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Where there are more than one options and you have to choose one, the decision has to be taken based on certain criteria. In programming languages, one of the ways to choose an option or making a decision is by using the if and if…else statement.
This chapter will explain how to use the Python if and if else statements with examples.
Python provides following types of if statements with details of each.
The if Python statement is used when you have just one condition to check. If the condition evaluates as true, it will execute the given statements.
Where the condition contains a logical expression. If the condition is true then statements inside the if block will be executed. If it turns to be false then the parser will go to next statements outside of the if block.
The Boolean expression is used to evaluate conditions.
Unlike many other languages, curly braces are not used for multiple statements in the If block. Instead, Python uses indentation. The default indentation is four spaces, however, this can be changed.
The following example will execute two If statements. Only the statement inside the if block will execute that evaluates as true. As such, in our example the first If statement is true while other is false, only the code in the first If statement will execute.
After the second if block, another statement is placed (just for illustration purpose). By the indentation you can see, it is outside of the if block, that will execute whether the condition is true or false.
The if else statement is used to execute the statement(s) when a condition in the if block is false. In the above example, we just used the if statement. So if a condition is false, no statements within the if block will execute.
The code inside the else part of the if statement will be executed if the given condition is false. The example below will give you a better idea.
The following example shows how to use the Python else if statement. The else block will execute the given statements as the condition is false.
The elif statement of Python is explained in its own chapter. Click the link below to learn about it. | https://www.anztechnologies.com/python-if-and-if-else/ |
It is for them alone to point out what we ought to do… By the principle of utility is meant that principle which approves or disapproves of every action whatsoever according to the tendency it appears to have to augment or diminish the happiness of the party whose interest is in question: I say of every action whatsoever, and therefore not only of every action of a private individual, but of every measure of government. In Chapter IV, Bentham introduces a method of calculating the value of pleasures and pains, which has come to be known as the hedonic calculus.
References and Further Reading 1. Introduction A statement can be defined as a declarative sentence, or part of a sentence, that is capable of having a truth-value, such as being true or false.
So, for example, the following are statements: Bush is the 43rd President of the United States. Paris is the capital of France. Everyone born on A2 philosophy and ethics course handbook has purple hair.
Sometimes, a statement can contain one or more other statements as parts. Consider for example, the following statement: Either Ganymede is a moon of Jupiter or Ganymede is a moon of Saturn. While the above compound sentence is itself a statement, because it is true, the two parts, "Ganymede is a moon of Jupiter" and "Ganymede is a moon of Saturn", are themselves statements, because the first is true and the second is false.
The term proposition is sometimes used synonymously with statement. However, it is sometimes used to name something abstract that two different statements with the same meaning are both said to "express".
In this usage, the English sentence, "It is raining", and the French sentence "Il pleut", would be considered to express the same proposition; similarly, the two English sentences, "Callisto orbits Jupiter" and "Jupiter is orbitted by Callisto" would also be considered to express the same proposition.
However, the nature or existence of propositions as abstract meanings is still a matter of philosophical controversy, and for the purposes of this article, the phrases "statement" and "proposition" are used interchangeably.
Propositional logic, also known as sentential logic, is that branch of logic that studies ways of combining or altering statements or propositions to form more complicated statements or propositions. Joining two simpler propositions with the word "and" is one common way of combining statements.
When two statements are joined together with "and", the complex statement formed by them is true if and only if both the component statements are true. Because of this, an argument of the following form is logically valid: Paris is the capital of France and Paris has a population of over two million.
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Therefore, Paris has a population of over two million. Propositional logic largely involves studying logical connectives such as the words "and" and "or" and the rules determining the truth-values of the propositions they are used to join, as well as what these rules mean for the validity of arguments, and such logical relationships between statements as being consistent or inconsistent with one another, as well as logical properties of propositions, such as being tautologically true, being contingent, and being self-contradictory.
These notions are defined below. Propositional logic also studies way of modifying statements, such as the addition of the word "not" that is used to change an affirmative statement into a negative statement.
Here, the fundamental logical principle involved is that if a given affirmative statement is true, the negation of that statement is false, and if a given affirmative statement is false, the negation of that statement is true. What is distinctive about propositional logic as opposed to other typically more complicated branches of logic is that propositional logic does not deal with logical relationships and properties that involve the parts of a statement smaller than the simple statements making it up.
Therefore, propositional logic does not study those logical characteristics of the propositions below in virtue of which they constitute a valid argument: Bush is a president of the United States. Bush is a son of a president of the United States. Therefore, there is someone who is both a president of the United States and a son of a president of the United States.
The recognition that the above argument is valid requires one to recognize that the subject in the first premise is the same as the subject in the second premise. However, in propositional logic, simple statements are considered as indivisible wholes, and those logical relationships and properties that involve parts of statements such as their subjects and predicates are not taken into consideration.Learn Management Information Systems YOUR Way with MIS!
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Balls of Fury/Walk Hard/Talladega Nights A Syllabus of a Course in Elementary Physics (), Frederick E Sears Packaging in France - Strategic Forecasts to Darkling, Yasmine Galenorn, Cassandra Campbell Financial and Managerial Accounting, Jocelyn . | https://pyhogaqopawep.timberdesignmag.com/a2-philosophy-and-ethics-course-handbook-9463wh.html |
Unlike energy, matter is recycled in ecosystems. Decomposers release nutrients when they break down dead organisms. nutrients are taken up by plants through their roots. … Nutrients can enter or exit an ecosystem at any point and can cycle around the planet.Jul 3, 2019
Energy and nutrients are passed around through the food chain, when one organism eats another organism. Any energy remaining in a dead organism is consumed by decomposers. Nutrients can be cycled through an ecosystem but energy is simply lost over time.
The nutrient cycle is a system where energy and matter are transferred between living organisms and non-living parts of the environment. This occurs as animals and plants consume nutrients found in the soil, and these nutrients are then released back into the environment via death and decomposition.
Photosynthesis, which transforms inorganic carbon into organic carbon, is an extremely important part of the carbon cycle. Forests and oceans are carbon sinks. When carbon is trapped in ocean sediments or fossil fuels, it is stored for millions of years.
Leakages of nutrients necessary for food production – especially nitrogen and phosphorus – cause severe eutrophication to the Earth’s aquatic ecosystems and promote climate change.
Acid precipitation aka acid rain is another consequence of disrupting the nitrogen cycle. The pH levels of soil and water are altered and leads to death of plants and animals.
Energy is lost at each trophic level and between trophic levels as heat and in the transfer to decomposers (Figure 4 below). Thus, after a limited number of trophic energy transfers, the amount of energy remaining in the food chain may not be great enough to support viable populations at higher trophic levels.
Nutrients are compounds in foods essential to life and health, providing us with energy, the building blocks for repair and growth and substances necessary to regulate chemical processes. There are six major nutrients: Carbohydrates (CHO), Lipids (fats), Proteins, Vitamins, Minerals, Water.
How do nutrients move through biotic and abiotic parts of an ecosystem? Green grass captures substances from the air, soil, water and then converts them into usable nutrients. … Decomposers return the nutrients to the cycle. Why are nutrients important to living organisms?
Whereas energy flows through an ecosystem, water and elements like carbon and nitrogen are recycled. Water and nutrients are constantly being recycled through the environment. This process through which water or a chemical element is continuously recycled in an ecosystem is called a biogeochemical cycle.
Chemical nutrients and energy tend to flow in the same direction for most of an ecosystem, but the main difference is that the nutrient cycle is recycled in the ecosystem while the energy flow is ultimately lost from the ecosystem to the universe at large. In the ecosystem, energy comes from the sun.
Every organism needs nutrients to build tissues ad carry out life functions. Like water, nutrients pass through organisms and the environment through biogeochemical cycles. … If ample sunlight and water are available, the primary productivity of an ecosystem may be limited by the availability of nutrients.
Expert Answer. Energy flow is the transfer of energy in a non-cyclic and linear manner from one trophic level to another whereas nutrient cycling is the back and forth movement of chemical elements between organisms.
Nutrient sink -an ecosystem which has a tendency to store organic matter and thus the nutrients within it.
As water moves through and across soils, it carries valuable nutrients. As a landscape captures water, so too, will it capture many of the nutrients dissolved in the water. This is the very important connection between the hydrologic cycle and nutrient cycles.
When plants do not get enough nitrogen, they are unable to produce amino acids (substances that contain nitrogen and hydrogen and make up many of living cells, muscles and tissue). Without amino acids, plants cannot make the special proteins that the plant cells need to grow.
Life would not be properly sustained without them being recycled. b. Nutrients would be locked in dead bodies and wastes and would not be available to organisms in a usable form.
The natural cycle of elemental nutrients in soil, such as carbon, nitrogen and phosphorous, could be disrupted by increased aridity brought on by climate change, according to a study published in Nature. … It is physical processes that tend to produce phosphorus and biological processes that provide carbon and nitrogen.
Every living organism on Earth requires both elements to form proteins and vital organic compounds. … However, human activity has so thoroughly disrupted Earth’s natural nutrient cycles that we have degraded soils and created aquatic dead zones.
Energy and nutrients, or chemicals, flow through an ecosystem. While energy flows through the ecosystem and cannot be recycled, nutrients cycle within an ecosystem and are reused.
Processes within a rainforest ecosystem
The main energy source in an ecosystem is sunlight. This is absorbed by plants, called ‘producers’. This energy is then passed on to the animals through the plants they eat, these animals are called ‘primary consumers’. … Water and nutrients are also passed through the ecosystem.
Introduction. Alongside fat and protein, carbohydrates are one of the three macronutrients in our diet with their main function being to provide energy to the body. They occur in many different forms, like sugars and dietary fibre, and in many different foods, such as whole grains, fruit and vegetables.
Nutrition is defined as the process of taking food to carry out different functions of the body needed for the survival of the organisms. The two main type of nutrition is autotrophic and heterotrophic. … Heterotrophic nutrition is divided into saprophytic nutrition, parasitic nutrition and holozoic nutrition.
Good nutrition can enhance sporting performance. A well-planned, nutritious diet should meet most of an athlete’s vitamin and mineral needs, and provide enough protein to promote muscle growth and repair. Foods rich in unrefined carbohydrates, like wholegrain breads and cereals, should form the basis of the diet.
Abiotic factors affect the ability of organisms to survive and reproduce. Abiotic limiting factors restrict the growth of populations. They help determine the types and numbers of organisms able to exist within an environment.
Nutrient cycles restore ecosystems to the equilibrium state, and therefore play an important role in keeping the ecosystem functioning. All organisms, living and non-living depend on one another. Nutrient cycles link living organisms with non-living organisms through the flow of nutrients. | https://publicaffairsworld.com/what-happens-to-nutrients-in-an-ecosystem/ |
What is a matter cycle in the ecosystem?
Matter cycles between the air and soil and among organisms as they live and die. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
What are some examples of matter cycles?
This is because nitrogen, just like many elements, moves across the earth in a matter cycle; the nitrogen cycle. The most important cycles of matter will be described here; those of water, nitrogen, phosphorus, sulphur and carbon.
Does matter flow or cycle?
The movement of energy and matter in ecosystems Energy flows through an ecosystem, while matter cycles within it. Energy enters an ecosystem when producers carry out photosynthesis, capturing energy from the sun and storing it as chemical potential energy.
Why are matter cycles called cycles?
Water and the chemical elements that organisms need continuously cycle through ecosystems. Cycles of matter are called biogeochemical cycles, because they include both biotic and abiotic components and processes.
How many matter cycles are there?
There are four main stages in the water cycle. They are evaporation, condensation, precipitation and collection. Let’s look at each of these stages.
What is the difference between a matter cycle and an energy flow?
The key difference between energy flow and matter cycling is that energy flow shows the energy transmission from one trophic level to next trophic level in food chains while matter cycling shows the flow or cycling of elements through the living and nonliving parts of ecosystems.
What is the difference between matter and energy?
Thus, matter is anything that has mass and takes up space. Energy is not like matter. Therefore, energy is the ability to make things move. Light, heat, sound, motion, and electricity, are forms of energy.
Why is the cycle of matter important?
The cycling of matter is important to many Earth processes and to the survival of organisms. … So, existing matter must cycle continuously for this planet to support life. Water, carbon, nitrogen, phosphorus, and even rocks move through cycles. If these materials did not cycle, Earth could not support life.
What are the 5 cycles of nature?
Gaseous cycles include those of nitrogen, oxygen, carbon, and water; sedimentary cycles include those of iron, calcium, phosphorus, sulfur, and other more-earthbound elements.
What is the difference between matter and energy in an ecosystem Why?
Matter flows through the ecosystem in the form of the non-living nutrients essential to living organisms. So you see, matter is recycled in the ecosystem. Unlike matter, energy is not recycled through the system. A part of the energy is lost at each stage.
