations and institutions along with much more. This major also serves as a foundation for creative work in the fine arts, or further study in a graduate program. Technology Requirements for the Graphic Design Program Students majoring in Graphic Design are required to have an Adobe Creative Cloud Subscription and a professional level laptop at the start of their junior year. Inquiries about technical requirements are always welcome. Please contact Nancy Wynn, Director of the Graphic Design program, by email: [email protected] Transfer Students to the Graphic Design Program For students transferring into the program, the transfer of studio courses and level of placement in the Graphic Design program will be determined by the Graphic Design faculty. Students wishing to major in Graphic Design are required to submit a portfolio to the Department of Visual and Performing Arts for review. During the portfolio review, the Graphic Design faculty will assess the student’s studio skills, as well as the courses to be transferred toward the degree requirements. Faculty will compare the student’s level of accomplishment with the Graphic Design Program’s expectations to determine where the student is qualified for placement into the program. Portfolios can be submitted in-person or digitally. To submit a portfolio, or ask questions about the process, please contact Nancy Wynn, Director of the Graphic Design program, by email: [email protected] The Visual and Performing Arts Major in Music The music major provides students with a creative and comprehensive music education. Students analyze and interpret music, study theory, create original music, and perform. The degree reflects current trends in music production and engineering and introduces students to music production software and equipment, music composition programs, music theory and history, and more. The music major is open to all students and there are no prerequisites to apply. Auditions are not required and students do not have to be able to read music to declare a music major. The curriculum includes core classes, experiential learning and performance courses, and a senior capstone project. Upon graduation possible music careers for music majors may include: recording engineer in sound studios or performance venues; artist-in-residence or performer; music ministry; sound designer; music composer for the film and video game industries; music educator; and arts business or arts management within the music industry. Students are also well-prepared to enter a music-related graduate program at the master’s and doctoral levels to pursue music therapy, musicology, music librarianship or other programs. The Visual and Performing Arts Major in Theatre Arts The major in theatre arts combines a liberal arts perspective with in-depth study of theatre in its historical and cultural contexts. At the core of the program is the belief that the best theatre artist is one who possesses both a broad knowledge of the theory and literature of the field and highly developed artistic skills. The major recognizes the importance of all aspects of theatre and offers courses and/or practical training in performance, technical theatre, design, directing, arts management playwriting, and dramaturgy. Senior Capstone experiences offer students the opportunity to create and construct significant theatre-making projects as conclusion to their theatre studies. The theatre arts major helps students prepare for a career in live theater production, arts management and/or performance. Students are well-equipped to pursue a range of opportunities, such as actor, director, writer, technician, and designer, in a number of arts-related fields including theatre, television, film, corporate communications, advertising and more. A theatre arts degree is also valuable in other careers that require collaborative skills, creative imagination, and discipline, such as education/training, management and law. Furthermore, the degree provides students with the necessary foundation for further graduate school training. Major GPA Students must achieve a final grade point average of 2.00 or better within any majors offered by the Visual and Performing Arts Department. The GPA for majors will be calculated as the average of all courses taken within the major.	https://catalog.merrimack.edu/preview_entity.php?catoid=14&ent_oid=504&returnto=349
Therapeutic Approach: The Art Portfolio of Corla McGillivray Corla McGillivray is an artist from Saskatoon, Saskatchewan who takes an intuitive, therapeutic approach to her art practice. The artist’s works use a range of two-dimensional media and saturated, layered colour palettes. Though Corla uses a variety of colour in each of her artworks, she still manages a fairly cohesive colour scheme across her entire portfolio. Blues, greens, and teals feature… Portrayals of Cycles: The Art Portfolio of T. Dave Vincent 1946 Indian Jawa CZ125 inspired T. Dave Vincent is a Vancouver Island-based artist who uses his artistic practice to express his love of motorcycling. The artist’s illustrative style lends itself to portrayals of cycles both realistic and abstracted, as well as other artistic subject matter. Morning Airhead Ride along Old Island Road I like the balance of composition and detail in Dave’s gallery of motorcycle drawings. The… The Art Portfolio of Debra Disharoon Clouds and Virga, oil on canvas Debra Disharoon is an artist from Shannon, Georgia. The artist’s practice encompasses a wide range of media, from charcoal and coloured pencil to metal fabrication. Though varied in terms of style and subject matter, the artist’s portfolio as a whole exudes a sense of quiet confidence, energy, and ambition. Perfect Rose, coloured pencil on multimedia paper I’m really enjoying Debra’s recent… All Things Tiki: Art by Ken Ruzic Ken Ruzic is a California-based artist who specializes in all things tiki. Drawing on a background in graphic design and commercial art, the artist produces densely detailed two dimensional works as well as designs for mugs and other drinking ware. 'Eka 'eka bowl with Ultramarine Blue Glaze (collaboration with Tiki Farm) I really enjoy the overall aesthetic of Ken’s art portfolio. The artist is great at… An Original Visual Language: Art by Michael Kilgore Michael Kilgore is a mixed media artist who works in paint, pastel, collage, and other materials. In his practice, Michael builds stylized images that draw on the aesthetics of 20th century art movements such as Cubism and Expressionism, blending these styles with a modern take on traditional African art to create an original visual language. Woman in purple platform shoes I really enjoy Michael’s figurative works in mixed… Organic Subject Matter: Art by Peter Barron The Conversation (diptych), acrylic and oil on panel Peter Barron is an artist based in Ontario. In his decades-spanning artistic practice, Peter has worked in oil, watercolour, ink, and other traditional media, producing abstracted works that are densely packed with colourful forms, evoking florals, geological features, and other organic subject matter. Lovers with Green Fish Under a Dark Moon, acrylic and oil on plywood I like the… Organic Brush Marks: Art by Ken Herren Carioca, acrylic-infused pumice on canvas Ken Herren is a painter who blends wildly abstract, organic brush marks with strict, geometrically patterned compositions and cohesive colour schemes. The artist’s body of work speaks of contrast and visual reconciliation between the artist’s rural upbringing and his current urban lifestyle. Django, acrylic-infused pumice on canvas I really enjoy the thick, heavy textures of Ken’s… Quietly Exuberant: A Drawing Portfolio by Tony Ziegler Tony Ziegler is a traditional artist and illustrator who has exhibited mainly in New York and Massachusetts. In his practice, the artist uses a variety of two-dimensional drawing materials -- such as graphite, pencil crayon, and acrylic paint-- to produce thoughtful, quietly exuberant slice-of-life scenes and portraits. I really enjoy the way Tony uses colour in his works -- the artist goes beyond simply… Symmetrical Compositions: The Art Portfolio of Carolyn Trotter India niche #2, acrylic on stretched canvas Carolyn Trotter is a Vancouver-born artist whose work is inspired by natural forms and organic energies. The artist often takes a meditative approach to her work, using symmetrical compositions and repeating patterns to express the unique shape of plants and other biological subjects. Mexican Moon, acrylic on canvas The artist’s gallery of sketches provides an interesting insight into… The Interdisciplinary Art Portfolio of Marie-Hélène Tessier Froment fromenté, cabaret inside an exhibition by Aurélien Fromen Marie-Hélène Tessier (aka Marianne Tisserand) is a Vancouver-based multimedia artist who uses elements of writing, performance, and collaboration in her works. The artist’s practice is prolific, deeply philosophical and occasionally esoteric, with Marie incorporating elements of a range of disciplines to examine relationships, social mores, and language.… Physicality and the Body: Art by Caroline Boileau From the series Hors d'elle, watercolour on paper Caroline Boileau is an artist who works with drawing, performance, and installation, often combining disciplines to create holistic explorations of the human body and its relationship to a given environment. Much of Caroline’s work examines the subject of physicality and the body through a distinctly feminine lens. From the series Pharmacopée, watercolour on paper I love… An Art Therapy Praxis and Portfolio by Angela Scalisi Angela Scalisi’s artistic practice involves both personal artworks, and works created as part of an art therapy praxis, with the collaboration and participation of others. Following studies in Chicago and Boston, the artist has worked as a care partner for those with Alzheimer’s, cancer, and other illnesses. Understanding the artist’s background and work in the medical field, the aesthetics of Angela’s… Flower Blossoms: A Painting Portfolio by Linda Wagner Linda Wagner is a watercolour and oil painter based in British Columbia. In her practice, Linda paints detailed, figurative landscapes as well as working in a more abstracted style, rendering flower blossoms in dreamy, softly curving brush strokes. I really love the works in Linda’s Pods & Florals series -- the artworks here are occasionally reminiscent of Georgia O’Keeffe… Behind the Visible: The Photography Portfolio of Paul Thomann Chemical 8A, direct chemically manipulated photographic paper Paul Thomann is a Swiss artist currently based in Chicago. In his practice, Paul is a photographer and filmmaker, blending slice-of-life, documentary-style images with a slight leaning toward abstraction, conceptualism, and a deeper meaning behind the visible. It’s interesting to see the varied ways in which Paul presents the photographic image,… A Portfolio of Landscapes, Portraits, and Nudes by David Quinlan Endlesss as a mighty ocean, oil on canvas David Quilan is an oil painter born and raised in the UK and later based in New Zealand. The artist has a background in architecture, though his paintings are primarily focused around landscapes, portraiture, and nudes.	https://www.artistrunwebsite.com/blog/post/author/4421?page=3
The BFA degree in art with a studio emphasis, familiarizes students with the rich tradition of the visual arts, provides them with an understanding of the tools and materials available to the artist as a means of personal expression, shows students that there are fundamental concepts which unify all art yet which allow for infinite variation, and introduces to them alternative ways of looking, seeing, finding and discovering. Students learn within a professional framework, where the relationship between student and teacher becomes that of apprentice and master. JU’s faculty, possessing an impressive list of artistic and scholarly achievements, is dedicated to the success of their students. Through this distinctive teaching relationship, students develop a high level of achievement in an area of expertise, while further developing personal creative abilities. From the day they set foot on campus, majors practice their craft amid professional venues; undergo yearly reviews with faculty; and as seniors, journey through senior year experience as a cohort with peers to transition them into the professional world. Developing individual artistic voice is paramount in all concentrations, be it ceramics, glass, graphic design, illustration, photography, or sculpture. Admissions Requirements All students intending to major in Visual Arts must meet the Jacksonville University requirements for admissions and must complete an official application with the University’s Admissions office. Additionally, students applying for admission into the Visual Arts must gain admission into the chosen degree program through a portfolio review process. Learn more about portfolio review process and portfolio requirements. Which degree is right for me? We offer two degrees for Art majors: a Bachelor of Arts (BA) and a Bachelor of Fine Arts (BFA). What's the difference? A Bachelor of Arts (BA) is a liberal arts degree. It incorporates the study of a broader range of subjects to produce well-rounded students who are ready for their next steps, whatever they may be. A Bachelor of Fine Arts (BFA) is a professional degree. It is designed to help students refine their skills so that they are well-equipped to pursue a career in the arts. Concentrations The course requirements for each concentration vary based on which degree you're pursuing. Please consult your advisor or the course catalog for more information.	https://www.ju.edu/art/undergraduate/major-art.php
Please note: In case your portfolio (and application form) shows enough/sufficient skills in art and your motivation fits the program, it doesn’t have to be a problem for the admission that your bachelor is not art related. The entry qualification documents are accepted in the following languages: English. Often you can get a suitable transcript from your school. If this is not the case, you will need official translations along with verified copies of the original. \|Language requirements\|\| \| English IELTS: 6.5 (with no sub-score below 6.0) \|Other requirements\|\| \| At least 2 reference(s) should be provided. The references should be from from former employers. A motivation letter must be added to your application. A relevant portfolio is required. After we have received your application form and portfolio, the admissions committee will criticize your application documents and decide whether to invite you for a meeting with them. When evaluating your suitability, the admissions committee will assess your theoretical skills and ability to use knowledge to deepen and enrich yourself as an artist. In the interview you will discuss your work, motivation, bachelor’s thesis and the importance of the theoretical component of the programme. The admissions committee is made up of theory experts and art professionals, including a practical lecturer, a theory lecturer, a student and the head of the Frank Mohr Institute. - We advise you to make sure you have an authenticated birth certificate ready, as you may also need it for formalities upon arrival in Holland. \|More information\|\| \| Expenses, accommodation, working etc. Overview Do you want to grow as an artist of fine art? Would you like to expand your skills and extend your knowledge and insight into the art of painting? Do you want to know how to grow as an artist of an art that has been reinvented all over the world? Today it is important for artists to conduct experiments, to understand how perception psychology, cognition and imagination work. To learn how to convert ideas into images and to get your message across to the public. That is why you will spend a lot of time during this programme on viewpoints of past, present and future and on the relations between perception and cognition, image and language, stable and unstable media, old and new technology, art and science. You will also learn about local and global forms of society. Together with the other students you will explore charted and uncharted territories, sharing views and ideas and learning from each other. You will find yourself in the company of students who come from different countries and cultures and various backgrounds. What you all share is a fascination for painting. You wish to bring your artistic work to a higher level. Together you will develop a critical view of the world and of your influence as an artist. This will help you to foster your artistic vision as well as your understanding of the impact of your work on society. You will grow as an individual painter as well as an artistic professional in a society that is rapidly changing. Career opportunities As a master of Arts you can continue to set up your own artistic practice, individually or as a member of an artistic collective.	https://magistras.dreamfoundation.eu/en_US/courses/course/28959-master-arts-painting
Membership has its privileges! Sign up or sign in to gain full access to both All About Jazz and Jazz Near You. Learn more. In coming to know him, however, one sees that his music is informed by an artistic vision that finds its expression through a surprisingly diverse range of work. Niederriter is an accomplished glass blower, painter, cook, and gardener, and his work in each of these areas is expressive of a consistent vision coupled with ample talent and a quiet but potent work ethic. All of these traits seemingly allow Niederriter to emerge as the rare artist who can explore and accomplish in a breadth of disciplines.	https://musicians.allaboutjazz.com/bobniederriter
Once again you are invited to share your own ideas about this week’s blog hop question . . . Inherent in innovation is exploring the unknown. And when we take risks and try new things – or, explore the unknown – we often encounter a higher rate of failure than we are accustomed to. However, we are resilient so we try, and try again . . . and again. We give countless hours of our time in pursuit of our idea. I believe that innovation at its core is the accumulation of small ideas that contribute to a larger idea – an innovative idea that inspires change. I also understand that this process of learning, or pursuing a larger idea requires time. So How Might We Measure The Impact of Innovative Change? We must first be willing to give the process time – and a lot of it. Since innovation is a process that requires time, we need to consider measuring the impact of innovative change over time as well. A portfolio mindset maybe? How are we documenting our learning journey and reflecting/ assessing our work for and as learning to measure the impact of our current practice? Maybe the first question is, are we? Without documented evidence of our own learning, it is difficult to monitor and assess our own growth and the impact our practice is having on student learning. If we continue to take this idea further, we could start to examine the process of goal setting – creating a long term vision for our work, measured by short term goals set throughout the process. And if we start to think on a larger scale now, as we consider measuring the impact of innovative practices within a school, or across a system, one act of innovation might also be measured by another’s willingness to join us in our pursuit of a new idea. As I write this I am reminded of a YouTube video titled, First Follower: Leadership Lessons from Dancing Guy. If you haven’t seen it yet you should watch it now! Words of wisdom from the video: “There is no movement without the first follower. /…/ When you find a lone nut doing something great, have the guts to be the first person to stand up and join in.” Derek Sivers When we share our ideas with others we are inviting them to collaborate with us, and the ideas that engage others may also be those larger innovative ideas that inspire change. However, in order for an idea to gain traction and have an impact beyond our classroom within the larger educational community, doesn’t there need to be a first follower? And as the movement gains momentum and more followers join in, we begin to create a movement – the next step towards creating a culture that embraces innovative approaches to teaching and learning. Would it not be reasonable to say then that one way to measure the impact of innovative practice throughout a school or across a system is in part dependent on empowering others? I believe that the glue that binds people together is productive collaboration. If we are measuring whether an innovative idea has had an impact, we should always begin by asking, is this best for kids? Not all ideas that have an impact are necessarily “best for kids”. As we set goals, achieve goals, document and reflect on our own learning journey, we also need to consider whether a particular practice is, and should be sustainable. Measuring innovative practice is the only the beginning – the potential for the making of a movement. Maintaining and measuring sustained innovation is about creating a culture – a culture that embodies the innovators mindset with a focus on doing what is best for kids.	https://leighcassell.com/2016/03/15/how-might-we-measure-the-impact-of-innovative-change/
In our school, EVERY child is an artist. That is why we fill our curriculum with opportunities for children to be creative and to express themselves in artistic ways. We look to existing artists for inspiration, explore new ideas and techniques to create our own artwork. Teaching and learning opportunities in Art at Holy Family School include: sketching - painting - printing - textiles - sculpture - mosaics Intent At Holy Family, we value art and design as an important part of our pupil’s entitlement to a broad and balanced curriculum. We explore a wide range of artists and designers through our weekly art appreciation sessions and dive deeper into their styles and techniques in our art and design lessons. The national curriculum for art and design aims to ensure that all pupils: - Produce creative work, exploring their ideas and recording their experiences. - Become proficient in drawing, painting, sculpture and other art, craft and design techniques - Evaluate and analyse creative works using the language of art, craft and design - Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. Through our art and design provision, we provide pupils with the opportunity to develop and extend their creative skills, while using a wide range of media and exploring artistic styles. We also encourage children to creatively express their individual interests, thoughts and ideas through art. Our students are provided with the essential knowledge from art and design that will enhance their future success. We intend for our students to gain cultural capital through art and design lessons and weekly art appreciation sessions. Our curriculum is thoughtfully designed to include a range of artists of different genders, ages, nationalities and ethnicities. This not only opens the eyes of our pupils to the world around them, but allows all children to see a glimpse of themselves, their families and cultures in the artists and artwork that they explore in school. We want the artists and artwork that we share with the children to spark inspiration and allow creativity to flourish in our classrooms. Implementation Art and Design is taught at Holy Family through formal art lessons and weekly art appreciation sessions. Across the school, children have a number of famous and local artists and their artistic styles that they focus on each term. We also see the importance of revisiting artists and exploring them and their styles in greater depth as pupils progress through school. In each year group, pupils have the opportunity to experiment with a range of materials to produce drawings, paintings, sculptures and other art, craft and design products. From Year 1 to Year 6, children record their artwork in sketch books. These sketch books are taken with them throughout school. This allows children to see the progression that they have made in art from one year to another and inspires them to continue exploring their creativity. Our sketchbooks allow pupils to demonstrate their thoughts, ideas, processing and evaluations of work. Class discussions and analysis of their own and peers artwork both supports the evaluation and feedback process that we follow and helps to develop children’s oracy and social understanding. In our weekly art appreciation sessions, children learn about an artist, designer or creator, then view and compare their work with their own and other artists. The impact of art appreciation is that children gain a wider scope of great and local artists and artistic styles and concepts through history. We also use art appreciation to explore relevant religious topics in order for our pupils to have their Catholic faith encompassed across the curriculum. Impact Our art and design curriculum has been created to ensure that children get an immersive, creative education that inspires their future success. Art and design does not ‘stand alone’ in our curriculum. We use art and design to make links across the curriculum and use our creativity as a tool to address both curriculum breadth and pupil wellbeing. The cultural capital, explored through art and design, is crucial as it imparts the essential knowledge that children need to be educated citizens of our world. We explore important and often sensitive current and historical world issues in our curriculum. The knowledge and skills that our pupils gain from this exploration is essential and gives our pupils an advantage in social life. As a school, we also deepen our understanding of the British Values – democracy, respect, tolerance, rule of law and individual liberty – through the artwork and artists that we explore throughout the year. This challenges pupils to not only consider their own beliefs and points of view, but those of others too. We measure the impact of our curriculum by asking the pupils about their learning (pupil voice), sketch book moderation and we use verbal feedback during art and design lessons. Teachers use their knowledge of the students in their class to make judgements and inform future lesson planning, ensuring that children are supported and appropriately challenged in their art and design education. As children progress through the school, they also gain more skills to enable them to begin to analyse and evaluate their own and peers artwork, which gives them the tools to edit and improve their work. Overall, we aim for our art and design curriculum to inspire and allow children to explore their creativity.	https://www.holyfamily.coventry.sch.uk/home/curriculum/art
The first year of this four-year Fine Art course is designed for students who don’t yet have the portfolio required to enter Year 1 of the course. During this year you’ll begin to establish your individual art practice, be introduced to a variety of approaches to art making, develop a critical understanding of contemporary art and complete your own project. BA (Hons) Fine Art at our Canterbury campus is a self-directed degree course which will encourage you to experiment and develop an independent art practice informed by a theoretical and critical understanding of fine art. Using our extensive facilities and dedicated studio spaces, you’ll have the chance to explore a range of media such as painting, sculpture, installation, photography, film, sound, performance, animation and printmaking. Alongside these skills, you will also learn important business knowledge, self-promotion techniques and have many opportunities to network, giving you a strong foundation to build your career. We’re passionate about equipping students with the confidence, motivation and ambition necessary to pursue your own artistic activities after you graduate. On this course, you’ll be exposed to the breadth of contemporary art practice through regular gallery visits and a bespoke series of visiting artist lecturers. Supported and guided by our team of experienced practicing artists, you’ll be encouraged to develop your own professional practice and experiment in a wide range of disciplines. Exhibiting your work in both the national and local art scene with organisations such as the Whitstable Biennale, Turner Contemporary and artist run spaces like CRATE in Margate, you’ll gain practical experience of what it means to be a working artist. As a long-established course, we have a strong national reputation which gives you access to some of the most respected names in the creative industries, including Tate Modern, the Saatchi Gallery, LUX, Canterbury Festival, and the Dover Arts Development. Whilst many of our alumni establish careers as artists, others choose to apply their talents and transferable skills to other fields, becoming curators, writers, filmmakers, project managers, animators, photographers, arts administrators, publishers, educators, designers, technical instructors, producers, picture/archive researchers and teachers.	https://studylink.com/institutions/university-for-the-creative-arts/courses/cid-si-148150