Can matter be created or destroyed?
Matter is anything that has mass and takes up space. Matter can change form through physical and chemical changes, but through any of these changes, matter is conserved. The same amount of matter exists before and after the change—none is created or destroyed. This concept is called the Law of Conservation of Mass.
What are the 4 major cycles of matter?
Carbon is found in all organic macromolecules and is also a key component of fossil fuels.
How does matter move through an ecosystem?
Matter moves through an ecosystem through the recycling of energy and nutrients between different trophic levels. The first trophic level consists of primary producers like plants that can manufacture their own food through photosynthesis. Similarly, plants require nutrients like nitrogen to grow.
What is the cycling of matter in an ecosystem?
Water Cycle. Water is essential to all living things on Earth because virtually all biochemical reactions take place in water.
What is the flow of matter in an ecosystem called? | https://tracks-movie.com/what-is-a-matter-cycle-in-the-ecosystem/ |
Unlike energy, matter is recycled in ecosystems. Decomposers release nutrients when they break down dead organisms. nutrients are taken up by plants through their roots. … Nutrients can enter or exit an ecosystem at any point and can cycle around the planet.
What happens to energy and chemical nutrients in an ecosystem?
The chemical energy storied as nutrients in the bodies and wastes of organisms flows through ecosystems from one trophic level to the next and through this flow energy also is lost as heat. And the chemical energy avaliable to the succeeding feeding level decreases.
What is the role of nutrients in an ecosystem?
Nutrients are chemical substances found in every living thing on Earth. They are necessary to the lives of people, plants, animals, and all other organisms. Nutrients help break down food to give organisms energy. … The human body can also synthesize some nutrients, such as amino acids.
What would happen to the balance of nutrients in an ecosystem?
It is said that energy flows through ecosystems, while matter is recycled. … When an organism dies, decomposers help break it down and in this process, the inorganic nutrients are returned to the soil or water/ are recycled. Then, plants will absorb the inorganic nutrients once again.
Are nutrients cycled in an ecosystem?
Nutrient cycling is one of the most important processes that occur in an ecosystem. The nutrient cycle describes the use, movement, and recycling of nutrients in the environment. … Elements such as carbon, nitrogen, oxygen, and hydrogen are recycled through abiotic environments including the atmosphere, water, and soil.
How do nutrients move in the ecosystem?
The nutrients are taken up by plants through their roots. The nutrients pass to primary consumers when they eat the plants. The nutrients pass to higher level consumers when they eat lower level consumers. When living things die, the cycle repeats.
How do nutrients and energy flow in an ecosystem?
A food chain is a linear sequence of organisms through which nutrients and energy pass as one organism eats another; the levels in the food chain are producers, primary consumers, higher-level consumers, and finally decomposers. These levels are used to describe ecosystem structure and dynamics.
Can ecosystem lose nutrients?
Major pathways in which these nutrients are lost include: soil erosion, leaching and gaseous losses. Leaching is a physical process where nutrients exit terrestrial ecosystems in the downward flow of water through the soil. … Another loss of nutrients from ecosystems is due to denitrification.
What is the process of nutrition in plants?
The process by which green plants make their own food from carbon dioxide and water by using sunlight energy in the presence of chlorophyll is called photosynthesis. … All living organisms need energy to perform various life prosesses. This article deals with the modes of nutrition in plants.
What are nutrients Why are they important?
According to the World Health Organization, a nutrient is a substance required by the body for survival, growth, and reproduction. In other words, nutrients are what give us energy and allow our bodies to perform their essential functions. Every organism on our earth needs nutrients; they are necessary for life!
What would happen if the nutrients didn’t cycle throughout an ecosystem?
Wastes and the remains of dead organisms would pile up and the nutrients within the waste and dead organisms would not be released back into the ecosystem. Producers would not have enough nutrients.
How does nutrient pollution affect the environment?
Nutrient pollution damages the environment and harms water quality. … Algal blooms can make water cloudy, reduce the ability of aquatic life to find food, and clog the gills of fish. Some algal blooms produce toxins that can cause illnesses or death for animals like turtles, seabirds, dolphins, fish and shellfish.
How does nutrient pollution occur?
The primary sources of nutrient pollution are runoff of fertilizers, animal manure, sewage treatment plant discharges, storm water runoff, car and power plant emissions, and failing septic tanks.
How do nutrients move through biotic and abiotic parts of an ecosystem?
How do nutrients move through biotic and abiotic parts of an ecosystem? Green grass captures substances from the air, soil, water and then converts them into usable nutrients. … If an organism eats the cow, nutrients from the cow are passed on to the next consumer. Decomposers return the nutrients to the cycle.
Why the flow of nutrients through an ecosystem is cyclic?
Flow of nutrients through an ecosystem is cyclic as the nutrients move from one trophic level to another trophic level all the way up and then back down. … These nutrients manufactured by the producers are passed on to the primary consumers/herbivores. | https://challengeracquisitions.com/garbage-dump/what-happens-to-nutrients-in-an-ecosystem.html |
Nutrients are basically required by all organisms for the overall growth, development, reproduction and to carry out various life processes. The interesting fact is that the nutrient amount is fixed in the environment. Thus, the nutrients are naturally recycled for the constant supply to the organisms. This movement of the nutrients through various components of the ecosystem is called nutrient cycling. Broadly, we have two types of nutrient cycling in nature:
- Gaseous cycling – This kind of cycling takes place for the gases and the atmosphere acts as the reservoir for these gases.
- Sedimentary cycling – This kind of cycling takes place for the nutrients that exist in their elemental form and the earth’s crust acts as the reservoir.
Here we will discuss two nutrient cycles – gaseous cycle – carbon cycle and sedimentary cycle – phosphorus cycle.
Nutrient Cycle
- Carbon cycle
Why is carbon so important to us? It is the second most abundant component in our body after water and constitutes almost 50 percent of the dry weight of our body. All the organic compounds consist of carbon. The largest portion of the available carbon in the environment is found in the oceans and this is where the atmospheric carbon is fixed. Apart from oceans, fossil fuels can also be considered as a reservoir of carbon in the environment.
The majority of the carbon is cycled as carbon dioxide by the plants in the process of photosynthesis, and in the process of respiration by the rest of the organisms.
The burning of a number of carbon compounds like fuels, woods, and other organic compounds also contribute to the carbon fixation in the atmosphere. However, the carbon cycle is now being disturbed by a number of human activities like pollution and deforestation.
- Phosphorus cycle
Phosphorus is a very important component of the living beings as they form a part of most of the biological membranes and genetic materials. It is also present in the structural components like bones, shells, and teeth.
Naturally found rocks serve as a reservoir for phosphorus in the phosphorus cycle. When the rocks are broken down naturally during the formation of soils, the phosphates present in the soil dissolve in water and are taken up by the plants through the roots. When these plants are eaten up by other organisms, the phosphorus is transferred to those organisms.
Phosphorus is also cycled by the detritus food chain as the microbes which decompose the dead organisms, release phosphorus into the atmosphere.
For more detailed information on all the nutrient cycles, visit BYJU’S. | https://byjus.com/biology/nutrient-cycling-carbon-phosphorus/ |
biogeochemical cycle, any of the natural pathways by which essential elements of living matter are circulated. … In order for the living components of a major ecosystem (e.g., a lake or a forest) to survive, all the chemical elements that make up living cells must be recycled continuously.
What is cycle in ecosystem?
The three main cycles of an ecosystem are the water cycle, the carbon cycle and the nitrogen cycle. These three cycles working in balance are responsible for carrying away waste materials and replenishing the ecosystem with the nutrients necessary to sustain life.
What are the 4 cycles called?
The rest of this concept takes a closer look at four particular biogeochemical cycles: the water, carbon, nitrogen, and phosphorus cycles.
What are the four main cycles of an ecosystem?
Some of the major biogeochemical cycles are as follows: (1) Water Cycle or Hydrologic Cycle (2) Carbon-Cycle (3) Nitrogen Cycle (4) Oxygen Cycle. The producers of an ecosystem take up several basic inorganic nutrients from their non-living environment.
What are biogeochemical cycles name their types?
Types of Biogeochemical Cycles
- Water Cycle. The water from the different water bodies evaporates, cools, condenses and falls back to the earth as rain. …
- Carbon Cycle. …
- Nitrogen Cycle. …
- Oxygen Cycle. …
- Phosphorous Cycle. …
- Sulphur Cycle.
What is sedimentary cycle?
Sedimentary cycles are those cycles which include the weathering of rocks and erosion of minerals along with its circulation in the environment and back to earth crust. It includes those of iron, calcium, phosphorus and other more earthbound elements. Phosphorus cycle is also a type of sedimentary cycle.
Why is the nutrient cycle called as a cyclical process?
Nutrient cycling is a cyclic process that encompasses the movement of nutrients from the physical environment to living organisms and back to the environment. Nutrients are present on the earth where they are recycled, transformed into different forms and reutilized.
What is a cycle in science?
Very simply, when scientists talk about cycles, they are talking about sequences of events that repeat themselves. Some cycles are very simple. For example, the seasons of the year represent a cycle in that they always repeat – Winter, Spring, Summer, Fall, and then back to Winter!
Is carbon a cycle?
The carbon cycle describes the process in which carbon atoms continually travel from the atmosphere to the Earth and then back into the atmosphere. … Carbon is released back into the atmosphere when organisms die, volcanoes erupt, fires blaze, fossil fuels are burned, and through a variety of other mechanisms.
What are the steps of the carbon cycle?
The carbon cycle is divided into the following steps:
- Entry of Carbon into the Atmosphere. …
- Carbon Dioxide Absorption By Producers. …
- Passing of the Carbon Compounds in the Food Chain. …
- Return of the Carbon To the Atmosphere. …
- Short Term. …
- Long Term. …
- Essential For Life. …
- Important For the Maintenance of the Balance in Ecosystems.
What are different cycles?
Gaseous cycles include those of nitrogen, oxygen, carbon, and water; sedimentary cycles include those of iron, calcium, phosphorus, sulfur, and other more-earthbound elements.
What are the 5 nutrient cycles?
Mineral cycles include the carbon cycle, sulfur cycle, nitrogen cycle, water cycle, phosphorus cycle, oxygen cycle, among others that continually recycle along with other mineral nutrients into productive ecological nutrition.
What is meant by biological cycle?
Definition. A series of transformations or biological events which follow one after the other one, reaching at the end of the cycle the initial conditions, as in the life cycle of many animal and plant organisms. | https://savethebeaches.net/waste-management/quick-answer-what-is-the-cycle-of-ecosystem-called.html |
Trees and other plants take up mineral and non-mineral nutrients from the soil through their roots. … The nutrients are either transferred to animals when animals eat the plants or they are transferred back into the soil.
How do trees help in nutrient cycling?
Trees can increase the supply of nutrients within the rooting zone of crops through (i) input of nitrogen (N) by biological N2 fixation, (ii) capture and “pumping up” of nutrients from below the rooting zone of crops and (iii) reduction in nutrient losses by leaching and erosion.
How do trees contribute to the carbon cycle?
Trees absorb carbon dioxide through photosynthesis and release it through respiration; the difference is new biomass. Some of this biomass is dropped to the forest floor as litter (foliage, deadwood, etc), which in due course decays and is either released back to the atmosphere or becomes part of soil carbon.
What role do cycles of matter play in the ecosystem?
Water and the chemical elements that organisms need continuously cycle through ecosystems. Cycles of matter are called biogeochemical cycles, because they include both biotic and abiotic components and processes. … Water that evaporates from the ocean renews Earth’s source of fresh water, because the salt is left behind.
What role do plants play in the cycling of matter and energy in an ecosystem?
Photosynthesis has a role in the cycling of matter and flow of energy into and out of organisms. … The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur.
How does nutrient cycling affect ecosystems?
Nutrient cycles restore ecosystems to the equilibrium state, and therefore play an important role in keeping the ecosystem functioning. All organisms, living and non-living depend on one another. Nutrient cycles link living organisms with non-living organisms through the flow of nutrients.
How does cutting down trees affect the nutrient cycle?
Deforestation disrupts nutrient cycling
Through clearing land and burning forests, long-term stores of nitrogen, carbon and sulphur are released into the atmosphere, contributing to biodiversity loss due to leaching, global warming and acid rain .
What role do trees play in controlling the level of greenhouse gases?
Tree planting is one of the simplest and most effective ways of tackling climate change caused by greenhouse gas. As trees grow they absorb carbon dioxide (CO2), a major greenhouse gas in the atmosphere. … In some places it is better to help communities to revive damaged trees or vegetation than to plant new seedlings.
What role do trees play in the flow of energy?