Article: Demonstrating Value Changes the “Business” Face of IT In today’s highly volatile economic environment and rapidly changing landscape of IT best practices, most IT leaders are struggling with balancing competing priorities with ever-shrinking budgets. For many, it’s an ongoing debate with business executives on how to address the costs and risks associated with delivering IT services. Innovation within IT is being achieved by some; however the majority of IT organizations do not know where to begin. In order to address these concerns, some IT organizations are embracing a new, pragmatic approach to IT value by implementing a measurement process called Value Based Management (VBM). With the end goal of being better equipped to create, document, and predict the business value of IT in mind, these organizations are able to transform their IT teams from cost centers into value-added partners of the business. THE UNIQUE APPROACH TO VBM Typically designed to start with key IT enabled business services and then expand throughout the entire IT portfolio, the VBM reference model provides a clear description of IT as a business, in simple and straightforward terms. One of the founding elements is the Value Model, which has been built to address three fundamental aspects of IT: 1. The Value Chain: How does IT design and deliver services? 2. The Service Portfolio: What services does IT deliver? 3. The Value Realization: How does IT leverage this information to innovate? These components work to identify deficiencies in value and focus improvement initiatives on maximizing the value of IT to the organization. What makes VBM so practical and successful is the simplicity of the value model and understanding the business perception of each component. The IT Value Chain is one of the least valuable components to the business as the business entities are not equipped to understand the technologies and processes that deliver IT Services. The IT Service Portfolio is well understood by the business as the set of offerings that IT provides, but it is important to link these to the business drivers that created each service. Finally IT Value Realization embodies IT’s own opportunities to discover, create and propose innovative improvements within the IT Value Chain and IT Service Portfolio that drive business success. For example, with the IT Value Chain, VBM combines components from both ITIL and COBIT best practices in a format that make it easy to assess each IT capability in terms of operational effectiveness and efficiency. The uniqueness of this model is that the assessment does not look to “how” each capability is being delivered, just that the capability is functioning, measured and managed within established boundaries. This creates an assessment that is not only rapid but also effective in that effort is not spent trying to understand how a thing is working, just that it is. For the IT Services Portfolio component, VBM needs to deliver a services library that contains a majority of the typical IT services to help jumpstart the effort. VBM: SOLUTIONS AT WORK Perhaps a better way to understand how VBM works is to see the solution in action. Recently, a large corporation needed to streamline its operations, and all departments were asked to produce a plan that would cut costs by 10 percent in the coming year. With no time to spare, the IT department needed to quickly gain a better understanding of the performance, risk and costs of its primary services in order to make intelligent recommendations on where to cut while minimizing risk. They chose a VBM approach because of its focus on IT Service Portfolio and IT Value Chain that helped jump start efforts to construct a business-oriented evaluation of their current services. The result? …that organization was able to reduce investments in some services that were being “over-served,” which helped them reach the targeted 10 percent cost reduction without reducing headcount. In another example, a mid-size IT organization had made significant investments in its IT infrastructure in the previous year. They needed a way to document and report on the incremental value that these investments were delivering to the business. VBM helped them measure and demonstrate how these investments increased the availability of the billing and reporting IT service during key fiscal periods, which directly resulted in an eight percent decrease in delays associated with billing. By improving the availability of these services, IT was able to help the accounts receivable team better manage corporate billing and reporting. SUMMARY As IT leaders begin to gain and maintain the necessary insight into the business of IT in a pragmatic, concrete manner, the result will be better decision-making and an enhanced perception of IT across the organization …or the achievement of Business Service Management objectives. A Value Based Management approach can help your organization: - Gain a more detailed understanding of which services IT performs through a comprehensive IT Service Portfolio - More clearly document the total cost of ownership and return on IT investment - More effectively plan for fluctuating business demand on IT services - Better align your resources, including time, people and hard dollars, with business strategies - Better inform your organization about how IT can help increase the value of the business. Click here to read article on BSMReview.com Tim Stratton is the Managing Director of global IT Service Management services for Emtec. Mr. Stratton is a seasoned professional Consultant, having worked in the field of ITSM for the past 15 years and his depth of experience enables the ability to exploit current technology, anticipate future demands, and provide clients with effective solutions. Deanna Evers Phone : 973.232.7897 Email : [email protected] ABOUT EMTEC Emtec is a global IT consultancy dedicated to helping world class organizations in the enterprise, education, and government markets drive transformation and growth by employing the latest enterprise technologies and innovative business processes. We empower our clients to accelerate innovation and deliver amazing client experiences to better compete and ultimately lead in their industry. Our “Client for Life” approach is built upon over 25 years of delivering rapid, meaningful and lasting business value. Our offerings span the IT spectrum from Advisory, Applications (Enterprise, Custom, Mobile and Cloud) as well as Intelligent Automation, Analytic, Cyber Security and Infrastructure Services. Learn more by visiting Emtec, Emtec Digital and Wave6.	https://www.emtecinc.com/resources/news/demonstrating-value-changes-the-business-face-of-it/
This programme is delivered in partnership by QA and Northumbria University with the degree awarded by Northumbria University. Level of study: Postgraduate Award: MBA Apprenticeship standard: Senior Leader Awarding body: Northumbria University Fees: This programme is fully funded by your employer through the Apprenticeship Levy Entry requirements: minimum of 3 years’ management or leadership experience and 2:2 honours degree, or equivalent English language requirements: GCSE English or English taught degree Mode of study: Part-Time, blended and work-based learning Duration: 2 years + completion of the End Point Assessment, typically 6 months Assessment methods: Coursework only, End Point Assessment includes presentation, portfolio and professional discussion Start date: October, January, April and July Locations: London, Manchester, Birmingham, Bristol, Newcastle For learners applying to begin their programme in January: QA has two primary objectives during this rapidly evolving period regarding Coronavirus (Covid-19). The first is to ensure the welfare of our learners and staff, and the second is to ensure continuity and access to learning. In line with the sector as a whole and its response to Covid-19, if necessary, we will implement online teaching for this programme to allow you to begin your programme this January. As circumstances allow, we will review this decision with a view to bringing the programme back to a mix of blended and face-to-face delivery at the earliest appropriate time. Our MBA programme enables you to build on your existing practical and academic experiences to develop your knowledge and skills in strategy, innovation and change, enterprise and risk, financial governance, leading and developing people and developing collaborative relationships. Importantly throughout the MBA, you are encouraged to explore the application of theory to the workplace and in turn to use your work experience to test the theory. By studying the Northumbria MBA Degree Apprenticeship, you will not only gain an internationally recognised and prestigious qualification but you will also embark on a personal and professional development journey that transforms you into a reflective, innovative and socially responsible strategic leader with the appropriate skills to think critically and make informed decisions. Key facts: Our MBA is designed specifically to develop behaviours such as leading by example, judging and challenging, reflecting on your own courage and curiosity, valuing difference and demonstrating professional standards in relation to your own performance and behaviour. In your final year, you will undertake a work-based project which must be agreed and supported by your employer and conducted as part of your normal work. This will bring together elements of learning from different parts of the programme and show evidence of accumulated knowledge and understanding of management and the application of these within your organisation. Successfully achieving the MBA is one of the pre-requisites to completing the Senior Leader Degree apprenticeship. In addition, you are required to demonstrate the knowledge skills and behaviours embedded in the degree apprenticeship standard through a combination of a showcase presentation based on your work-based project, a portfolio of evidence and a professional discussion. Your executive coach and your workplace mentor focus particularly on your development and application of the knowledge, skills and behaviours that you are expected to demonstrate and evidence to gain the apprenticeship and become a Chartered Manager. Each module learning plan will clearly outline the relevant knowledge and skills outcomes and assessment criteria within the SLMDA Assessment plan which are expected to be evidenced on the programme and in the workplace. You are expected to take responsibility to plan and manage your own learning journey in order to meet the requirements of the module and overall SLMDA standard. As a registered MBA student, you will become an affiliate member of CMI throughout the duration of your studies and have access to all of their online resources as part of your course fee. The programme is also mapped against the Chartered Management Institute (CMI) criteria. You can apply for a CMI level 7 Diploma in Strategic Management and Leadership upon successful completion of the MBA and the apprenticeship. A separate fee is payable to the CMI for this diploma. The programme has been designed to recognise the specific learner characteristics of work-based learners. It is supported by a series of academic and professional skills workshops which build on your learning in the taught modules to facilitate your learning and assessment at the master’s level. On Centre learning is delivered through workshops which support the work-based, tutor-led and independent learning approach of the programme. As a Senior Leader Apprentice, your employer will allocate 20% of your working week for off the job training. This will be unique to you and will be organised between you, your employer and workplace mentor. For each 10 credit module, you will have 30 hours of tutor-guided learning, 22 hours of independent learning and undertake 30 hours work-based learning. Studying for the SLDA is an integrated activity with your day-to-day work, with the opportunity to apply what you have learnt to normal activities and those that unfold as you develop into a senior leader. This study should be seen as a series of small activities that include researching, engaging with critical action sets, working on your assessment and logging evidence of knowledge, skills and behaviours. Assessment for the MBA is through coursework only. For the Senior Leader Degree Apprenticeship, you will enter the End Point Assessment following completion of the MBA. An Assessment Plan is created between you and your Executive Coach at the start of the programme and you will be assessed through a presentation, portfolio and professional discussion.Download Programme Handout Typically graduates of our MBA progress into senior management, executive, project lead, and consultancy roles in large, medium and small organisations, as well as some realising self-employment opportunities across private, public and third sectors. By studying our MBA, you will not only gain an internationally recognised and prestigious qualification but you will also embark on a personal and professional development journey that transforms you into a reflective, innovative and socially responsible strategic leader with the appropriate skills to think critically and make informed decisions. All modules are 10 credits unless otherwise stated. Accounting and Finance Understanding how accounting and finance can be used for strategic advantage can help you advance to senior positions. This module will develop your knowledge and critical appreciation of the key components of accounting and finance and enable you to apply these within the context of a successful commercial organisation. The module will include key concepts in relation to investment and financing decisions, operational controls, and financial health and growth. You will be able to build your knowledge starting with how to choose and appraise an investment decision; dealing with operational matters that keep the business running; using finance and accounting techniques to strategically manage the direction of the business and finally, to understand how corporate expansion can successfully and sustainably take place. Reflective of the research strength within the Business School within responsible business, you will be encouraged to engage with CSR and ethical decision making. Managing People & Organisations Effective management of people is vital for the achievement of an organisation’s strategic goals, yet it is hard to do well and easy to do badly. This module focuses on developing your understanding of key theories and approaches within organisational behaviour to enable you to develop your capacity to manage more effectively. Through experiential learning you will be equipped to evaluate your own approach to people management, develop your ability to analyse management problems and develop potential solutions. Strategic Marketing Any senior business executive must be strategic in their understanding of how to market to consumers, intermediaries and other organisations, in order to flourish in a competitive and swiftly evolving business environment. Strategic Marketing is at the heart of any successful commercial operation – regardless of sector, location or size – and may be conceptualised as the driving force of the entire organisation and the means by which organisational objectives are delivered. This module provides the skills and knowledge for you to steer your organisation’s Marketing and Sales operations successfully, and to gain a competitive advantage over other rival organisations and deliver sustained incremental performance. Data Analytics for Business Decision Making Business decision making is an increasingly complex field. Some of this complexity is due to the range and amount of data that managers are expected to process on a regular basis: for example, examining large data sets for emerging trends, monitoring progress on projects or forecasting for decision making. This module will equip you with some of the practical skills needed to manage this complexity and to generate conclusions which can be used for management decision making. Through experiential learning, you will develop the ability to analyse data using a variety of approaches, each best suited to particular problem scenarios. Since the emphasis is on practical applications of the techniques discussed many classes will take place in IT workshops very much enabling participants to ‘learn by doing’. This IT based approach will complement the learning found in other modules by developing a different skill set and ensuring that the learning experienced has a real-world application in business. Global Business Environment The global business environment today is a complex network of relationships which ties different types of stakeholders. Governments, companies and organisations are constantly interconnected with the external environment, and these interactions constantly shape the forms and trajectories of different countries and blocs worldwide. The context in which these entities operate includes a diverse range of influences e.g. economic, social, political, legal, technological, which affect businesses and communities in a variety of ways. This module is designed to provide a foundation to better understand the global business environment and its evolution, and how this has implications for companies, economies and societies worldwide. The module explores and examines business activities (from input to output to consumption) and the distribution and consumption of output (e.g. goods and services), with the objective to understand how resources are managed and developed, and the derived implication for a different range of stakeholders operating at a global and local level. Operations and Supply Chain Management Operations and Supply chain has become the competitive advantage for many companies and the demand for supply chain management talents is rising. This module provides the essential knowledge and skills in operations and supply chain management giving you a theoretical and practical understanding of various operations and supply chain topics. In particular, this module will lead you to apply these theories and principles in real business practices. Latest research outputs will be learned, discussed and finally applied into practice. Various techniques such as online supply chain game will be used to help you understand the rationale behind the theories. You will undertake various assessment tasks leading to a final assignment which places emphasis on your research findings of selected topics. These problem solving and analytical skills are directly transferable to your work life. Your additional experiences within the module centre on support reading giving you additional awareness of the broad scope of supply chain management such as sustainability issues in supply chain management. Critical Management Inquiry The growth of evidence-based management, the increasing range and amount of data that managers are expected to process on a regular basis, the rapid development of management ideas and approaches, and the need for management decisions to be based on sound analysis all lead to a need for managers to have analytical skills and a sound understanding of research. Strategic Management Strategic thinking and the ability to do effective strategy formulation and execution are key to businesses across industries. The need for and benefit of these skills is no longer limited to elite staff groups or top executives. Increasingly, companies expect their product managers, senior business analysts and mid-level executives in diverse functions to possess the ability to understand strategic contexts and think and act strategically. Therefore, this module will focus on the craft, the opportunities and the challenges of developing strategies in these roles. As we do so, the most basic strategic question is: How do we best position and compete among significant uncertainty and ambiguity to maximize the value created and profits made in a sustainable way? Leader Identity and Leadership Are leaders born, or can they be developed? What does it mean to be a responsible leader? The module is designed to be both stimulating and enlightening in terms of your practice as a leader and/or manager, as informed by classical and contemporary theories of leadership. The module will engage you in a process of analysing yourself and others as leaders, and how you can progress leadership through development. You will consider your identity as a leader; your values, motives and goals and thereby develop intra and interpersonal awareness. You will engage in a number of activities designed by the teaching team that will help you to understand what it means to be a responsible effective leader. You will also further explore the relationship between leadership and followership, and demonstrate how leadership practice is influenced by diversity. Responsible Business Is it possible to lead a good life as a business manager? This module will ask you to reflect on that question by exploring the ethical issues that you encounter as a business manager in the organisational and wider social contexts in which you work. The module will encourage you to consider the criteria by which ‘Responsible Businesses’ are best identified; these include the relationship between the organisation and its stakeholders, the possible tension between organisational goals and moral standards, and the ways in which managers cope with challenges to their ethical commitments by resisting pressure or by compartmentalising their ethical choices. These questions will be addressed through case-based teaching and assessment, supported by extensive online resources and material. Managing in the Digital Economy This module will provide you with theoretical and applied perspectives on the challenges and opportunities of managing in the digital economy. Through using a range of current topical and case-based examples this module will illustrate the far-reaching impact that rapid technological change, new digital strategies and disruptive innovation, is having on companies, governments, individuals and society. The module will show these impacts are interrelated, and dynamic and unpredictable in character. The assessment explores this dynamic interaction, providing you with the opportunity to explore in detail the impact of digital transformational change. Throughout the module you will be supported by a range of learning material drawn from academic, professional and non-academic sources, enabling you to clearly understand the socio-economic impact and contribute to developing new strategies to reap potential value from the global digital economy. Innovation and Entrepreneurs This module will provide you with theoretical and applied perspective about entrepreneurship and innovation at the firm level by focusing on understanding the entrepreneur and innovator, the entrepreneurial and innovation processes, corporate entrepreneurship and types of innovation. The module will focus on emerging entrepreneurship and innovation issues such as business failure, management innovation, open innovation and scientific based entrepreneurship. You will undertake an assessment where you will have an opportunity to understand the real challenges of entrepreneurship and innovation for firms. Your learning will be supported by a wide variety of learning material drawn from academic, policy and practice sources nationally and internationally. This material will help you develop a clear understanding of the core theoretical concepts of innovation and entrepreneurship and how it applies in practice in different organisational settings. This combination will deepen your knowledge and expertise of innovation and entrepreneurship, further your effectuating capacity as a manager in supporting innovation and entrepreneurship within your own organisational context. Academic and Professional Skills (0 credits) This module will support your transition into postgraduate higher education by developing your specific skills and attributes to both manage your studies, and to communicate your ideas effectively within the academic community and giving you an insight on how these skills contribute to your professional development. The module supports you to draw on your own experiences at work allowing you to reflect and evaluate your own effectiveness in this area, and plan your own personal development and approaches to managing your future career. This module aims to provide you with the skills to manage your studies effectively at postgraduate level. It applies your skills towards effective academic communication, developing appropriate independent research projects, as well as evaluating your own and others research in order to develop persuasive and effective arguments. You will develop your critical academic voice, assess a range of primary and secondary information sources, using these to construct effective academic arguments, as well as apply ethical considerations to your own projects and those of others. Management Investigation (60 credits) You will learn how to conduct a research-led investigation into a management issue, topic or problem guided by your programme of study and framed in the context of an organisation. Your learning will cover: This module will enable you to develop your management knowledge, skills and personal effectiveness within the work environment through the critical analysis of a work based problem or issue and the identification of realistic recommendations for improvement/implementation as appropriate. You will critically reflect on ‘real world’ practices, with a view to using these reflections in implementing appropriate change. The course information published on this page is accurate for the academic year 2020/21 and every effort is taken to ensure it is kept up to date. We aim to run the course as advertised however, changes may be necessary due to updates to the curriculum (due to academic, industry or apprenticeship standard developments), learner demand or UK compliance reasons. Skills Coach Your Skills Coach will be your primary, non-academic contact, supporting you in the successful progression and completion of your apprenticeship. Your coach will support you in reviewing your progress and collecting evidence of your practice at work to integrate into your module assessments and final endpoint project/assessment. They are also a point of contact for queries, concerns, or general support. Your Coach can help you with: Workplace Mentor A Workplace Mentor will be appointed by your employer and typically would be someone you work with. Your workplace mentor will be familiar with the apprenticeship programme and its workplace requirements. They will facilitate the workplace learning opportunities to enable you to meet the requirements of the degree apprenticeship standard. ACE Team They are the Academic Community of Excellence (ACE) Team, and amongst the