All ecosystems involve the transfer of energy. Energy flows into terrestrial ecosystems as light energy from the Sun. Trees catch this light energy and convert it into chemical energy through photosynthesis.
What role do trees play in the nitrogen cycle?
Trees, like all living organisms, need various nutrients to grow and survive. A tree will obtain these elements from the soil, water, or the atmosphere. This form is also somewhat unstable so nitrogen reverts back to a gaseous state in the atmosphere in a process known as denitrification. …
What is matter cycling ecosystem?
The movement of matter through the living and nonliving parts of an ecosystem is a continuous cycle. Matter never leaves an ecosystem, it just changes form. The most important cycles in ecosystems are: WATER, NITROGEN and CARBON DIOXIDE.
What are 4 elements that cycle through ecosystems and why are they important?
The 4 elements the cycle through the ecosystem are oxygen, carbon, nitrogen, and phosphorus. The oxygen cycle is important because it helps pass on other elements. When you breathe out, plants take it in as their source of air and gives us oxygen to live.
How does matter cycle through an environment?
Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. | https://savethebeaches.net/waste-management/what-role-do-trees-play-in-cycling-matter-through-ecosystems.html |
What are the trends in the ecological processes that sustain the nation's ecological systems?
Importance of Ecological Processes
Ecological systems are sustained by a number of biological, physical, and chemical processes, including primary production (conversion of the sun's energy into organic matter through photosynthesis), and the associated cycling of carbon, nutrients (nitrogen, phosphorus), hydrogen/oxygen, and other elements from the physical environment (air, water, land) through biological organisms and back into the physical environment.
Collectively, ecological processes produce organic matter, transfer carbon and nutrients, drive soil formation, and enable organisms to reproduce. They also play an important role in providing ecological services—for example, providing natural resources, such as food, fiber, and timber, and regulating air and water quality. 1 Ecological processes, such as primary production, influence the extent, distribution, and biodiversity of systems.
- Primary producers include everything from microscopic plants of the oceans to the giant redwoods of California.
- Primary production is influenced by the availability of nutrients.
- If primary production declines, energy flow to higher trophic levels is diminished, potentially compromising the sustainability of animal populations dependent on plants for food.
- Too much primary production can also cause problems, such as when lakes experience an overload of nutrients. Such eutrophic conditions can alter the composition of animal and plant life and result in reduced oxygen levels as organic matter decomposes. The “dead zone” in the Gulf of Mexico is an example of the effects caused by excess nutrients and too much primary production.
Stressors
Ecological processes can be impacted by both natural forces and human activities happening over different temporal and spatial scales. With respect to natural forces, ecological processes are affected by both small-scale natural events such as seasonal changes in temperature, precipitation, and stream flows and large-scale events such as climate change.
EPA has long been concerned with the impacts of human activities—including pesticide use, chemical use, waste generation, land use changes, and water quality management, among others—on the rates, types, and timing of ecological processes.
- Many pesticides, chemicals used in industry, pollutants, and waste products can interfere with species reproduction, one of the most important ecological processes.
- Changes in land use that alter the extent and distribution of ecological systems can directly affect ecological processes in particular areas, often causing associated changes in primary production, nutrient cycling, and erosion and sediment transport. For example, changing forested land to urban or agricultural lands influence the amounts and types of primary producers, the infiltration of water into soils, and the storage and cycling of carbon and nutrients.
- Water quality management is affected by:
- Activities that upset the balance between primary production and respiration (such as wastewater treatment plant discharge, nutrients from fertilizers and animal manure, and ultraviolet radiation).
- Activities that affect sediment erosion and transport.
ROE Indicators
Only one indicator that meets the ROE criteria, Carbon Storage in Forests, is available to address this question because ecological processes are difficult to measure directly, particularly at a national scale.
Ecological processes such as primary production, respiration, energy, carbon and nutrient flow through food webs, reproduction, and decomposition are represented as rates of change, which requires repeated measurement over time. This is difficult to achieve for many ecosystems at a local scale and even more difficult at the national scale. For example, remote sensing imagery has been used to obtain "snapshots" of indicators of ecosystem conditions over time, and to infer ecological processes such as terrestrial net primary production.
The Normalized Difference Vegetation Index has been estimated at a national scale using remote sensing. Repeated measures over a season might provide an indicator of net primary production. Indicators for other ecological processes, such as respiration, nutrient cycling, or decomposition have been developed for ecosystems at watershed scales, but have not been developed at the national scale. Developing these indicators at the national scale represents a significant scientific and research challenge.
References
Millennium Ecosystem Assessment. 2005. Ecosystems and human well-being: Current state and trends. Washington, DC: Island Press. | https://www.epa.gov/report-environment/ecological-processes |
Abstract:
Estuarine ecosystems, as critical transition zones between land, freshwater and the sea, are hotspots for biogeochemical cycling and productivity. Most of the biogeochemical processes occur in estuarine sediments where macrofauna and microbes are key drivers of the ecosystem functions, nutrient regeneration and primary production. Large bivalves in particular are important drivers of these ecosystem functions; however, in many estuaries large bivalves have declined, altering ecosystem structure and functioning. Increased sedimentation and nutrient enrichment from land run off alter the macrofaunal community, including bivalves and the roles they play within the sediment. This thesis aimed to determine how changes in the biomass of large and small bivalves changed ecosystem functioning using an in situ manipulation experiment of Austrovenus stutchburyi, a key bivalve in New Zealand’s estuaries (Chapter 2). Further the thesis used a manipulative field experiment to investigate the effects of nutrient enrichment in contrasting muddy and sandy habitats on key ecosystem functions and the importance of large bivalves in ameliorating the effects of nutrient enrichment (Chapter 3 & 4). The ecosystem functions measured included nutrient regeneration, primary production and extracellular enzyme activities, critical functions that maintain healthy estuaries. Macrofaunal community and sedimentary parameters were also measured and the influence of these variables on ecosystem functions determined. Small bivalves (Austrovenus) were key drivers of benthic primary production and microbial activity associated with organic matter breakdown and nutrient cycling in sediments, while large bivalves drove nitrate fluxes (Chapter 2). Since high biomass shellfish beds could only be maintained with large individuals (due to predation of small Austrovenus), high biomass of the large individuals was important overall for nutrient regeneration and primary production. Thus, mixed size classes of large and small bivalves provide complementary ecosystem functions and are required for ecosystem wide benefits. The effect of nutrient enrichment was context dependent with experimentally elevated porewater nutrients interacting with mud content to affect ecosystem functions (Chapters 3 & 4). Extracellular enzyme activity, a rate-limiting step of organic matter breakdown and nutrient cycling, was greater in muddy than sandy sediment. Mud content also affected macrofaunal communities, reducing species diversity and abundance of large bivalves. Macrofaunal abundance increased extracellular enzyme activity, however bivalve density negatively influenced enzyme activity (Chapter 3). Interaction effects of nutrients and mud were also documented for nutrient regeneration and productivity, with small increases in mud content (over ~4 %) reducing the photosynthetic efficiency of benthic primary production (Chapter 4). Bivalve and macrofauna excretion, movement and bioadvection stimulated nutrient regeneration and primary production in sandy sediments similar to the results in chapter 2, however, increased mud content reduced the positive role of bivalves and macrofaunal communities on ecosystem functions. These results highlight the complex interaction (both cumulative and additive) between multiple stressors and the influence of key bivalves on ecosystem functions. Small changes in mud content due to increased sedimentation reduce ecosystem functions, showing the need for increased monitoring of mud content to improve estuarine management and health. The increased vulnerability of estuaries to nutrient enrichment with increasing mud content and the corresponding loss of large bivalves highlights the need for integrated management of multiple stressors rather than a single stressor approach focusing on the whole catchment for managing estuaries. Monitoring of size classes and biomass of key bivalves such as Austrovenus is essential to ensuring a mixed size class of these bivalves in order to maintain and increase ecosystem functions. Reducing nutrient and sediment run off and limiting the loss of large bivalves will improve and support key ecosystem functions and services that maintain and preserve healthy estuarine ecosystems into the future. | https://ourarchive.otago.ac.nz/handle/10523/10047;jsessionid=6BE5D327F5285308F2FB4EE5E7D3474E |
Commentary - (2021) Volume 9, Issue 4
Biogeochemistry is the scientific discipline that involves the study of the chemical, physical, geological, and natural processes and responses that govern the composition of the natural environment (including the biosphere, the cryosphere, the hydrosphere, the pedosphere, the atmosphere, and the lithosphere). As the name represents, soil biogeochemistry is a scientific field examining the complex and inseparable relations between the biotic (living) and abiotic (non-living) factors of soils.
Elements within biogeochemical cycles flow in various forms from the nonliving (abiotic) components of the biosphere to the living (biotic) components and back. In order for the living components of a major ecosystem (e.g., a lake or a forest) to sustain, all the chemical elements that make up living cells must be recycled continuously. Each biogeochemical cycle can be considered as having a reservoir (nutrient) pool a larger, slow-moving, usually abiotic portion and an exchange (cycling) pool a smaller but more-active portion concerned with the rapid exchange between the biotic and abiotic aspects of an ecosystem. Analyzing soil chemistry can determine if nutrients are available at levels which can support ecosystem functions or at higher, toxic levels.
Biogeochemical cycles are gaseous, in which the reservoir is the air or the oceans (via evaporation), and sedimentary, in which the reservoir is Earth’s crust. Gaseous cycles include nitrogen, oxygen, carbon, and water; sedimentary cycles include iron, calcium, phosphorus, sulfur, and other more-earthbound elements.
Human activities have substantially altered by the biogeochemical cycling of several key elements including carbon, nitrogen, phosphorus, potassium, and other secondary and minor nutrients over the past few decades, which, in turn, had serious environmental consequences. The soil biogeochemical investigations conducted within Indian subcontinent in both natural ecosystems and managed agricultural systems that addresses the state of the art in order to understand the undergoing biogeochemical reactions. Here, we sought to clarify complex interactions generally they occurred during biogeochemical transformations of an element (or compound) of interest within the type-specific soil. Further, we emphasized the importance of advancing our understanding of feedback loops in soil biogeochemical processes as altered by anthropogenic activities in tropical and sub-tropical soils of India. Overall, they are broadly focused on the nutrient cycling, which is followed by more specific topics like soil microbiology.
Soil organic carbon tends to be concentrated within the topsoil. Topsoil ranges from 0.5% to 3.0% organic carbon for most upland soils. Soils with less than 0.5% organic Carbon is mostly limited to desert areas. Soils containing greater than 12 - 18% organic carbon is generally classified as organic soils.
Nature recycles the minerals and nutrients that plants and animals which required for life and growth. When living things die, bacteria break down the organic materials and convert the nutrients in them to forms available for growing plants to use.
Soil plays a vital role in major global biogeochemical cycles (carbon, nutrient, and water), while hosting the largest diversity of organisms on land. Soil produces fundamental ecosystem services, and management to change a soil process in support of one ecosystem service can affect other services. | https://www.primescholarslibrary.org/articles/biogeochemistry-of-soil-systems-84812.html |
Does matter get lost in an ecosystem?
Matter is recycled and is not lost from the ecosystem.
What happens to the matter in an ecosystem?
In ecosystems, matter and energy are transferred from one form to another. Matter refers to all of the living and nonliving things in that environment. Nutrients and living matter are passed from producers to consumers, then broken down by decomposers. Decomposers break down dead plant and animal matter.
Why is matter important in an ecosystem?
Organisms in biological ecosystems connect to one another through their need for matter as well as energy. Every organism needs molecules like proteins, carbohydrates, and fats to provide the raw building materials for their cells. … Consequently, ecologists say that matter cycles through ecosystems.
Is matter gained or lost?
No atoms are destroyed or created. The bottom line is: Matter cycles through the universe in many different forms. In any physical or chemical change, matter doesn’t appear or disappear.
Does matter flow or cycle?
The movement of energy and matter in ecosystems
Energy flows through an ecosystem, while matter cycles within it. … Energy enters an ecosystem when producers carry out photosynthesis, capturing energy from the sun and storing it as chemical potential energy.
What can make matter change?
Matter usually changes state when you add or take away heat, which changes the temperature of the matter. Now let’s explore these three basic ways that states of matter can be changed: freezing, melting, and boiling.
Why is it important to understand matter?
It’s important for scientists to know the properties of matter because all things are made up of matter. Each type of matter has different physical characteristics and scientists need to know and understand these characteristics to make calculations. … The main phases of matter are solid, liquid, and gas.
What would happen if matter was never recycled?
if matter was bound in living matter and never recycled there would be more nutrients for organisms to function nutrients would be depleted and life would cease. … matter moves from one living thing to another or to the abiotic parts of the biosphere and back into the biotic parts.