team, have many years of experience providing academic guidance to students on subjects such as how to write in an academic style, how to read smarter rather than longer and how to reference accurately. The ACE Team will provide you with support on academic matters outside of the classroom. You can also book 1-1 meetings (mainly online) with the ACE Team and get feedback on your academic style of writing, references and critical report writing. How can the ACE Team support you? QA Welfare Services Our Student Welfare Team is on hand to assist you throughout your studies. Some degree apprenticeship learners have additional learning needs which the Welfare Team can assist with, or they might help you with personal circumstances that are affecting your studies. Applications will be considered on an individual basis and therefore, applicants without formal qualifications but have substantial senior level management experience are encouraged to apply. You should contact the programme leader to discuss your application. Apprenticeship GCSE requirements All apprenticeship candidates are required to provide evidence of a functional skills qualification at level 2 in both Maths and English Language, equivalent to a GCSE minimum grade C or equivalent. If you have studied for a new GCSE for which you will be awarded a numerical grade then you will need to achieve a minimum grade 4. If you cannot evidence the Maths and English requirements on entry to the programme, the University can provide support to enable you to achieve them during your studies, but you must have achieved the qualifications before completing the programme. There is no cost to you as a degree apprentice. Degree Apprenticeships are fully funded by the Apprenticeship Levy through your employer. If you’re an employer, the total fee for this programme is: You should also be prepared to buy some of the course texts which are around £40 each. This would average around £200-250 pa. If you are interested in applying to study or to offer a Degree Apprenticeship, please complete the enquiry form on this page and one of our account managers will be in touch. In order to join a Degree Apprenticeship, the employer will either recruit new staff or select existing staff that are suitable for the programme. QA Higher Education is delighted to announce an addition of Health and Social Care degree with London Metropolitan University. Geoff Webster will become QA Higher Education CEO when Julie Noone steps down from the role in May 2021. QA Higher Education hosted its first Virtual Celebration to congratulate the students of the University of Roehampton Centres on their achievements.	https://qahighereducation.com/courses/senior-leader-masters-degree-apprenticeship-mba/
The concept of outrigger dates back to 50 years, it origined in deepbeams. It has been derived from deep beam into concrete walls, and now in the form of one or several story outrigger trusses. Outriggers are one of the most widely used systems for relative regular floor plan. It is constructed using steel trusses, girders, concrete walls, or deep beams to connect the core and the columns at the perimeter. The outrigger trusses are normally one-story high, some even occupy several storys. The cores are normally located at the center of the building, whereas the outriggers extend out to the outer columns (as it is shown in Fig.1). Therefore, the outriggers and the outer columns work together as a further restrain to the core wall. Under lateral load, the belt trusses act as lever arms that directly transfer axial stresses to the perimeter columns. The bending, axial tension, and compression of the outer columns connected to the outriggers help resist the external moments of the structure. This resistance enhances the overall stiffness of the core, helps in reducing the lateral deflections, and overturning moments. The outrigger columns work together particularly helping to restrain the rotation of the core. Overall, major advantage of using the outrigger is to resist the rotation of the core and significantly reduce the lateral deflection and overturning moment. One of the famous examples of this system is Shard, London BridgeTower (Fig.2). It has core wall at the center and outrigger truss at highlevels, inside the plant room, to connect the central core and outer raking columns. Fig.1. Outrigger structures Fig.2. The Shard.(Adapted and reuse with the permission of Asset bank, City, Universityof London) If the outrigger is used together with external tube systems, it can more evenly distribute the large vertical forces applied by outriggers across the multiple columns. Analysis and design of a core-and-outrigger system requires the use of computer program. This is because the distribution of forces between the core and the outrigger system are determined by the relative stiffness of eachelement: the core, the outrigger, and the columns. Therefore, it is difficult to calculate manually. 2. Types of Outriggers There are several different types of outrigger system, such as steel outriggers, concrete outriggers, and hybrid outrigger (using both concrete and steel material). Among them, steel outriggers are most conventional type outriggers. The famous examples are: Twin Tower (collapsed in the 9/11 attack) and the Shard in London. Concrete outriggers are used in some tall buildings. One of the famous examples is 432 Park Avenue building in NewYork. With the development of the construction technology, new types of outriggers such as hybrid outriggers and damped outriggers have emerged in the construction projects. 2.1 Steel Outriggers Steel outrigger systems are extensively used in a lot of tall buildings as most of tall buildings are either steel or composite structural system. In the conventional design, the outrigger is designed to be a story height truss. 2.2 Concrete Outriggers The benefit of concrete outrigger system verses steel is high stiffness and lowcost. Under wind load cases, the outrigger system needs to be of stiff concrete deep beam or of concrete wall which can be easily achieved by this. Fig. 3 shows a typical outrigger using concrete wall. This type of system is more common in a concrete structure rather than in a steel frame structure. Fig.3. A typical outrigger using concrete wall modeled using ETABS 2.3 Hybrid Outriggers The steel outrigger is not as stiff as concrete outrigger. However, a pure concrete outrigger system is very brittle. An innovative type of steel-concrete hybrid outrigger truss was developed in two 370-m tall mega-high-rise towers in Raffles City Chongqing, in which the steel truss is embedded into the reinforced concrete outrigger wall as shown in Fig.4. Both the steel truss and the concrete outrigger wall work compositely t oenhance the overall structural performance of the tower structures under extreme loads. Fig.4. Fused outriggers (a concept originally developed by Arup) 2.4 Damped Outrigger In the event of severe earthquake, the overall structural system should be able to dissipate energy and maintain its robustness against the collapse. Additional viscous dampers can be installed in the outrigger for a nonlinear response and tuned to meet multilevel performance objectives. In case the dampers fail, the outriggers which is designed to yield in a ductile manner will remain intact. Thus, it can reduce wind-induced vibration and can also be used as fuse to protect the building under a severe earthquake condition.	https://www.theengineeringcommunity.org/outrigger-structures-types/
Types of Retaining Wall Design used in Construction Retaining Walls are a useful structure used to resist lateral forces caused by soil backfill. There are a number of different types of retaining wall designs that can be used, depending on the needs of the structure or client. The types of retaining wall design are generally defined by the way they resist the loads and each has its own advantages and disadvantages. In this article, we will walk you through 4 types of retaining walls with illustrative diagrams: - Gravity Retaining Walls - Cantilever Retaining Walls - Anchored Retaining Walls - Sheet Pile Retaining Walls Parts of a Retaining Wall Throughout the article we will be referring to various parts of the retaining wall model, it is useful to first explore the various parts of a retaining wall. The following diagram is taken from the 3D model of SkyCiv’s Retaining Wall Calculator: Check out SkyCiv Free Retaining Wall Calculator Now, let’s explore the following types of retaining walls! Gravity Retaining Wall Gravity Retaining Walls predominately resist lateral earth pressure (from soil backfill known as active soil) as well as the gravity weight of the structure. There are generally some reactive (upward) forces can be caused from passive soil pressure and hydrostatic pressures caused by water tables. Essentially, the weight of the gravity wall will resist the structure from overturning and sliding. It’s a fairly shallow retaining wall and are generally limited to a few metres, as there are no embedded piles or anchors to support the weight of the active soil. Materials used in gravity retaining walls is generally stone, concrete and brick masonry. They often feature a ‘battered’ or tapered profile, where the base is thicker than the top. This provides additional strength and stability at the base where it is most needed. Cantilever Retaining Wall Cantilever Retaining Walls are pretty similar to Gravity Retaining Walls, however they include an additional base component that provides additional restraint against overturning and sliding given this additional concrete. This shape is more effective to resist the active forces, as the weight of the active force provides vertical resistance (gravity forces) to resist overturning and sliding – so less concrete can generally be used. Check out SkyCiv Free Retaining Wall Calculator which helps engineers design Cantilever and Gravity retaining walls and is suitable for calculation of block or concrete walls. Anchored Retaining Wall As it suggests in the name, anchored retaining walls typically resist the active soil pressure forces via an anchor into the soil, rock or other resisting material. These anchors provide the forces necessary to resist overturning and sliding. Since the anchors are loaded axially, they can withstand higher loads and are a pretty efficient use of material – particularly as the concrete stem generally won’t need to be as thick. They are also extremely strong designs and more resistant against higher forces where there is less room to work with; typically why you see them used in construction sites where adjacent buildings is a concern. Sheet Pile Retaining Walls Sheet piles with a corrugated shape (to increase the bending capacity of the sheet) can also be used to retain the active pressure in retaining walls. They are driven into the soil using a rig and provide additional lateral restraint as it is piled deep into the soil. These types of retaining walls are often used as barriers for groundwater flow and in car parks and are beneficial in areas that don’t have a lot of space for wide barriers.	https://skyciv.com/docs/skyciv-retaining-wall/articles/types-of-retaining-wall/
"Stability of Thin Shell with Infill Gravity Structures against Lateral" by Nikita Ya. Tsimbelman, Andrey I. Mamontov et al. The article refers to construction of shell filled with soil facilities. The main advantages of this type of structures is the minimized use of new materials and the utilized composite action of materials forming the structure. The construction heavily utilizes the soils directly at the building site. These structures have to resist external horizontal loads under the action of its own weight without overturning for their stability and sustainability. The lateral loads can be caused by soils, berthing impact, and mooring forces, and the structure's capacity can be modeled under these horizontal loads. The purpose of this study is to develop a theoretical model to predict the structure's response to the applied horizontal loads and to verify the model by finite elemental modelling and analysis. The finite element modelling and analyses were performed by using ANSYS / LS-Dyna software to verify the theoretical model. The theoretical model is developed through the use of failure planes based on the limit equilibrium conditions. The minimum horizontal load that causes overturning of the shell is calculated using the theoretical model and then is confirmed by numerical simulations. The results of the numerical simulation are correlated with the results of the theoretical model. Discrepancies between the theoretical and numerical modelling results are presented, and possible causes of the discrepancies are discussed. The study helps to provide a good understanding of the mechanisms involved in the overturning stability of these structures. It is also useful for the theoretical model development and can be utilized in the design of these structures. Tsimbelman, Nikita Ya.; Mamontov, Andrey I.; Chernova, Tatiana I.; and Bilgin, Ömer, "Stability of Thin Shell with Infill Gravity Structures against Lateral Loads" (2015). Civil and Environmental Engineering and Engineering Mechanics Faculty Publications. 59.	https://ecommons.udayton.edu/cee_fac_pub/59/
Prepared by : Abdulrahman Yasin Housin (D 100 122 013) CIVIL ENGINEERING DEPARTMENT ENGINEERING FACULTY UNIVERSITAS MUHAMMADIYAH SURAKARTA Structural DESIGN oF Abutment By Using Geo 5 Program PERENCANAAN HOTEL AFA 8 LANTAI DENGAN KONSTRUKSI BAJA DI SURAKARTA Abdulrahman Yasin Husien Civil Engineering Department, Engineering Faculty Universitas Muhammadiyah Surakarta, Jl. A. Yani Tromol Pos 1 Pabelan Kartasura Surakarta e-mail : [email protected] ABSTRACT The soil mechanics and designing technique got the revolution quickly in the 2000’s, especially in Indonesia which has many types of soil. By the developing technology era of construction building, it is also in the geotechnical technology. To make easy in the designing of foundation, especially; abutment, the using of software is also needed. Based on the problem above, the writer want to investigate the usage of program in designing the abutment, the program is Geo5. In this designing, the data is taken from Pagotan Bridge Rehabilitation, Pacitan. Central Java. The abutment with concrete as the structure, controlling the stability of sliding, overturning, soil weight volume (ɤ) 1,424 gr/cm3; cohesion (c) 0 kN/cm2; friction angle (φ) 30o.The geology condition of soil layer in the field is sand; the high of abutment is 5.8 m. The calculation method is done twice; manual calculation and Geo5 program calculation. After the calculation, the result show that the stability manual factor of sliding is 2.04>2 (safety), stability of overturning 3.07>2 (safety). The differences result between manual calculation and Geo5 program is because the calculation of lateral earth pressure is difference. The manual calculation used Rankine while Geo5 program used modification Rankine, it is Mazindrani. Keywords: abutment, stability of abutment, geo5 program INTRODUCTION Background The development of civil engineering and planning technology in soil mechanics are experiencing rapid revolution in the 2000 AD to solve many problems of land and many type of soils, as age advances in the field of building construction technology is also experiencing rapid development in the field of geotechnical engineering including technology. Abutment is a part of bridge, it is located at the tip of the bridge and the edge of the soil to connect the bridge with the land. To design the safety abutment, should be able to estimate and calculate the stability of abutment. Which need to be considered to calculate the stability of an abutment is an abutment shear stability and stability of the soil. It is well known that there are many ways to speed up the calculation and reduce errors when abutment stability of the program account, and take in the planning of gravity is also essential in the design of abutment, and the plugin in the design is the Geo 5. Geo5 is a series of programs designed to solve various geotechnical problems. In this program in addition to design and calculate the abutment, also can be used to calculate and design foundation, excavation, soil degradation, soil stability, and digital terrain modeling. The workings of this program is to choose the form of a abutment to be used, then enter material which would be a burden on the abutment next the program will analyze the security of the abutment. The Research Objectives The research objectives of this research are as below: Design and calculation the dimensions, the reinforcement and stability of abutment. Using Geo 5 program to calculate the value of stability and safety factor of abutment Benefit of The Research The expected benefits of this research are as below: To find out more in the abutment stability analysis for bridge. Benefit general, to provide knowledge about the new program in the field of geotechnical particularly among students of civil engineering, University of Muhammadiyah Surakarta, namely Geo5 program. As well as providing an alternative plan dimensions and stability of abutment faster and precise. To determine the extent of using the program Geo 5 to design abutment. So that program can be applied in the field. Limitation of The Research Order to this research will be focused on the problem, it is necessary to add any boundaries. The boundaries problem as below: The design of abutment is calculated based on the date from Pagotan Bridge Rehabilitation, Pacitan. Control the stability of an abutment to against a sliding and overturning. Safety factor for those stabilities value overturning, shift, and consider to be taken 2. LITERATURE REVIEW All construction that will be built must be supported by the soil including buildings, bridges, embankment, as well as the dam, the soil and rocks. While in every construction of a bridge cannot be detached from the beginning of the construction that is build the abutment, moreover if it relates with the bridge. In the bridge structures need a strong abutment to support the load of bridge that detained by the abutment. Many abutment methods are used in the construction of the bridge, such as the method with partial-depth abutment, full-depth abutment, and integral abutment. . Generally, the abutment is used based on the soil types that will support a bridge with variety data from that project Pagotan Bridge Rehabilitation, Pacitan. Bridge the terrain where the bridge is constructed and anchored, the material used to make it, and the funds available to build it. Abutment Abutment refers to the substructure at the ends of a bridge span or dam whereon the structure's superstructure rests or contacts. Single-span bridges have abutments at each end which provide vertical and lateral support for the bridge, as well as acting as retaining walls to resist lateral movement of the earthen fill of the bridge approach. Multi-span bridges require piers to support ends of spans unsupported by abutments. Geo 5 program GEO5 software is used in 90 countries worldwide. Engineering tasks are the same everywhere to prove that the construction is safe and well designed. The basic characteristic of structures (e.g. geometry of wall, abutment, terrain, localization of anchors etc.) are the same all over the world; the way of proving that the construction is safe and the theory of analysis used are different. Large quantities of new theories and mainly partial factors of analysis lead to input of large amounts of data and complicated programs. The Settings administrator was created in GEO -5 for version 13 to simplify this process. THERORITICAL REVIEWS Lateral earth pressure Vertical or near vertical slopes of soil are supported by retaining walls, cantilever sheet pile walls, sheet-pile bulkheads, braced cuts, and other similar structures same as abutment. The proper design of those structures required estimation of lateral earth pressure, which is a function of several factors, such as (a) type and amount of wall movement, (b) shear strength parameters of the soil, (c) unit weight of the soil, and (d) drainage conditions in the backfill. Figure 3.1 shows a retaining wall of height H. for similar types of backfill. a. The wall may be restrained from moving (figure 3.1a). The lateral earth pressure on the wall at any depth is called the at-rest earth pressure. b. The wall may tilt away from the soil retained (figure 3.1b). With sufficient wall tile, a triangular soil wedge behind the wall will fail. The lateral pressure for this condition is referred to as active earth pressure. c. c. The wall may be pushed into the soil retained (figure 3.1c). With sufficient wall movement, a soil wedge will fail. The lateral pressure for this condition is referred to as passive earth pressure. The lateral earth pressure conditions described in section 2 involve walls that do not yield at all. However, if a wall tends to move away from the soil a distance ∆�, as shown in figure 3.7a, the soil pressure on the wall at any depth will decrease. For a wall that is frictionless, the horizontal stress, �ℎ, at depth z will equal (� �z) when ∆� is zero. However, with ∆�>0, �ℎ will be less than � ��. Stability of Abutment To check the stability of an abutment, the following steps are necessary: 1. Check for overturning about its toe 2. Check for sliding along its base 3. Check for bearing capacity failure of the base 4. Check for settlement 5. Check for overall stability This section describes the procedure for checking for overturning and sliding and bearing capacity failure. Some problems regarding the overall stability of abutment are discussed in section. Check for Overturning Figure 3. 11 shows the forces acting on a cantilever and a gravity of abutment, based on the assumption that the Rankine active pressure is acting along a vertical plane �B drawn through the heel. is the Rankine passive pressure; recall that its magnitude is Where Σ � =sum of the moments of forces tending to overturn about point � Σ ��=sum of the moments of forces tending to resist overturning about point � The overturning moment is Check for Sliding Along the Base Where Σ ��=sum of the horizontal resisting forces Σ � =sum of the horizontal driving forces Structure Design reinforcement of Abutment Reinforcement plate in one way The one way reinforcement plate will be found if the plate cement more dominant in weight which is like bearing bending one direction. For. Because the bending moment only works in one way, namely the direction of L span, so then main reinforcement is also installed a one-way direction of that L span. To keep the position of main reinforcement (in the casting process) not changes in its position, so it will be installed additional reinforcement which is the direction same with the perpendicular direction to the main reinforcement. This reinforcement is commonly called fraction reinforcement. Front view Top View Figure III.15. Cantilever with reinforcement plates principal one direction (Asroni, 2010) On the two pedestal parallel plate, the regional work field of positive moments, so that the main reinforcement installed under the bottom plate. When the pedestal area with negative moments, so that the main reinforcement installed above the plate. Either positive moment area or negative moments should be installed the main reinforcement and fraction reinforcement. The calculation of reinforcement abutment As have been explained above that the calculation of abutment based on gravitation calculation. After the stability calculation toward the shifting and overthrowing is taken, next step is looking for nominal moment and force which happened in retaining wall, after that, it can be started reinforcement calculation in retaining wall. The reinforcement of retaining wall can be differed in: a) The calculation of retaining wall reinforcement. In this calculation the cantilever plate with assuming that the end plate is pinned. The calculation can be calculated with the formula: Where : b) The calculation of retaining wall foundation. There are two kinds of retaining wall foundation, the first reinforcement in the end of front and back foundation. Based on the calculation formula, it assumed that the foundation with oblong. The used formula: Introduction of Geo 5 v13 program 1.Recognizing Geo 5 v13 Geo 5 is one of the geotechnical application program which is fast used to assist in solving the problem in geotechnic. Geo 5 can assist in calculating – the calculation of stability to guling, stability against the sliding, overburden pressure, turn on Uplift, as well as analysis the wall dimension to suppor the soil. From the application program of getehnic. 2. The formula used in the program Geo5. The formula used in calculating lateral earth pressure is slightly different from the lateral earth pressure formula which has been frequently used by the writer. The difference occurs because the reference to the standard calculation on each country. However, there are also standard calculations are often used in Indonesia, but the standard has been modified. The formula can be seen as follows: a) Active earth Pressure by The Mazindarani Theory (as rarely found in the book litelatur there). The formula can be seen analyzed the soil’s condition and to design of an abutment using the program Geo 5. Research Data The research is needed the data of soil in the Rehabilitation Bridge of Pagotan Project in Pecitan such as soil density (γ), specific gravity (Gs), cohesion (c), and the friction angle (Φ). The data can be shown This program is a computer program used for calculation, stability controlling, visualization and that program make easy for the designer to simply enter the existing soil data and dimensions of retaining wall is desired, then the program will automatically analyzing and shown into a programming language that is easy to understand. AutoCAD 2015 This program is a computer program used for draw of the structure details are required in design and structure calculations. Microsoft Office 2013 This program is a computer program that is used to create reports, charts, flowcharts, analysis data and table creation . Research StepsStep I: A Literature Review. Step II: Data collection soil of the Rehabilitation Bridge of Pagotan Project in Pecitan. Step III: From all the data that has been collected, design and analyzed of abutment made up of two ways, namely: a. Calculation of abutment by using manual /Conventional. b. Calculation by using auxiliary programs (software) GEO5 v-13. Step IV: Discussion Step V: Conclusions and suggestions Step VI: Finish Implementation of Research Preparation for Data taking In this design the case which is taken from the project of the Rehabilitation Bridge of Pagotan Project in Pecitan is designing an abutment which has existed namely with the abutment, therefore the data of soil needed has already been provided. Analysis of Abutment with Manual Calculation by using Program GE05. The data needed to analyze the abutment by using manual calculation namely the data in the project of the Rehabilitation Bridge of Pagotan Project in Pecitan such as the soil density (ɤsoil), Coherent (c), and the shear angle inside (Φ), the weight of concrete volume (ɤ concrete) also the height of congeries or the height of slope which will be designed to be the abutment. From all of the data it is taken an analysis how much the lateral soil pressure, from the pressure of lateral soil it is derived the passive and active soil pressure. So from all parameters which has already been realized it can be planned the dimension of the abutment and analyzed the stability for the sliding and rolling. ANALYSIS AND DISCUSSION The design is based on the problem formula, where the data of soil such as unit weight of soil (γsoil), cohesion (c), and friction angle of soil (φ). The data is based on the test result in one place (in situ test) or based on test result of laboratory which get from the field. After getting the parameter of planning abutment, the calculation of overturning and sliding stability can be done by