Why does matter need to be cycled?
Water and the chemical elements that organisms need continuously cycle through ecosystems. Cycles of matter are called biogeochemical cycles, because they include both biotic and abiotic components and processes. … Water that evaporates from the ocean renews Earth’s source of fresh water, because the salt is left behind.
Why is the matter cycle important?
The cycling of matter is important to many Earth processes and to the survival of organisms. … So, existing matter must cycle continuously for this planet to support life. Water, carbon, nitrogen, phosphorus, and even rocks move through cycles. If these materials did not cycle, Earth could not support life.
What are the discrepancies in the flow of matter?
Flow of matter occurs in a cyclic manner. This is different from flow of energy as it occurs unidirectionally in an ecosystem. The flow of matter is in a cyclic manner i.e. it is recycled while the energy flow in an ecosystem occurs in one direction and not recycled.
Can matter be destroyed?
Matter can neither be created nor destroyed. This is the law of conservation of matter (mass). … The amount of water (matter) stayed the same, but the volume just changed a bit. We are really using the Law of Conservation of Mass-Energy.
Are changes of matter important why?
Since, matter gets affected by energy. … And, when increase in this energy takes place then atoms tend to collide frequently with each other. Hence, it causes change in state of a substance. Therefore, changes in matter are important for the conservation of energy.
How is matter neither created or destroyed?
The law of conservation of mass states that mass in an isolated system is neither created nor destroyed by chemical reactions or physical transformations. According to the law of conservation of mass, the mass of the products in a chemical reaction must equal the mass of the reactants. | https://worldctx.com/ecology/you-asked-does-matter-decrease-in-an-ecosystem.html |
The Ecosystem of the Forest is a scientific study of the associated patterns, flora and fauna, process, and Ecosystem in the forest. Forest management is also denoted as forestry and silviculture.
In the global system, the forest plays a vital role because forests produce approx, 28% of the Earth’s oxygen. Millions of people depend on forests because they provide a home for them. Also, many billions of people depend on forests in many other ways.
The Ecosystem of the forest teaches us how living organisms can survive and live. Forest is also used for economic purposes like making wood products and for fuel.
The Ecosystem of The Forest
The Ecosystem of the forest signifies the working unit of nature in biotic(living organism) and abiotic(non-living organism) components. It consists of all plants, micro-organisms, animals, soil, and water.
The Ecosystem’s numerous components are connected to each other like a food chain that depends on one another. In a food chain, basic requirements of life like air, energy, Carbon, nutrients, and water are essential to connect one thing to another.
Structural Features
There are two main structural features of the Ecosystem of the forest;
- Species: It signifies the identification or enumeration of the Ecosystem of the forest.
- Stratification: It helps every organism form a nutrition source to immerse a place in an ecosystem. Also, it mentions the vertical distribution of divergent species that inhabit different levels in the Ecosystem of the forest.
Every single organism has its own source of nutrition in the Ecosystem of the forest. Like in the Ecosystem of the forest, firstly come trees, then shrubs, then herbs, and the last is grass.
Components
There are three main components of the Ecosystem of the forest;
- Productivity: In productivity, plants play an essential role as a producer of the Ecosystem. Solar energy is most important to help plants play a vital role in productivity.
There are two types of Ecosystem in productivity;
- Primary productivity
- Secondary productivity
- Decomposition: It is an oxygen-requiring process. In the process of decomposition, decomposers convert organic compounds into inorganic compounds. Organic compounds have the dead plants that are leaves, flowers, the dead remains of animals, and the bark of trees that comes under the process of decomposition.
- Energy Flow: energy flows only in one direction at that time; plants detain solar energy then move the food to decompose. For food and energy relationships, organisms associate with one another that form a food chain.
- Nutrient Cycling: Nutrient cycling is crucial because it signifies the storage and movement of nutrient elements through various components.
There are two different types of Nutrient Cycling: | https://www.homeworkjoy.com/infographics/the-ecosystem-of-the-forest-components-of-forest-ecosystem/ |
The ecosystem is a self-regulatory and self-sustaining structural and functional unit of landscape (biosphere) consisting of a community of living beings and the physical environment, both interacting and exchanging materials between them. A.G. Tansley (1935) coined the term ecosystem. Ecosystem Class 12 short notes and revision notes are on the bottom.
Ecosystems are divisible into two categories, terrestrial or land ecosystems (e.g., forests, grasslands, deserts, gardens) and aquatic or water ecosystems (e.g., ponds, lakes, streams, estuaries, sea).
The man-made ecosystem is the one that is created and maintained by human beings, e.g., agriculture, garden, aquarium, spacecraft. Agriculture or agroecosystem is the largest man-made ecosystem.
STRUCTURE OF ECOSYSTEM
The interaction of biotic and abiotic components results in the physical structures that are characteristic for each type of ecosystem. These are:
(i) Species composition: Identification and enumeration of plant and animal species of an ecosystem give its species composition. Maximum species composition occurs in tropical rainforest and coral reefs.
(ii) Stratification: It is the formation of vertical layers where vegetation is dense, e.g., 5 – 7 strata in tropical rain forests. Stratification is absent or rare in deserts.
(iii) Trophic structure: Trophic structure of an ecosystem is a type of producer-consumer arrangement, in which each food level is called trophic level. Each ecosystem has specific food chains and food webs, e.g., grazing food chain in grassland.
(iv) Standing crop: It is the amount of living biomass present in a unit area of an ecosystem.
(v) Standing state: It is the number of inorganic nutrients present at any time in the soil/water of the ecosystem. It tends to vary from season to season and ecosystem to ecosystem.
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FUNCTIONS OF ECOSYSTEM
Four important functional aspects of the ecosystem are productivity, decomposition, energy flow and nutrient cycling.
Productivity
(i) Productivity: It refers to the rate of biomass production by any trophic level per unit area in unit time. It is measured as weight (e.g., g/m2/yr) or energy (e.g., kcal/m2/yr). It is of following types:
Primary productivity: It is the amount of biomass or organic matter produced per unit area over a time period by plants during photosynthesis. It is further divided into gross primary productivity and net primary productivity.
The rate of production of total organic matter by green plants by photosynthesis per unit area per unit time is known as gross primary productivity (GPP). A considerable amount of GPP is utilized by plants in respiration (R). The energy left after respiration and stored as organic matter in the producers per unit time and area is called net primary productivity (NPP).
NPP = GPP – R
Secondary productivity refers to the rate of assimilation of the organic matter at the level of consumers. It is the amount of energy available at the consumer level for transfer to the next trophic level.
Decomposition
(ii) Decomposition: It is the physical and chemical breakdown of complex organic remains (detritus) with the help of organisms called decomposers. The processes involved are fragmentation, catabolism and leaching.
Detrivores (e.g., termites, earthworms) feed on large pieces, and smaller fragments are left. Pulverisation occur in the digestive tract of animals as a part of it comes out undigested. The process is called fragmentation. The decomposers (e.g., bacteria, fungi) excrete digestive enzymes over the detritus.
It changes insoluble complex organic substances into simple and soluble organic compounds and inorganic substances (catabolism). Soluble substances formed during decomposition are subjected to leaching or passage to deeper layers of soil/groundwater by percolating water.
Humification leads to the formation of a dark-colored amorphous substance called humus, rich in cellulose and lignin. It is highly resistant to microbial action and undergoes decomposition at an extremely slow rate. Humus is further degraded by some microbes and release of inorganic nutrients occurs by the process of mineralisation.
Decomposition is dependent on oxygen availability. It also depends on the chemical composition of detritus and climatic conditions. Decomposition is faster when detritus is rich in nitrogen and sugars than when detritus is rich in lignin and chitin. Warm and moist environment favours decomposition.
Energy flow
(iii) Energy flow: Sun is the ultimate source of energy in all ecosystems.
Of the incident solar radiation, less than 50 per cent of it is photosynthetically active radiation (PAR). Plants and photosynthetic and chemosynthetic bacteria (autotrophs), fix sun’s radiant energy to make food from simple inorganic materials. Plants capture only 2-10 per cent of the PAR and this small amount of energy sustains the entire living world.
The flow of energy takes place from producers to different consumers in an ecosystem which constitutes different trophic levels.
Food Chain
A food chain involves a nutritive interaction between the living organisms (biotic components) of an ecosystem. Here occurs repeated eating i.e., each group eats the other and is subsequently eaten by some other group of organisms. The number of steps in a food chain is limited to four or five and at each step, a large portion of the energy is lost as heat. In a food chain, there is a unidirectional flow of energy. There is a transfer of 10% energy from one trophic level to another. This is called 10% law formulated by Lindemann in 1942.
Food web is a network of food chains which become interconnected at various trophic levels so as to form a number of feeding connections amongst the different organisms of a biotic community.
An ecological pyramid is a graphical representation of ecological parameters like biomass, energy and number of individuals present in the various trophic levels of a food chain with producers forming the base and top carnivores the tip. Ecological pyramids were developed by Charles Elton (1927) and are therefore also known as Eltonian pyramids.
Calculations of energy content, biomass, or numbers have to include all organisms at that trophic level. No generalizations will be true if few individuals are considered at any trophic level into account.
A given species may occupy more than one trophic level in the same ecosystem at the same time; for example, sparrow is a primary consumer when it eats seeds, fruits peas, and a secondary consumer when it eats insects and worms.
There are certain limitations of ecological pyramids such as it does not take into account the same species belonging to two or more trophic levels. It assumes a simple food chain, something that almost never exists in nature, it does not accommodate a food web. Moreover, saprophytes are not given any place in ecological pyramids even though they play a vital role in the ecosystem.
(iv) Nutrient cycling: Biogeochemical cycles or nutrient cycles are cyclic exchanges, transfer, and storage of biogenetic nutrients through various components of the ecosystem (biotic and abiotic), so that the nutrients can be used repeatedly again and again. The reservoir pool and cycling pool are two stores of nutrients. The reservoir pool is the reservoir of biogenetic nutrients from which the nutrients are transferred to the cycling pool.
ECOLOGICAL SUCCESSION
Ecological succession is the observed process of changes in the species structure of an ecological community over time. The first group of organisms establishing during an ecological succession are known as the pioneers, primary community or primary colonisers. Climax community is the stable, self-perpetuating and final biotic community that develops at the end of biotic succession and is in perfect harmony with the physical environment. Climax community has maximum diversity and niche specialization. The various biotic communities that develop during biotic succession are termed as seral or transitional communities.
Primary succession starts from the primitive substratum, on a previously sterile or primarily bare area. Secondary succession starts from previously built up substrata with already existing living matter. In secondary succession since the soil is already there, the rate of succession is much faster and hence, the climax is also reached more quickly.
Hydrosere (hydrarch) refers to the biotic succession in a newly formed pond or lake. The stages that occur in hydrosere are Plankton stage, rooted submerged stage, rooted floating stage, free-floating stage, reed swamp stage, sedge or marsh meadow stage, woodland stage, climax forest stage.
Xerosere (xerarch) refers to the succession that occurs at places where moisture is present in minimal amounts such as dry deserts, rocks, etc. _e stages that occur in xerosere are: crustose lichen stage, foliose lichen stage, moss stage, herb stage, shrub stage, forest stage.
Ecosystem Services
Healthy ecosystems are the base for a wide range of economic, environmental and aesthetic goods and services. The products of ecosystem processes are thus named as ecosystem services, for example, healthy forest ecosystems purify air and water, mitigate droughts and floods, recycle nutrients, generate fertile soils, provide habitat to wildlife, maintain biodiversity, pollinate crops, provide storage site for carbon and also provide aesthetic, cultural and spiritual values. | https://chemistrypage.in/ecosystem-class-12/ |
The multiple drivers of environmental change, such as climate change and pollution, have led to widespread negative impacts on ecosystem functioning and services that are critical for human well-being. Heather moorlands are highly sensitive to these drivers and it is critical that we understand the impacts, interactions and feedbacks of current drivers of change in order to sustainably manage and conserve these unique and globally important environments.
Moorlands are found in uplands of the temperate zone, with 75% of the world’s heather (Calluna vulgaris) moorland located in the UK. Moorlands are critically important habitats supporting a unique diversity of flora and fauna upon which globally rare species are dependent, such as golden plover, dunlin and hen harrier. Given the decline in this habitat over the last 100 years, heather moorlands are also a habitat of high conservation priority in the UK.
Moorland habitats are usually associated with acidic, base deficient soils, such as peat, and therefore represent a significant terrestrial carbon store. However, UK moorlands may act as both a significant sink and source of carbon depending on management, climate and atmospheric pollution, including nitrogen deposition. A fundamental, yet poorly-understood, component in this ecosystem that influences carbon and nutrient dynamics involves the intimate symbioses between the roots of heather and ericoid mycorrhiza-forming fungi (EMF). These associations are assumed to be mutualistic, with the fungus supplying nitrogen (N) from the soil - a critical limiting factor - to the host plant in exchange for photosynthetically-fixed carbon.
Periodic pest outbreaks are a clear biological signal that ecosystem processes are being disrupted. Outbreaks of insect herbivores on heather can lead to severe defoliation, but the effect on belowground processes and the carbon cycle is unknown. Evidence suggests defoliation reduces symbiotic fungal diversity and slows nutrient cycling in birch forests in arctic ecosystems, but the effect on EMF and nutrient cycling remains untested in moorlands. Furthermore, the extent to which carbon cycling and nutrient availability may themselves drive the pest outbreaks, mediated by EMF and nitrogen deposition, are unknown. EMF may increase plant nutritional quality and enhance plant defences against herbivores. Whether the enhanced nutrient status of EMF-associated plants makes them more attractive to pests, or whether the greater access to resources makes them more resilient to pests is unknown. How these factors are themselves influenced by changes in the environment remains unexplored, despite their potentially critical implications for the conservation of these threatened habitats.
The focus of this project is, therefore, on understanding of the impacts of pests and pollution on EMF, and thus carbon cycling, in heather moorlands across a nitrogen pollution gradient in the UK. The research will identify the feedback mechanisms that link below-ground soil nutrients and above-ground productivity with herbivore abundance, integrating field and laboratory-based research techniques and combining the expertise of Steven Sait (community ecology of insects), Katie Field (mycorrhizal physiology) and Pippa Chapman (soil biogeochemistry). Measurements will be carried out on UK heather moorlands, including Yorkshire, Scotland and the Orkney Islands. The fieldwork will be supported by lab experiments that make use of the world class facilities within the Schools of Biology and Geography, including quantification of CO2 fluxes from soil mesocoms using a portable gas analyser and a ground-breaking isotope tracing approach pioneered in earlier studies by co-supervisor Katie Field. This exciting and novel multi-disciplinary project will lead to new insights into the link and feedback loops between above- and below-ground biotic and abiotic processes and how this may influence the carbon cycle in these important ecosystems. The research will have broad implications for our understanding of ecosystem function in the face of environmental change with important applications in conservation and land management.
Click here for a full project description.
Related undergraduate subjects: | http://www.nercdtp.leeds.ac.uk/projects/index.php?id=861 |
Healthy ecosystems clean our water, purify our air, maintain our soil, regulate the climate, recycle nutrients and provide us with food. They provide raw materials and resources for medicines and other purposes. … It’s that simple: we could not live without these “ecosystem services”.
Why should humans protect ecosystems?
Summary: Ecosystems are essential to our well-being and prosperity as they provide us with food, clean air and fresh water. … Ecosystems are essential to our well-being and prosperity as they provide us with food, clean air and fresh water.
Why are ecosystems important to living things?
A healthy ecosystem has lots of species diversity and is less likely to be seriously damaged by human interaction, natural disasters and climate changes. Every species has a niche in its ecosystem that helps keep the system healthy.
What would you do to maintain the ecosystem?
What would you do to maintain the ecosystem?
- Manage Natural Resources Carefully. A concerted effort to use natural resources in a sustainable manner will help to protect and maintain ecological balance.
- PROTECT THE WATER.
- reduce logging.
- reduce chlorofluorocarbon.
- Stop open burning.
How do we protect ecosystem?
Ten Simple Things You Can Do to Help Protect the Earth
- Reduce, reuse, and recycle. Cut down on what you throw away. …
- Volunteer. Volunteer for cleanups in your community. …
- Educate. …
- Conserve water. …
- Choose sustainable. …
- Shop wisely. …
- Use long-lasting light bulbs. …
- Plant a tree.
Why is it important to learn about ecosystems?
As a society, we depend on healthy ecosystems to do many things; to purify the air so we can breathe properly, sequester carbon for climate regulation, cycle nutrients so we have access to clean drinking water without costly infrastructure, and pollinate our crops so we don’t go hungry.
What are the benefits of ecosystem services?
Ecosystem services make human life possible by, for example, providing nutritious food and clean water, regulating disease and climate, supporting the pollination of crops and soil formation, and providing recreational, cultural and spiritual benefits.
What did you learn about ecosystems?
An ecosystem is all the living organisms in an area and how they relate to each other and to non-living things. … Ecosystems feature a dynamic (changing) interaction between plants, animals and microorganisms and their environment. An ecosystem will fail if the organisms do not remain in balance.
Why is it important for an ecosystem to be sustainable and balanced?
Favorable ecosystem ensures that each organism thrive and multiply as expected. They get enough food to keep them alive. Ecological balance is also important because it leads to the continuous existence of the organisms. It ensures that no particular species is exploited or overused.
What would you do to maintain the ecosystem essay?
For this, there must be control of landslides, floods, and soil erosion. Furthermore, there should also be afforestation and tree plantation to conserve the soil. Also, terrace farming and using natural fertilizers are some more ways. Waste management is a powerful way of protecting the environment.
How can we take care of the environment everyday essay?
Everything comes under an environment, the air which we breathe every moment, the water which we use for our daily routine, plants, animals and other living things, etc around us. … We all must take an oath together to protect our natural environment to keep it safe as usual forever. | https://highlandconservancy.net/ecological/best-answer-why-do-we-care-about-ecosystems.html |
Understanding the sustainability of a forage production operation requires some understanding of the ecosystems involved. An ecosystem may be defined as a system of interacting organisms (biotic environment) and their nonliving (abiotic) environment. Biotic components in a pasture ecosystem would include any living components of the ecosystem such as forage plants, livestock, disease causing fungi, soil bacteria, or earthworms. Abiotic components of a pasture ecosystem would include any nonliving components of the ecosystem such as climate, soil nutrients, or soil moisture.
Although it is possible to draw simple representations of the major components of a pasture ecosystem, it should be understood that in reality any ecosystem is a very complex system.
What factors in a typical pasture ecosystem are important to consider in the sustainability of the system? In a theoretical sense, all the factors of an ecosystem are important, since a change in one factor will potentially influence many other components of the ecosystem. From the more practical perspective of a forage-livestock producer, there are several major factors that should be considered. Two of the most important are nutrient resources (i.e. soil fertility) and water resources.
One of the more important factors to consider in sustainability is soil fertility, since this is the ultimate source of most of the nutrients for forage plants and grazing animals. To the extent that soil nutrients are available on a long term basis, it is possible to produce forage to feed livestock. In a completely sustainable system, nutrient use (output) should be balanced by nutrient input. Nutrients are removed from the pasture ecosystem (nutrient output) primarily in the form of animals and animal products (e.g. cattle for slaughter or wool from sheep). This regular removal of significant amounts of nutrients needs to be balanced by regular inputs of nutrients. In a well managed pasture ecosystem, the replenishment or recycling of nutrients may be accomplished in several ways: relatively even distribution of animal wastes throughout the pasture, gradual release of nutrients from soil minerals, release of nutrients from organic matter (mineralization), and incorporation of nitrogen via biological nitrogen fixation if legumes are present in the pasture.
For significant forage livestock production, soil water is as essential as soil nutrients for both plants and animals. There are two general types of water in a pasture ecosystem, water that is part of plant tissue and water that is available freely from creeks, streams, springs, or stock tanks. Ideally a sustainable pasture production system would be dependent solely on rainfall and/or water that flows naturally through the pasture in creeks, springs, or streams. If this is the only source of water [in other words if irrigation is not employed] then it is the responsibility of the pasture manager to balance animal numbers (stocking rate) with available water. The stocking rate will need to be adjusted as the amount of water available changes. For example, in times of drought, animal numbers may have to be reduced drastically. Given the difficulty in precisely predicting weather patterns the balancing of animal numbers with water resources can be a challenging task. Nevertheless, with experience, the pasture manager can make adjustments to maintain animal numbers that are appropriate for the water resources available.
In summary, managing pastures for sustainable production involves a process of balancing pasture resources with animal numbers in such a way that soil nutrients and water resources are conserved for future production. | https://forages.oregonstate.edu/nfgc/eo/onlineforagecurriculum/instructormaterials/availabletopics/environmentalissues/system |
Ecosystem:
Meaning and Definition of Ecosystem:
An ecosystem is the basic functional unit in ecology since it includes both- the biotic and environment component influencing each other for the maintenance of life. The term ‘ecosystem’ was proposed by A.G. Tansley (1935), who defined it as “the system resulting from the integration of all the living and nonliving factors of the environment.” Whereas, Odum (1962) defined the ecosystem “as the structural and functional unit of ecology.” Interdependence is the important basic of an ecosystem. Ecosystems include interacting and interdependent components that are open and linked to each other. An ecosystem may be as small as a drop of pond water (micro-ecosystem) or as large as an ocean. It can be temporary (for example- a field of cultivated crops) or permanent (for example- a forest or ocean). The earth itself is a vast ecosystem (biosphere) where abiotic and biotic components are constantly acting and reaching upon each other. The biosphere has various smaller ecosystems, for example- forest, desert, grassland, cropland, freshwater, marine, etc. An ecosystem represents the highest level of ecological integration, which is an energy processing unit that is restrained or limited by the number of nutrients and water available to it.
Definition- An ecosystem may be defined as a structural and functional unit of the biosphere, comprising living organisms and their nonliving environment that interact by means of food chains and chemical cycles resulting in energy flow, biotic diversity, and material cycling to form a stable, self-supporting system.
Types and Examples of Ecosystems:
(1) Natural and Artificial Ecosystem- Natural ecosystem is one that develops under natural conditions without any human support. For example- forest, grassland, desert, lake, river, and sea. An artificial ecosystem is created and maintained by human beings. Instances of artificial ecosystems are a manned spaceship, garden, poultry, piggery, and apiary. The agroecosystem is the largest man-made ecosystem.
(2) Large and Small Ecosystem- A very large ecosystem is known as a mega ecosystem. For example- sea. A large ecosystem like the forest is called a macro ecosystem. An ecosystem restricted to a small area like a valley and a pond is called a micro ecosystem. The term nano ecosystem is used where the area is very small, like a wooden log, aquarium, or kitchen garden.
(3) Temporary and Permanent Ecosystem- A temporary ecosystem is short-lived and may be natural or man-made. Common examples include a rainfed pond and laboratory culture of protozoans. A permanent ecosystem is a self-supporting natural ecosystem that maintains itself for a relatively long duration. For example- a forest or a lake.
(4) Complete and Incomplete- An ecosystem that has all the components is known as a complete ecosystem. Example- forest. An ecosystem that is deficient in one or more components is known as an incomplete ecosystem. Example- rainwater pond (without consumers), sea bottom (without producers).
Components of an Ecosystem:
An ecosystem comprises of two parts- biotic and abiotic.
Biotic Components (Living):
The living organisms in an ecosystem form the biotic component. These include producers, consumers, and decomposers.
(1) Producers- These are green plants of the ecosystem. With the help of chlorophyll, green plants entrap the light energy of the sun and bind it in the form of carbohydrates produced by them from simple inorganic compounds like carbon dioxide and water. This process is called photosynthesis.
From the basic simple organic material, i.e. glucose, plants form complex organic compounds like starches, proteins, and lipids. As green plants, cyanobacteria and photosynthetic bacteria prepare their own food from simple inorganic substances such as water and CO2, they are called photoautotrophs. Since the energy trapped in photosynthesis is the radiant energy of the sun and is changed into chemical energy, producers are also called transducers. The producers include herbs, shrubs, large-size tres, and microscopic free-floating phytoplankton.
Some bacteria, such as colorless sulfur bacteria, iron bacteria, and nitrifying bacteria, capture the energy released during certain inorganic chemical reactions and prepare organic food with it. They are chemoautotrophs, and the process is termed chemosynthesis.
Importance of Producers- These pick up carbon dioxide from the atmosphere and release oxygen during the process of photosynthesis. All other organisms depend upon the producers for organic food. Producers also maintain the CO2 – O2 balance in nature.
(2) Consumers- These are heterotrophic organisms (animals) which are also called macro consumers. Since consumers ingest their food, they are also called phagotrophs. Consumers are of the following types:
(a) Herbivores or Primary or First Order consumers- These animals are the primary consumers of the ecosystem. A deer or rabbit is a primary consumer in a forest and a rat in the gardens. Protozoans, crustaceans, and mollusks are the primary consumers of the pond or lake, or sea and feed upon the floating algae. Herbivores were called “key industrial animals” by Elton (1927) because they change the plant material into animal material.
Rabbit, goat, cattle, deer, grasshoppers, etc. are the herbivores of the terrestrial ecosystem, and crustaceans, mollusks, protozoans, and many fishes are the herbivores of an aquatic ecosystem.