manually and automatically with Geo5 program. A. Getting the soil data The calculation of abutment stability and dimension depend of the data can be seen below: a.Depth : 5.8 m b.Density : 18 KN/m3 c.cohesion ( c ) : 0.00 d.Friction angle of oil ( φ ) : 30.00º e.Active soil pressure coefficient of Rankie (Ka) : 0.33 Data of concrete: a. Weight of concrete =2300kg/cm3 =23 KN/m3 b. specified compression strength of concrete(f’c) =20 Mpa c. specified yield strength of nonprestressed reinforcing (fy) =500 Mpa B. Analysis of Abutment by Manual Calculation 1. The determining of early dimension of abutment Picture V.1. Abutment applying forces diagram. The calculation of lateral earth pressure Active force before the occurrence of tensile crack The line of action the resultant can be determined by taking the moment of the area of the pressure diagrams about the bottom of the abutment. The overturning moment can be given as The safety factor of against overturning in point C Check for sliding along the base The factor of safety against sliding the sliding may be expressed by the equation Calculation reinforcement of Abutment. Figure 7. Stair Detail Section A-A Element of structure Secure planning dimensions is used as the structure of the building for secondary beam W14x38, Non-SMF beam W21x68, SMF beam W21x132, Non-SMF column W14x257, SMF column W14x370. Connection Connection between secondary beam to Non-SMF beam: Figure V.6. (A) Abutment typical section design. (B) Wing wall reinforcing. Discussion From the calculation result above, it can be seen the manual stability calculation result and Geo5 program, as follow; Table V.5. The stability calculation result of manual method and Geo 5 program Stabilities manual Geo 5 Program Safety factor Remark Overturning 3.07 4.01 2 Safety Sliding 3.04 2.11 1.5 Safety After observing the data result above, it can be known that the final result of manual calculation and Geo5 program get same safety factor for abutment stability but difference value between manual calculation and Geo5 program. The difference is happened because the manual calculation, the lateral earth pressure is used Rankie method while in geo5 program, the earth pressure calculation using Rankie method which has been modified with Mazidrani. In calculating the earth pressure cohesive with active or passive, it directly enters the value of cohesive land, with formula: While for Rankie method in calculating the cohesive active or passive earth pressure just by entering the angle friction inside and the soil obliqueness, with the formula: CONCLUSION AND SUGGESTION Conclusion From the analyzing result in chapter V, it can be concluded about abutment analysis of Pagotan bridge rehabilitation, Pacitan Java. The structure abutment planning is safety from the moving, overthrowing from the capacity of soil support. The analysis result can be seen; The manual calculation a) Stability factor toward sliding 3.04> 1.5 (safety) b) Stability toward overthrowing 3.07 > 2 (safety) The calculation result of Geo5 program a) Stability toward overthrowing 4.01>2 (safety) b) Stability toward sliding 2.11>2 (safety) The material structure of abutment used reinforcement: The difference of stability calculation result between manual calculation and Geo5 program due to the formula or method which is used difference. In manual calculation, the writer uses Rankie method while in Geo5 program, the writer use Rankie method modification with Mazindrani theory. Suggestion 2) For the beginning user of Geo5 program, they should understand all functions in the toolbar to avoid mistakes in entering the data. 3) In abutment designing, the designer should know the location which will be built. So that the planning of abutment can be calculated appropriately in that location. 4) When planning the abutment, the data should be complete and accurate. To get the precision result. REFFERENCE Anonym, 2013, Abutment design theory, Accessed 23 March 2015. http://enggprog.com/ Anonym, 2015, Bridge Design & Assessment, Accessed 20 March 2015.http://www.childsceng.demon.co.uk/tutorial/ab utex.html H. BROWN RUSSELL, JACK C. McCORMAC, (2009), Design reinforced of concrete. Clemson University. Kisworo Gutama Rymo (2014), Perencanaan Dinding Gravitasi Dengan Program Geo 5. Universitas Muhammadiyah Surakarta NPTEL, LATERAL EARTH PRESSURE NPTEL- ADVANCED FOUNDATION ENGINEERING- http://nptel.ac.in/courses/105105039/ NPTEL, RETAINING WALLS NPTEL- ADVANCED FOUNDATION ENGINEERING-1. http://nptel.ac.in/courses/105105039/ Wang, L., Gong, C, (2009), "Abutments and Retaining Structures." Bridge Engineering Handbook.	https://123dok.com/document/z3ddog8y-structural-design-abutment-using-program-structural-abutment-program.html
Skip header and navigation ThinkWood.com Your Selections: 0 Items research library ReviseSearch Revise search Search Advanced Search Help Refine Results By Topic Apply Acoustics and Vibration 1 Mechanical Properties 1 Serviceability 1 Wind 1 Material Apply Glulam (Glue-Laminated Timber) 1 Application Apply Trusses 1 Keywords Apply Wind-induced Vibration 2 Connection Stiffness 1 Dowel-type Fastener 1 Dynamic Response 1 FE-Model Reduction 1 Human Occupancy 1 Mechanical Connection 1 Modal Testing Properties 1 Tall Timber Structure 1 Tall Timber Structures 1 Author / Organization Apply Alalwan, Ahmad 1 Chalmers University of Technology 1 Landel, Pierre 1 Larsson, Joakim 1 Linderholt, Andreas 1 Linnaeus University 1 RISE Research Institutes of Sweden 1 Year of Publication Apply 2022 1 2019 1 Format Apply Journal Article 1 Thesis 1 Research Status Apply Complete 2 Availability Apply Free 2 keywords_txt:"Wind-induced Vibration" Print PDF Sorted by Title Sort by Relevance Sort by Date Desc Sort by Date Asc List View Gallery View Expand All Collapse All 2 records – page 1 of 1. Prev Next Toggle Full Record Reduced and test-data correlated FE-models of a large timber truss with dowel-type connections aimed for dynamic analyses at serviceability level https://research.thinkwood.com/en/permalink/catalogue3004 Year of Publication 2022 Topic Mechanical Properties Serviceability Acoustics and Vibration Material Glulam (Glue-Laminated Timber) Application Trusses More detail Author Landel, Pierre Linderholt, Andreas Organization RISE Research Institutes of Sweden Linnaeus University Publisher Elsevier Year of Publication 2022 Format Journal Article Material Glulam (Glue-Laminated Timber) Application Trusses Topic Mechanical Properties Serviceability Acoustics and Vibration Keywords Tall Timber Structures Mechanical Connection Dowel-type Fastener Wind-induced Vibration Modal Testing Properties Connection Stiffness FE-Model Reduction Research Status Complete Series Engineering Structures Summary The rise of wood buildings in the skylines of cities forces structural dynamic and timber experts to team up to solve one of the new civil-engineering challenges, namely comfort at the higher levels, in light weight buildings, with respect to wind-induced vibrations. Large laminated timber structures with mechanical joints are exposed to turbulent horizontal excitation with most of the wind energy blowing around the lowest resonance frequencies of 50 to 150 m tall buildings. Good knowledge of the spatial distribution of mass, stiffness and damping is needed to predict and mitigate the sway in lighter, flexible buildings. This paper presents vibration tests and reductions of a detailed FE-model of a truss with dowel-type connections leading to models that will be useful for structural engineers. The models also enable further investigations about the parameters of the slotted-in steel plates and dowels connections governing the dynamical response of timber trusses. Online Access Free Resource Link https://doi.org/10.1016/j.engstruct.2022.114208 Share Facebook Twitter Google Plus LinkedIn Pinterest More Like This Permalink Less detail Toggle Full Record Stability and Dynamic Properties of Tall Timber Structures - A parametric study of the structural response due to wind action https://research.thinkwood.com/en/permalink/catalogue3096 Year of Publication 2019 Topic Wind More detail Author Alalwan, Ahmad Larsson, Joakim Organization Chalmers University of Technology Year of Publication 2019 Format Thesis Topic Wind Keywords Dynamic Response Human Occupancy Tall Timber Structure Wind-induced Vibration Research Status Complete Summary The interest in building taller structures in timber is increasing in the building sector. However, the high strength-to-weight ratio of timber leads to a relatively light structure which is often associated with vibrations. The dynamic properties are essential in the design of tall timber structures, where wind-induced vibrations of the building in service state is addressed. The dynamic response is influenced by mass, stiffness and damping. These parameters influence the acceleration of the building which can be perceived as a discomfort for human occupancy. The aim is to find a structural concept that makes a taller structure than the usual today feasible. The objective is to make a parametric study and investigate how a multi-storey residential building of timber can be optimized with respect to dynamic wind loading. With a combination of numerical and analytical methods, accelerations are calculated and evaluated against the criteria for human comfort according to ISO 10137 and ISO 6897. An analytical calculation sheet is set up according to SS-EN-1991-1-4 and EKS 10 to define wind-induced acceleration. Starting from a beam-column structure with a central core, the effect of adding inner walls and exterior bracing is studied to see what limits the number of storeys for an open plan building. Analysis of the dynamic response due to wind shows the fundamental mode shape in torsion before exterior bracing is added. Results have shown that the structure can reach 5-storeys with inner walls of cross-laminated timber and 4-storeys with no walls. Moreover, it’s found that diagonal bracing in the facades improves the torsional stiffness significantly and the fundamental mode becomes a transversal mode. An outrigger bracing system has been found to be the most efficient, leading to a structure of 12-storeys. The parameters mass and stiffness are modified by adding concrete floors and assigning larger sections to the structure. Results show that the building can achieve 15-storeys with pure timber and 21-storeys when concrete floors are added. Secondary parametric action i.e. adding another outrigger generates a gain of one-storey and modifying the truss-work to steel gives a structure of 23-storeys.	https://research.thinkwood.com/en/list?q=keywords_txt%3A%22Wind-induced+Vibration%22&p=1&ps=&sort=title_sort+asc
A read is counted each time someone views a publication summary such as the title, abstract, and list of authors, clicks on a figure, or views or downloads the fulltext. Only after the collapse of bouzey dam, in 1895, and the uplift effect begin to be accounted for as an important load. In progress design of doublecurvature arch dams planning. A concrete gravity dam is a massive concrete structure, roughly triangular in shape, and designed so that its weight ensures structural stability against the hydrostatic pressure of the impounded water and other forces that may act on the dam. Determination of various forces which acts on the structure is the first step in the design of dams. To design a dam, various forces must be considered to insure the safety of the. A gravity dam has been defined as a structure which is designed in such a way that its own weight resist the external forces and this type of structure is most durable and solid. Both of the dams present a stable geometry but the wall volumes differ by about 45%. And furthermore, the factor of safety against sliding and overturning of the dam can be checked on that particular condition. Gravity dam loads on concrete dams loads can be classified in terms of applicabilityrelative importance as primary loads, secondary loads, and exceptional loads. Horizontal pressure by the water at the upstream and downstreamtail water. View gravity dams 2 from engineerin 101 at tarlac state university. Gravity dam is so proportioned that its own weight resists the forces acting upon it. All the predominant forces that act on the dam have been shown in the figure itself. Analysis of concrete gravity dam by 3d solid element modeling. Design and construction of concrete gravity dams nptel. In fact, it can be noticed that, mainly for traditional reasons, straight gravity structures, conventional or rcc gravity dams, but also fill dams with a core or a. Gravity dams require maximum amounts of concrete for their construction as compared with other kinds of concrete dams, and resist dislocation by the hydrostatic pressure of reservoir water by sheer weight. The section of the gravity dam is approximately triangular in shape, with its apex at its top and maximum width at. Technically a concrete gravity dam derives its stability from the force of gravity of the materials in. Forces acting on gravity dams 1 dam force free 30day trial. A gravity dam is a solid structure, made of concrete or masonry, constructed across a river to create a reservoir on its upstream. That is, the dam has a center of gravity low enough that the dam will not topple if unsupported at the abutments. Gravity dams forces acting on gravity dam a gravity dam is subjected to the following main forces. The area refers to the surface of the dam that come into direct contact with the water. Hydrody namic forces result from water changing speed and direction as it flows over a spillway. Mar 04, 2014 for the love of physics walter lewin may 16, 2011 duration. A gravity dam is a dam constructed from concrete or stone masonry and designed to hold back water by primarily using the weight of the material alone to resist the horizontal pressure of water pushing against it. The common procedure for the design of concrete gravity dams has been linear analyses. Aug 03, 2017 dam with water at its full reservoir level is subjected forces due to iwater pressure. Forces