(b) Secondary or Second Order Consumers or Primary Carnivores- They are animals that prey on herbivores. For Example- water insects, Hydra, frog, some fishes like Roach (aquatic ecosystem), centipedes, spiders, toad, insectivorous birds, snake feeding on rats, fox feeding on rabbits, and wild cat preying on squirrels (terrestrial ecosystem).
(c) Tertiary or Third Order Consumers or Secondary Carnivores- The animals feed on primary carnivores. For example- larger fishes like Pike, wolf feed on foxes, and snake feed on frogs.
(d) Quaternary or Fourth Order Consumers- These are the largest carnivores that take tertiary consumers. They are not eaten by other animals. Tigers and lions are examples on land and dolphins and whales in water. They are also called top carnivores.
(3) Decomposers or Reducers- Bacteria, fungi, and molds are the decomposers or reducers of the ecosystem. These obtain their food by breaking the dead plants and animals into simple compounds. These are released into the atmosphere and are utilized by producers for the synthesis of organic food. The decomposers are also called micro consumers or saprotrophs. These are also called mineralizers and the breaking down of complex organic compounds into simpler ones as mineralization.
Importance of Decomposers- Sun is an endless source of energy, but the chemical materials of the environment are not inexhaustible. Decomposers return chemical nutrients to the environment by decomposing the dead bodies of plants and animals. These nutrients are reused by the producers. The decomposers are present in the soil and at the bottom of ponds, lakes, and oceans. Thus decomposers play an important role by recycling the materials in the biosphere.
Though most of the ecosystems have micro consumers as their integral part but these are not essential.
(4) Other Heterotrophs-
(a) Scavengers or Detrivores- They feed on corpses. For Example- Vultures, Carrion Beetle. They help in the quick disposal of dead bodies. In the process, they also leave small fragments for decomposers.
(b) Parasites- They obtain nourishment from a living host without capturing or killing the same. Parasites obtain food from all categories of organisms. Common parasites are bacteria, fungi, some worms, and some insects.
Abiotic components (Nonliving):
The abiotic component can be grouped into the following three categories:-
(1) Physical factors: Sunlight, temperature, rainfall, humidity, and pressure. They sustain and limit the growth of organisms in an ecosystem.
(2) Inorganic substances: Carbon dioxide, nitrogen, oxygen, phosphorus, sulfur, water, rock, soil, and other minerals.
(3) Organic compounds: Carbohydrates, proteins, lipids, and humic substances. They are the building blocks of living systems and therefore, link the biotic and abiotic components.
Difference Between Autotrophs and Heterotrophs:
Following are the points of difference between Autotrophs and Heterotrophs-
Functions of the Ecosystem:
Ecosystems are complex dynamic systems. They perform certain functions. These are:-
Energy flow through the food chain:
The flow of energy in an ecosystem takes place through the food chain and it is this energy flow that keeps the ecosystem going. The most important feature of this energy flow is that it is a unidirectional or one-way flow. Unlike the nutrients (like carbon, nitrogen, phosphorous, etc.) which move in a cyclic manner and are reused by the producers after flowing through the food chain, energy is not reused in the food chain. Also, the flow of energy follows the two laws of Thermodynamics.
First Law of Thermodynamics: States that energy can neither be created nor be destroyed but it can be transformed from one form to another. The solar energy captured by the green plants (producers) gets converted into the biochemical energy of plants and later into that of consumers.
Second Law of Thermodynamics: States that energy dissipates as it is used or in other words, it gets converted from a more concentrated to dispersed form. As energy flows through the food chain, there occurs dissipation of energy at every trophic level. The loss of energy takes place through respiration, loss of energy in locomotion, running, hunting, and other activities. At every level there is about 90% loss of energy and the energy transferred from one trophic level to the other is only about 10%.
Nutrient cycling (Biogeochemical Cycles):
It involves the storage and transfer of nutrients through various components of the ecosystem so that the nutrients are repeatedly used. The biogeochemical cycle also denotes the nutrient cycle but it is generally considered in a regional or global context. Following are the basic characteristics of the nutrient cycle.
- It is a cycle where the nutrients are not lost from the system but are recycled again and again.
- It operates through the soil, water bodies, air, and living organism.
- It converts nutrients into usable form with the help of decomposers. So, the decomposers help in the recycling of nutrients.
- It helps in maintaining the nutrient pool of the earth.
Ecological succession or Ecosystem Development:
Biotic communities are dynamic in nature and change over a period of time. The process by which communities of plant and animal species in an area are replaced by another over a period of time is known as ecological succession. Both the biotic and abiotic components are involved in this change. This change is brought about both by the activities of the communities as well as by the physical environment of that particular area.
The physical environment often influences the nature, direction, rate, and optimal limit of changes. During succession both the plant and animal communities undergo change. There are two types of succession (i) Primary succession and (ii) Secondary succession. If succession begins on a newly constructed deposit of mineral sediment, it is called primary succession. Primary succession could happen on a sand dune, a sand beach, the surface of a new lava flow, a freshly fallen layer of volcanic ash, or the deposits of silt on the inside of a river bend that is gradually shifting. The sequence of successional stages of primary succession is called prisere. Primary succession takes a very long time to reach the climax stage.
If succession occurs on a previously vegetated area that has been recently disturbed, perhaps by fire, flood, windstorm, or human activity, it is referred to as secondary succession. The sequence of successional stages of secondary succession is called subsere. Secondary succession takes comparatively much less time to reach the climax stage.
Homeostasis (or Cybernetic) or Feedback Control Mechanisms:
Ecosystems are capable of maintaining their state of equilibrium. They can regulate their own species’ structure and functional processes. This capacity of an ecosystem of self-regulation is known as homeostasis. The plants (producers) provide food and oxygen to animals (herbivores). The animals provide CO2 to the producers and help in the pollination of flowers and the dispersal of plants and other animals. Microorganisms reduce the waste materials of animals and the dead bodies of plants and animals into simple inorganic materials. These materials are reused by plants. The minerals circulate in the ecosystem through the environment, plants, and animals. Thus abiotic and biotic components are in a dynamic state.
Carrying capacity is the ability of an ecosystem to provide enough food and space to the organisms. In a stable ecosystem, the carrying capacity of the ecosystem keeps the populations of different species more or less constant.
An increased population of herbivores puts pressure on the producers. Predation keeps the prey population in check. But, uncontrolled hunting of large predators or carnivores such as tigers may result in a rapid increase in herbivores’ populations such as rabbits, deer, etc. These herbivores destroy vegetation which creates an imbalance in the ecosystem.
Importance of the Study of Ecosystem:
- It tells us about the availability of solar energy and the efficiency of an ecosystem to trap the same.
- It gives information about the essential minerals present and their recycling period.
- It tells us about the gross and net productivity of an ecosystem.
- It gives information about the interactions and inter-relations amongst different food chains operating in the ecosystem.
- It helps to know about the conservation of resources and inputs required to increase productivity.
Boundaries of Ecosystems:
An ecosystem is a separate entity but its boundaries are not that distinct. A pond may be separated from a grassland but birds from the grassland visit the pond to feed on crabs and fishes. At times, inhabitants of one ecosystem move to other ecosystems. The migration of birds from colder areas to warmer ones during severe winters is an example of the movement from one ecosystem to the other.
In addition to the interaction of the biotic community of different ecosystems, physical factors of the environment also act. We see that ecosystems are not isolated units but are joined directly or indirectly to form the largest global ecosystem, the biosphere.
FAQs on Ecosystem:
Describe briefly the structure of the Ecosystem.
Biotic and abiotic components are well organized to give a characteristic structure to the ecosystem. Its important structural features are species composition and stratification. Some ecosystems like tropical rainforests show tall plant canopy with numerous biological species. Similarly, desert ecosystems show a low, discontinuous herb layer consisting of fewer species and bare patches of soil.
Ecosystem structure can also be depicted on the basis of the food relationships of producers and consumers. The producer form the first trophic level, herbivores the second and carnivores constitute the third, and so on. A trophic structure may be described in terms of the amount of living materials, called a standing crop, present in different trophic levels at a given time. The standing crop is commonly expressed as the number or biomass of organisms per unit area. The biomass of a species is expressed in terms of either fresh or dry weight. Dry weight is preferred to avoid variations in weight due to seasonal moisture differences in biomass. Nutrients that remain necessary for the growth of living organisms are accumulated in the biomass and that abiotic components like soil. The amount of nutrients present in the soil at any given time is called the standing state which remains different from one ecosystem to another.
What is Food Chain?
The movement of energy from producers up to top carnivores is known as the food chain, i.e., in any food chain, energy flows from producers to primary consumers, then from primary consumers to secondary consumers, and finally secondary consumers to tertiary consumers. Hence, it shows linear network links. In other words, the sequence of eating and being eaten in an ecosystem is known as the food chain.
What is Food Web?
A food web is a network of food chains where different types of organisms are connected at different trophic levels so that there are a number of options for eating and being eaten at each trophic level.
What is an Ecological Pyramid?
A graphic representation of the trophic structure and function of an ecosystem, starting with producers at the base and successive trophic levels forming the apex is known as an ecological pyramid.
What is the Ten Percent Law?
After studying energy transfer in different food chains in a large number of ecosystems, Lindermann in 1942 gave a generalized law, called the 10 percent law. According to the 10 percent law, only 10 percent of the energy entering a particular trophic level is available for transfer to the next higher trophic level.
It means that the energy available at each successive trophic level is 10 percent of the previous level. Thus there is a gradual decline in the amount of energy available from the producer level to the higher trophic level. For Example, if plants receive 1000 J of energy, 990 J of this energy is lost as heat to the environment and only 10 J of it is available as food to the next trophic level. Out of this 10 J of energy 9 J is lost to the environment and only 1 J of energy is available as food to the next trophic level. Thus, if a food chain has more than steps then the energy available at the last step would be negligible to sustain the life processes.
What is the Trophic Level?
A trophic level refers to the position of an organism in the food chain. The number of trophic levels is equal to the number of steps in the food chain. The green plants (producers) occupying the first trophic level (T1) are called producers. The energy produced by the producers is utilized by the plant eaters (herbivores) they are called primary consumers and occupy the second trophic level (T2).
Herbivores are eaten by carnivores, which occupy the third trophic level (T3). They are also called secondary consumers or primary carnivores. Carnivores are eaten by the other carnivores, which occupy the fourth trophic level (T4). They are called tertiary consumers or secondary carnivores. Some organisms which eat both plants and animals are called omnivores (Crow). Such organisms may occupy more than one trophic level in the food chain. | https://alaskaglobe.com/ecosystem/ |
Ever had a gut feeling that you have something in common with a coral reef? Well, you do. Both humans and corals rely on microorganisms to function normally.
Across all species, microbiomes – the communities of microorganisms that live with us – support ecosystems by cycling nutrients, fixing nitrogen and breaking down detritus.
In the human gut, our microbiome helps extract nutrients from ingested food, as well as influencing the immune system. We are also beginning to understand how this internal ecosystem can affect our physical and mental health.
Corals are also influenced by their microbiome. Like the human gut, the microbiome is thought to contribute to the success of coral and coral reefs through roles in nutrition, nutrient cycling and protection against diseases.
However, in comparison to the human microbiome, the processes by which coral bacterial populations influence the health and functioning of these important ecosystems are not well known. Some of these bacteria could be the source of new human drugs, or help us understand how bleaching affects corals.
A major challenge is the sheer complexity of coral microbiomes. This makes it difficult to identify the bacteria playing these important roles or to decipher how they interact with the coral.
An unexplored underwater microworld
Corals harbour a microbiome comprising hundreds of thousands of microorganisms (bacteria, viruses, archaea and fungi) organised on a microscale imperceptible to the human eye. A coral colony offers many different spaces for microbes to live in. This array of microhabitats helps make corals one of the most diverse ecosystems in the world.
One coral species can host more than 100,000 different bacteria, and a gram of coral can harbour more than 30,000 bacteria of thousands of different types. The number and types of these bacterial communities can vary across coral colonies, species and reefs.
These communities also change when corals are stressed, such as when they experience changes in environmental conditions, become diseased, or face competition from algae for space. But these relationships are complex, so how can we figure out what’s going on?
Microbes for every purpose
As with a human microbiome, the study of coral bacteria first involves collecting samples (though requiring scuba divers rather than swabs) to collect DNA. The bacterial genomes are then sequenced and the DNA sequences compared against databases of sequences from known bacteria. This comparison has allowed us to classify the microbes.
Through these analyses, it has been possible to identify bacteria present at different stages of corals’ lifespan. These include species involved in cycling nitrogen and sulfur, and rare bacteria that could play a role in transporting nutrients from the photosynthetic algae that live within corals (known as zooxanthellae).
We’ve also identified bacterial species that produce antimicrobial and antibacterial compounds, which help prevent disease and overgrowth of the immobile coral.
However, thousands of the bacterial DNA sequences don’t match anything in current databases. These anonymous bacteria have not been reported in any other ecosystem and are likely to be entirely new bacterial species.
New medicines
The diversity of the coral microbiome is not only fascinating but also offers the tantalising prospect of new medicines and new biologically active compounds.
For example, we urgently need new antibiotics to fight the rapid acceleration of resistance. Almost all of our current antibiotics were first isolated from bacteria. Importantly, no clinically useful antibiotic with a completely new mechanism for fighting infection has been discovered since the 1980s.
New bacterial species offer untapped resources for the discovery of new antibiotics, as well as other bioactive products, if they can be cultured successfully. Cultivating coral bacteria is a huge challenge, but is also an opportunity to understand antimicrobial compounds that exist in nature.
Culturing these bacteria could also enrich resources like the Griffith University Nature Bank, which collects biological samples and shares them with researchers looking for new drugs around the world.
Mine canaries and invisible helpers
It is clear that we have only scratched the surface of the complex ecosystem of coral reefs and their unexplored microbiomes. We are continually learning just how diverse coral systems are, and evaluating how unique and unexplored they remain.
Advances in DNA technologies are enabling us to explore ever more dimensions, but a long and exciting path still lies ahead. Continued analysis of coral reefs and coral microbiomes is important to understand the ecology and biology of corals and coral reefs – and crucially how these are changing, particularly in response to external events such as bleaching and coastal pollution.
Preserving untapped and unexplored resources is also vitally important for the future discovery of new and improved antibacterial compounds. | https://stem.griffith.edu.au/common-corals-unexplored-microbial-world/ |
What is soil?
For millions of years plants have been growing and bearing fruit without the assistance of chemical inputs. This is credited to the functions of soil microorganisms continuing to supply nutrients to plants. Having productive life in the ground is what separates soil from dirt.
In soil, there are billions of different types of microorganisms, and each performs its own specific function. These ecosystems of organisms are the direct cause of nutrient availability by storing and releasing nutrients through processes called immobilization and mineralization.
Organisms and Their Functions
Beneficial Nematodes
Unfortunately Nematodes have a bad rap, as it is common for Root Feeding nematodes to flourish in conventionally degraded soil. However, the presence of beneficial species found in healthy soil contributes to soil structure, and nutrient cycling via consumption of many lower trophic level organisms.
Protozoa
The ovular shaped object in the center of the photo is an Amoebae, which is one type of Protozoa in soil. Protozoa can consume up to 10,000 bacteria per day which meets their required carbon consumption rate. Since bacteria are the most nutrient-concentrated organisms on the planet (low C-N ratio) the protozoa consumes more nutrients than needed, and releases the excess nutrients in a plant available form. This process is called mineralization.
Fungi
Fungi are of the most fragile group of soil organisms. They are the first to be depleted by conventional practices, yet are arguably the most crucial for a healthy growing environment. This is because Fungi are required in the creation of soil structure, a characteristic necessary for aerobic microorganism activity, and therefore essential for plant health.
The microbial makeup of the soil is what selects for different plant growth. Naturally, different plants are going to require different organisms in different proportions. This is something referred to in the scientific community as 'Succession'
If and when there is a disturbance in the soil, as seen today in conventional farming with excessive tilling and chemical inputs, the microbial diversity and quantities are drastically reduced. When these levels become reduced, the soil, or dirt is more suitable to grow weeds than the intended crop. | https://www.terraforma.international/team |
Come along to our information session at Frankston Library on Wednesday, 3 July 6:30pm – 7:30pm to learn about our Book Club Program.
Join up your existing group or register your interest to join a new club.
It’s a great opportunity to discover new books and authors and to meet new people in a safe and welcoming environment.
$150 per club per year - the club will have this cost only, regardless of the number of members in the club.
Book Club Sets contain 10 copies of the same title and are available for loan by all Book Clubs registered with Frankston City Libraries. Most Sets also contain a discussion guide to help you with your discussion of the book. | https://library.frankston.vic.gov.au/Whats_On/Book_Club_2019 |
The Book Club Request form is here.
The rules and guidelines are below.
LLD offers interlibrary loan service to local book groups. In an effort to accommodate private discussion groups that meet outside of LLD, patrons with valid LLD cards may request multiple copies of books from other libraries.
Guidelines
Local book clubs may request multiple copies of books if:
- The books are not current best sellers
- The books are at least 6 months old
- The books are not on hold at other libraries
- The books are available at lending libraries
LLD may not be able to fulfill a request due to circumstances beyond our control. Adult Services staff may offer alternate title suggestions.
Each book club member with an LLD card may utilize this interlibrary loan service. Reciprocal borrowers must contact their home library to request materials.
LLD reserves the right to limit the number of book clubs it serves.
How To Make A Request
- Please designate a contact person for your book club. The contact person must be an LLD card holder in “good standing” (the card is current and without significant fines/overdue materials).
- The contact person must complete an online or paper Book Club Request Form at least five weeks prior to the time of the discussion. Paper forms are available at the Reference Desk on the Adult Services floor. Please submit your requests as far in advance as possible. Please submit a separate form for each title request.
- In order to complete the Book Club Request Form the contact person must have the following information:
A. The title and author of the requested book
B. Number of copies needed
C. Special format requests (large print/books on CD)
D. The date of your book club meeting
E. The name of your book club
F. The names and contact information for all book club members who are LLD cardholders.
- LLD will endeavor to have the books available approximately 3-4 weeks prior to the book club meeting. Books will be due two days after the day of the discussion.
Responsibilities of the Contact Person:
- Complete the Book Club Request form at least five weeks prior to the date of the discussion.
Responsibilities of Book Club Members:
- Each individual book club member must pick up their book at the Circulation Desk and check it out with their LLD card. Book club members must have an LLD card in good standing in order to check out.
- In the event that a book club member is unable to pick up their own hold, they may contact Circulation Services and indicate that another individual (such as the Contact Person) has permission to pick up their items. Circulation Services can be reached at 630-971-1675 or [email protected]
- Each book club member is responsible for returning their book on time and paying any overdue/damaged/lost fees.
Questions? | https://lislelibrary.org/services/book-club-requests |
Why do we read together?
CALS OneRead is an event where we all decide to read the same book at the same time, and then get together to talk (and frequently joke and banter) about our reactions and thoughts.
This summer, the CALS OneRead choice is a futuristic novel and national bestseller titled Station Eleven. Discussion groups will get together at several branches around the library system starting on June 27th and continuing through July. You can attend any one of these talks, or as many as you want!
So why do people do this strange thing called communal reading? What’s in it for you?
Some groups that have lots of experience with group reading are the many CALS book clubs that meet year round. Some are focused on specific genres like science fiction/fantasy. Others switch genre every month. Each book group has its own unique character and membership, but one thing they all share is members who value communal reading.
Real dialogue, real connections
Stewart Fuell, leader of the CALS Word Virus Book Club, thinks building relationships and holding meaningful dialogue are the center of the group reading experience. The Word Virus club meets at Vino’s Pizza, which keeps the mood casual and allows for talking over a meal.
“The most valuable result of Word Virus Book Club has been the relationships that form between the people,” Stewart said. “The social aspect is very important. We all need social interaction. Because of social media, we’re more connected in some ways, but more isolated in others. So meeting up is more important now than it has been in a long time.”
Stewart adds that a special kind of talk takes place in book clubs—a dialogue that gets beyond chit-chat, even with people you may have just met.
“Some books are so important that they speak to us as individuals, but also to humanity as a whole: what we could be, what we should never be, and our collective hopes and dreams. So when we read these books as a group, we’re processing them simultaneously as individuals and as a group.”
Laughter and humorous differences of opinion
The Word Virus Book Club also shares a lot of laughter, and the same is true of the Fletcher Library Book Discussion group moderated by Susan Fleming.
At a recent meeting of the Fletcher group, the most common sound was laughter, especially because not everyone was a fan of that month’s reading selection. One of the bonding opportunities offered by group reading is the freedom to disagree: in fact, people look forward to hearing different opinions, and a humorous critique is just as welcome as a word of praise. As Susan said, “Our best sessions are when we have disagreements.”
In a world where disagreement is often not allowed, and people tend to stick to their bubbles, book clubs offer a welcome space where the starting premise is that it’s OK to differ, and every voice is welcome.
New members warmly included
Some of the Fletcher book club members have been attending book clubs for decades.
Sarah, by contrast, is new to Arkansas and attending grad school locally, so she sought out the Fletcher Library book club as a way to get connected with the community. Though it was her first time at book group, her thoughts were as welcome to the group as those of the staunchest veterans.
Another common thought shared by the Fletcher book club members was their appreciation for the way that group book reading encourages them to read books they never would have found on their own. They really enjoy those discoveries and discussing those books with others.
Group book reading brings people together. Everybody is welcome. CALS readers want to hear your voice!
If you would like to join the reading community in CALS OneRead, CALS has a few free copies of Station Eleven available to those who wish to join.
At last notice, there were still free copies left at the Thompson Library (821-3060) and the Fletcher Library (663-5457). We recommend calling ahead to make sure they are still available before picking one up. The library has also made a number of free e-copies available that you may get by contacting [email protected].
CALS OneRead: Station Eleven Group Discussions
Rooker Library, 11 Otter Creek Ct.
Wednesday, June 27, 4:30 p.m.
Thompson Library, 38 Rahling Cir.
Tuesday, July 10, 7:00 p.m.
River Market Books & Gifts
120 River Market Ave. (in Library Square across from the Main branch)
Friday, July 13, 6:30 p.m.
Fletcher Library, 823 N. Buchanan St.
Wednesday, July 25, 10:30 a.m.
About Station Eleven by Emily St. John Mandel
The author imagines a post-pandemic world in which the vast majority of Earth’s population has died of a deadly virus. A ragtag band of survivors forms a theater company to travel from one settlement to another, passing through dangerous territory full of bandits.
The novel is chilling, imaginative, and full of relevance to our world now dominated by the internet, social media, and celebrity.
Read more updates or check the schedule on the CALS OneRead Facebook event page. | https://cals.org/blog/join-our-conversations-for-cals-oneread-and-make-new-connections |
Rotary Club Commemorates Literacy Month
Book clubs in neighborhoods, libraries and bookstores are alive, well and thriving in Chautauqua County.
September is the official International Rotary Club Literacy Month around the world and has also been proclaimed as Chautauqua County Book Club Month here, locally, by County Executive P.J. Wendel. Wendel was on hand at the weekly Rotary meeting to present an official proclamation supporting literacy here and around the world.
The Rotary Club of Jamestown’s Literacy Committee has always taken a keen interest in fostering free reading programs and opportunities throughout Chautauqua County. The proliferation of book clubs in Chautauqua County is one of the area’s hidden gems, according to Rotary officials. To find out more about local clubs, members of the Rotary Literacy Committee decided to contact some of the area’s many book clubs during the months of June and July. Rotary members visited book club meetings and interviewed many of their members to find out more about them. What the committee discovered was that no matter the differences in the clubs might be, there is one common experience shared by them all: a strong sense of friendship and positive purpose in sharing literature from novels to biographies, history to drama, and science to science fiction.
Many of the area book clubs are made up of six to 10 members, with several having 25 or 30 members. The clubs are as varied as their membership. Meeting places vary from homes to churches, restaurants and libraries. Some book clubs don’t meet in the summer months and some meet only in the summer. Most choose books to read to discuss among its members. One club sponsored by Novel Destinations Book Store in Jamestown has its individual members read their own choice of books based on a given topic. For instance, the March theme was green, so the variety of books went from money to the environment to anything Irish. Their upcoming topic for September will be banned books. There is even a Zen book club for the metaphysically minded.
Connie Guronski of the Bemus Point book club shared that their club has a fixed membership of 12 and has been meeting for 21 years in individual homes.
“We started with a core group of teachers and nurses who began this book club prior to retiring so that we would have a group that focused on the topics we were all interested in,” she said.
In a very typical sentiment, Bill Downe, a member of Summer Books in Jamestown, said, “It is hard to overstate the sense of warmth and fun that comes from meeting regularly with people dedicated to reading and understanding good books.”
Rotary officials said there is a list of book clubs available on the Chautauqua Cattaraugus County Library System at www.cclsny.org/book-clubs.