acting on gravity dam weight of the dam, w in a gravity dam the weight of the structure is the main stabilizing force, and hence the construction material should be as heavy as possible. Gravity dams may be classified by plan as straight gravity dams and curved gravity. Problem 266 resultant of nonconcurrent force system. Gravity dam casei reservoir full case when reservoir is full, the major forces acting are weight of the dam, external water pressure, uplift. Determine p1 and p2 and also the horizontal resistance to sliding. For the love of physics walter lewin may 16, 2011 duration. Adi forces acting on gravity dam ce in hindi youtube. The hydraulic pressure is a horizontal force, acts on. The resistance to sliding is a function of the cohesion c inherent in the. Seismic response of concrete gravity dam altair university. Crown cantilevers have evolved from shapes that look more like thin gravity dams. The forces that acting on the gravity dam with the. A detailed sketch of a gravity dam is shown in fig. A gravity dam is designed in such a way that it resists all external forces acting on the dam like water pressure, wind pressure, wave pressure, ice pressure, uplift pressure by its own selfweight. An arch gravity dam or arched dam is a dam with the characteristics of both an arch dam and a gravity dam. No stress in the dam shall exceed safe limit of the construction materials. These forces are considered to act per unit length of the dam. Oct 19, 2012 through the arch dam into the foundation. It requires less maintenance and it can be constructed with masonry or concrete. Exercise problem 1 a concrete gravity dam 15 m height will be constructed with the dimensions shown in the figure below. The pressure due to water in the reservoir and that of the tailwater acting on. The design of rcc gravity dams is similar to conven. F density of water acceleration of gravity height of the water2 width of the dam x height of the water. It is intended to implement an internal drainage facility, which would reduce uplift pressure by about 20%. Description of forces acting on the dam, and its analysis. Different forces acting on gravity dam civil engineering. Forces acting on gravity dam and their magnitude and line of action. Concrete face rockfill dam compared to roller compacted. It is the type of dam built on solid rock foundation to withhold whatever external forces may be exerted on it. All the predominant forces that act on the dam have been. The second case is intended to represent an aged dam or a damaged dam, characterized by a youngs modulus of 15 gpa. Gravity dams gravity dams criteria for selection of dam site, construction material, forces acting on gravity dam, modes of failure, stability analysis, safety criteria, methods of design, stress analysis and stress contours, galleries, instrumentation, joints, keys, water seals, temperature control in concrete dams, foundation treatment. Forces acting on a gravity dam gravity dam computation of. Forces acting on a dam structure and calculations the constructor. The shape of arch dams has changed at reclamation figure dover the years1. Gravity dams arch dams buttress dams 3 based on usage of dam. Forces acting on a gravity dams with diagram geography. Finite element modelling of cracking in concrete gravity dams qingbo cai a thesis submitted in partial fulfilment of the requirements for the degree of philosophiae doctor engineering in the faculty of engineering, built environment and information technology university of pretoria june 2007. Weight of the dam per unit length is equal to the product of the area of crosssection of the dam and the specific weight or unit weight of the material. Stability analysis of gravity dam using staad pro youtube. Gravity dams are constructed from masonry or concrete. Forces like temperature stresses and wind pressure have not been shown. Gravity dams 2 gravity dams forces acting on gravity dam. Failure of gravity dam occurs due to overturning, sliding, tension and compression. Failure of gravity dams causes and its failure modes. Shear strength of damfoundations rock interface a case study. The water presses laterally downstream on the dam, tending to overturn the dam by rotating about its toe a point at the bottom downstream side of the dam. Masonry gravity dams a numerical application for stability. The dam will have a nonoverflow section on the western side and a channel spillway section on the eastern side ministry of water recourses and electric power of peoples republic of china, 1979. Limiting height of gravity dams, as well as considerations on low and high gravity dams b. Pressure acts through the center of gravity of the water column resting on the sloping upstream face. Problem 353 the forces acting on a 1m length of a dam are shown in fig. Ice pressures being uncommon in indian context have been omitted. The forces acting on an overflow dam or spillway section are complicated by steady state hydrodynamic effects. Stability analysis of concrete gravity dam using fem dragan rakic1, milan bojovic1, snezana vulovic1, miroslav zivkovic1, dejan divac2, nikola milivojevic2 1faculty of engineering, university of kragujevac, sestre janjic 6, 34000 kragujevac, serbia. By researching the size and direction of all the forces acting on a dam, engineers design a structure that is able to resist all these forces. Gravity dam definition of gravity dam by merriamwebster. Forces acting on gravity dams 1 free download as word doc. Breaking this formula down even further, we can write. Fem modeling of concrete gravity dams 3 figure 3 an aerial photo of the baozhusi dam and hydropower station. Dam with water at its full reservoir level is subjected forces due to iwater pressure. The dam must be strong and sturdy and have strong connections to the ground, in the form of foundations, to help it stand. Gravity dams are designed so that each section of the dam is stable and independent of any other dam section. There is no reinforcement in an arch dam, so tensile stresses are to be minimized by shaping to reduce the potential for cracking in the concrete. For good design, this intersection should occur within the middle third of the base. Pdf comparison of design and analysis of concrete gravity dam. Dec 14, 2016 discussion on the calculation of forces acting on concrete gravity dam concrete dam engineering 48 for further reading. Pdf seismic response of concrete gravity dam researchgate. Different types of forces acts on a dam structure such as water pressure, self weight, wave pressure etc. Where m is the specific weight of the dams material. Gravity dam definition is a dam so proportioned that it will resist overturning and sliding forces by its own weight. The forces to be resisted by a gravity dam fall into two categories as given below. It is a dam that curves upstream in a narrowing curve that directs most of the water pressure against the canyon rock walls, providing the force to compress the dam. Unit weight of concrete 24 knm 3 and masonry 23 kn.	https://sedojamta.web.app/505.html
What is it? Four-wheel drive, also known as 4×4 or 4WD, is a four-wheeled vehicle with a drivetrain that allows all four wheels to receive torque from the engine simultaneously. What does it do? Four-wheel drive provides extra traction and stability, especially on rough or slippery surfaces. 4WD is often used in off-road situations, but it can also be useful in wet or snowy weather conditions. Some modern cars and SUVs are equipped with an automatic 4WD system that engages the drivetrain when needed, while others require the driver to manually select 4WD mode. Typical Wear and Tear Four-wheel drive vehicles are built for tough terrain and off-road driving, so they can handle a fair amount of wear and tear. However, there are some common problems that can occur with four-wheel drive systems. For example, the differential is typically located underneath the vehicle, making it susceptible to damage from rocks and other obstacles. In addition, the front axle is also vulnerable to damage from impact. Over time, these components can become worn down and need to be replaced. Another common issue is with the transfer case. This component helps to distribute power evenly to all four wheels. However, it can become damaged or broken if the vehicle is driven over large bumps or through deep water.	https://rockstarautomotive.net/4x4-service/
When shopping around for a new shed, think about how you might integrate the building into the surrounding landscape. Ideally, the new shed you choose complements the style of your home. You want the building to blend into a yard, rather than sticking out like a sore thumb. Radiant barrier siding Along with the roof, the siding of this shed also has radiant barrier installed. Runners type The foundation of this shed is constructed with treated runners (skids), helping to evenly distribute the building's weight throughout the floor.	https://www.backyardstorage.com/inventory/61357?keywords=sort%3Ddistance%26order%3DASC%26high_distance%3D50%26condition%255B0%255D%3DNew
Tall buildings clad with lustrous glass and other cladding panels have a tantalizing effect in the eyes of the beholder. Structural glazing is a novel method of bonding these panels to the structural framing system of ... Procedure for predicting windstorm induced damage to buildings (1979-08) Not Available Wind-induced pressures on a roof purlin (1993-12) Knowledge-based grading system for wind damage to high rise buildings (1994-08) Not Available Wind flow characteristics and their effects on low-rise buildings (Texas Tech University, 1997-12) Two fundamental flow phenomena, the separation bubble (SB) and conical vortex, over the roof (flat and rectangular) of the Texas Tech test building are studied in terms of flow characteristics and pressure-generating ... Environmental design directed at decreasing the wind damage experienced from hurricanes in single-family residential communities (Texas Tech University, 1997-12) In 1992 hurricane Andrew inflicted approximately $25 billion in damage in Dade county, FL, resulting in the costliest hurricane in U.S. history (Landsea 1997 Internet). Documentation and analysis of hurricane Andrew's wind ... Identification of transfer functions for wind-induced pressures on prismatic buildings (Texas Tech University, 1996-08) Buildings in the atmospheric boundary layer experience highly fluctuating wind pressures which result from turbulence in the undisturbed upstream flow and building generated turbulence through the processes of buffeting ... Probabilities of wind-induced peak pressures on a low building (Texas Tech University, 1993-12) The Texas Tech University's Wind Engineering Research Field Laboratory (WERFL) provides an opportunity for full-scale measurement of wind induced pressures. The one story test building can be rotated to provide a control ... Analysis of field data for wind profile (Texas Tech University, 1985-05) One of the principal loads acting on above-ground structures is that due to wind. In tall structures, say above 100 feet high, often the wind forces become the controlling factor in structural design. In such tall structures ...	https://ttu-ir.tdl.org/handle/2346/521/discover?field=subject&filtertype=subject&filter_relational_operator=equals&filter=Wind-pressure
Build A Faux Stone Retaining Wall A faux stone retaining wall is a great way to level off a sloped section of your property to make it more usable. This is a highly physical job but if you think you’re up to the challenge, all you need is a few yard tools and the stones of your choosing. Depending on the length and height of the retaining wall the job could take anywhere from a couple of days to a week. For the purpose of this article we’ll just assume that the wall is 10 feet long by 3 feet high, which would take one person two days to build. Step 1 – Dig the Trench The first step in building a retaining wall is to dig the trench, which can be done using the garden spade. Make the trench deep enough so that the first row, or course, of stones is completely below the grade. This helps lock the first row in place and evenly distribute the weight of the rows above. Use the flat-bladed shovel to level the trench and remove any loose dirt. It’s a good idea to lay a thin layer of sand to ensure a level sub base. A quick once-over with the hand tamper will give you a good firm level base to work with. Step 2 – Install the Stones The next step of installing the individual stones is made easy thanks to the interlocking-edge feature that most faux stone manufacturers provide. However, it’s crucial that you make sure the first course is perfectly level. Press the stone firmly into the sand subbase, checking it with your level. Small adjustments can be accomplished by tapping on the stones with a hammer to level them off. Use the stakes and masonry string to ensure a straight run. Step 3 - Install the Top Cap When purchasing the stone among the materials was a flat top cap that will serve as the last course of your retaining wall. Use your level to install these flat stones on top of the previous course utilizing the interlocking edges. This step is the easiest, especially if you’ve successfully completed installing a level first course. Step 4 – Backfill the Retaining Wall First, lay the landscape fabric along the area around the wall and then begin filling the area with either sand or top soil. One technique that is useful in backfilling is installing the material in 12-inch layers, using the hand tamper to compact the material in between lifts. This will give the area immediately behind the retaining wall added stability and help prevent settling and shifting. Installing a stone retaining wall can be a challenge but well worth the effort when completed. It will add an attractive feature to your landscape while also controlling runoff from rainwater.	https://assets.doityourself.com/stry/build-a-faux-stone-retaining-wall

Subsets and Splits

No community queries yet

The top public SQL queries from the community will appear here once available.