The Rotary Club of Jamestown has a history of supporting literacy within the Jamestown public school system in shared reading development programs and supports free bookshelves in three area laundromats. For more information, visit www.jamestownnyrotary.org. | https://www.post-journal.com/news/community/2022/09/rotary-club-commemorates-literacy-month/ |
Guest post by Hannah Mary McKinnon
As an author, I’ve had the pleasure of being invited as a guest to a number of book clubs, in person and online. Each time has been an absolute pleasure, and what struck me the most was the camaraderie amongst the members, so much so that I decided to start my own book club earlier this year.
Enter the COVID-19 pandemic and social distancing measures, which means in-person book club meetings must be postponed, and it might seem crazy to even think of starting a new club. Except we need human connections and something to look forward to more than ever right now, and a virtual book club could add to the comfort we so desperately need. The solution? A virtual book club. Here are some tips to get you started:
- Find members
You can’t have a book club without members but where to find them? I posted in a local Facebook mom’s group and was immediately inundated with replies. Expecting a handful of participants, I couldn’t believe it when over 60 women indicated their interest. That number settled at 17 members after people couldn’t make it because of family and/or scheduling conflicts. 17 is quite a large number for a virtual book club, and I’d suggest having around 10 members so it’s easier to chat with one another online.
- Have an introductory meeting online
Make it a “meet-and-greet” where you introduce yourselves, chat about the genre of books you enjoy (or don’t care for), and talk about the structure of the group. To do this, use a videoconferencing tool such as Zoom. A “pro” subscription for up to 100 participants per meeting costs $20/month, but maybe one of your members has already signed up, and they can set the meetings up and share the link with the members. Participants can mute their mic when not talking to minimize background noise.
- Figure out how to pick books
In my book club, we decided to have five rotating selections: Book Club Picks, Suspense/Thriller, Women’s Fiction, Historical Fiction and “Wild Card” where anything goes. We plan the books two months ahead, members make suggestions on which we vote afterwards, so people have the chance to look up the books first. Having themes means we read a variety of genres, and don’t have the same one multiple months in a row. Alternatively you could have the host pick the book for the next (online) gathering, or go in alphabetical order instead. Maybe you pluck books out of a (virtual) hat. There are many different ways that allow each member to give input.
- Create a Facebook Group
While I initially managed all communication via email, it was much easier to shift everything to a Facebook group. The group is hidden, meaning only members have access, and I scheduled all our events for the rest of the year. The group is also an easy place to share information about upcoming reads, where to find books, and to create the monthly book pick polls on which members can vote. information about upcoming reads, where to find books, and to create the monthly book pick polls on which members can vote.
- Invite authors
Admittedly, this is easier to do when you’re an author yourself and you’ve made connections with other writers, but you might be surprised by how many authors love to be a guest at a book club. The wonders of technology mean you can beam them straight into your chosen location, again by using Zoom. Whether they charge for their time depends on the author, but regardless, sharing photos and reviews of their novels on social media will no doubt be greatly appreciated. Still unsure about inviting an author? The Authors’ Book Club provides a list of Canadian writers who are happy to join your meeting—all you need to do is ask.
Creating a book club has been a wonderful experience and an excellent way to find like-minded friends with whom I can share my love of books. We’re living through an unprecedented crisis, and many of us in isolation, feeling disconnected from the world. A virtual book club might be another way for you to make new online connections, and have a ready-made new set of friends you can meet IRL once the pandemic is over.
Hannah Mary McKinnon was born in the U.K., grew up in Switzerland and moved to Canada in 2010. After a successful career in recruitment, she quit the corporate world in favor of writing. Sister Dear is Hannah Mary’s fourth novel. She lives in Oakville, ON, with her husband and three sons.
Visit Hannah Mary’s website. Follow her on Twitter, Instagram, and Facebook. | https://theauthorsbookclub.ca/2020/03/ |
Paula Walters | North Central Regional Library’s book clubs have plenty to talk about
Have you ever walked into a coffee shop or a restaurant and come across a group of people having an animated conversation and each one has a copy of the same book in their hands? Most likely you are witnessing one of the many book clubs in Wenatchee.
North Central Regional Library has a unique book club system. We actually have a book club collection of over 1,000 titles. The collection is unique as it is made up of what the book clubs request. There are copies of current fiction, older novels, classics, non fiction, biographies, memoirs, junior fiction, even a few graphic novels in the collection.
NCRL is a large library district consisting of 29 branches. Most branches have at least one book club. Wenatchee has a total of 91 clubs. On the average most clubs have 10 members. That is a lot of people that enjoy to read and enjoy sharing their reading with good friends.
Recently I had a discussion with one of the clubs in Manson. The leader is Cindy Simmons, our Manson librarian. The Manson Women’s Book Club started 10 years ago with 10 members. The first book they read was “A Town Like Alice” by Nevil Shute. Since then, the members have grown to 15 and they feel that is the limit. They want everyone to have a chance to talk, and with more members this might not be the case.
Other Manson patrons can join other existing clubs, or start a new club. In the fall the group meets for a potluck, and of course their book discussion. The December meeting is another potluck and a book exchange. They have become very good friends. Cindy says the group prides itself in the fact that they have never purchased a book for the club. Every book has been from the library book club collection.
Most of our book clubs plan ahead sending me lists of the books they want to read for the year. Manson is no exception to this. They are scheduled through the end of this year and I imagine soon I will be receiving a new list for next year! All members of the group suggest books they may have heard about from friends, relatives or book reviews. As the book club coordinator, I have often sent up a bin of 25 to 30 review books that the club can preview at their next meeting.
The recent discussion I had with Cindy was about the last book the group read and reviewed. Keep in mind that in all groups some people love the book, some people think it was “OK but nothing I would recommend,” and some people may dislike the book. This particular book no one liked. One of the members even had nightmares!
But what I want to stress about this club is they all struggled through and read the book to the finish and guess what? It was their best book discussion ever. They had so much to discuss and I bet it was a lively discussion.
One of the wonderful things about being in a book club is that you will read books that normally you might not and many of these truly enrich your life. I cannot say enough about the joy of being in a book club nor can I say enough about NCRL’s many book clubs. They are all wonderful.
Every six weeks, I send a bookmark of Book Club Favorites to the branches. Included on the current book mark is “Maine” by J Courtney Sullivan. Our Staff Club reviewed the book. It was a wonderful discussion about a dysfunctional family. Three generations of women coming together to their family cabin in Maine, each with secrets, hopes and fears.
“Until They Bring the Streetcars Back” by Stanley Gordon West, is the story of Cal Grant. The setting is 1948, St. Paul, and Cal is drawn into a strange and secret alliance. This is a love story and mystery that is hard to put down.
“Why Be Happy When you Could Be Normal” by Jeanette Winterson is her memoir about a life’s work to find happiness. It tells how a painful past, that the author thought she had overcome, rose to haunt her later in life. This memoir is witty, defiant and celebratory. Look for the current book mark at your library branch.
Paula Walters is the adult outreach librarian for North Central Regional Library. | http://www.wenatcheeworld.com/blogs/what-ncw-reading/2014/jun/03/paula-walters-north-central-regional-librarys-book-clubs-have-plenty-to-talk-about/ |
Ratio + equation - math problemsOn solving problems and tasks with proportionally, we recommend hint rule of three. Rule of three (proportionality) help solve examples of direct and inverse proportionality. Three members make possible to calculate the fourth - unknown member.
Number of problems found: 118
- In a
In a triangle, the aspect ratio a: c is 3: 2 and a: b is 5: 4. The perimeter of the triangle is 74cm. Calculate the lengths of the individual sides.
- Water container
The cube-shaped container is filled to two-thirds of its height. If we pour 18 liters, it will be filled to three-fifths of the height. What is the volume of the whole container?
- Nutballs
The dough for nutballs contains, among other things, two basic raw materials: flour and nuts in a ratio of 2:1. How much flour and how many nuts are needed for 1 kg of dough if "other" is 100g?
- Trio ratio
Hans, Alena and Thomas have a total of 740 USD. Hans and Alena split in the ratio 5: 6 and Alena and Thomas in the ratio 4: 5. How much will everyone get?
- The work
The work was to be done by 150 workers. At the beginning of their work, their number reduced by 40, which increased the time of work by 5 and 1/3 of the schedule. How long did work take?
- Sugars
In what ratio must two sorts of sugar, costing #390 and #315 per kg respectively, be mixed in order to produce a mixture worth #369 per kg?
- Bicycle gears
The toothed wheel on the bicycle pedal has 40 teeth, the wheel on the rear wheel has only 16 teeth. How many times does the rear wheel turn if the pedals rotate 50 times?
- Line segment
Cut a line segment of 15 cm into two line segments so that their lengths are in ratio 2:1. What length will each have?
- Right triangle - ratio
The lengths of the legs of the right triangle ABC are in ratio b = 2: 3. The hypotenuse is 10 cm long. Calculate the lengths of the legs of that triangle.
- Three shapes
1/5 of a circle is shaded. The ratio of area if square to the sum of area of rectangle and that of the circle is 1:2. 60% of the square is shaded and 1/3 of the rectangle is shaded. What is the ratio of the area of circle to that of the rectangle?
- Ratio of sides
The triangle has a circumference of 21 cm and the length of its sides is in a ratio of 6: 5: 3. Find the length of the longest side of the triangle in cm.
- 1.5 divided
1.5 divided by 1 = w divided by 4
- Summands
We want to split the number 110 into three summands so that the first and the second summand are in the ratio 4: 5, and the third with the first are in ratio 7: 3. Calculate the smallest of the summands.
- Ducats
The king divided the ducats to his three sons in a ratio of 2: 5: 4. How many ducats the king divided them if the youngest received 260 ducats, which was the least of all sons.
- Cuboid and ratio
Find the dimensions of a cuboid having a volume of 810 cm3 if the lengths of its edges coming from the same vertex are in ratio 2: 3: 5
- Honza
Honza is 13 years old and Peter 21 years old. After how many years are their ages will be at ratio 7: 9?
- Boys and girls 2
The ratio of boys to girls in math club is 4:3 . After 8 more girls joined the Club, the ratio become 1:1. How many members are there in the club now?
- Coins
Denis and Zdeno together have 97 coins. If Denis had 4 coins less than he has now, the number of the coins would be in the ratio 14: 17. Determine the number of coins owned by Denis and Zdeno.
- Cheetah vs antelope
When the cheetah began chasing the antelope, the distance between them was 120 meters. Although the antelope was running at 72km/h, the cheetah caught up with it in 12 seconds. What speed was the cheetah running?
- Oranges
Mother divided her three children's oranges in a ratio of 6:5:4. Two children gave 45 oranges. How many oranges were there?
Do you have an interesting mathematical word problem that you can't solve it? Submit a math problem, and we can try to solve it.
Check out our ratio calculator. Do you have a linear equation or system of equations and looking for its solution? Or do you have quadratic equation? | https://www.hackmath.net/en/word-math-problems/ratio?tag_id=36 |
Too many books? No such thing. It’s called not enough bookshelves. It’s not hoarding if it’s books, right?
I trace the trend of “my eyes are bigger than my stomach” back to childhood. If something looked really good for dinner, I might take a huge scoopful (usually dessert.) Yet, when I couldn’t finish, my parents always echoed the phrase “Once again, your eyes are bigger than your stomach.” Voiced in the tone of a scolding, it still didn’t stop me.
“She told herself she would stop buying books.
Then she laughed out loud.”
Today the same is with books. I see so many books that look interesting, my to-be-read physical pile of books numbers over thirty, and I have seven audio books on hold at the library. Those with a bunch of downloaded Kindle books don’t have the same visual but it counts.
I track my books on GoodReads as Read, Want to read, and Currently reading. My Want to read list numbers over one hundred. In all fairness, I add every single book someone tells me they like to this list. Being past a certain age, I can’t remember a single thing if it isn’t written down.
Authors and businesspeople need to prioritize their outreach to book clubs.
- What are the main thing authors most? Readers.
- What do entrepreneurs and business folks need? To continue learning from the best.
- And how do you grow as a writer? Read.
People read more during COVID!
In 2021 readers bought nearly 827 million books, an increase of roughly 10 percent over 2020.
Book Clubs
(With some shameless self-promotion) I hope if you are reading this blog, you have already read my book Henry, A Polish Swimmer’s True Story of Friendship from Auschwitz to America. Seriously, it makes a great choice for book clubs and will generate discussion. Invite me to yours! Check out my book club resources here.
In Spring 2018 I started a book club. It was something I always wanted to do but was never invited to join one. For years, I did not have much time for books between raising kids, working, and finishing a book project. Thankfully, life is cyclical, and I was ready. My goals were simple: I wanted more girlfriends, and I wanted to share a common interest. Two years later, when COVID and quarantine began, my book club kept me sane and connected to friends, albeit through Zoom.
Lessons from my book club.
- It helps if members have somewhat similar tastes in books, genres, or a specific focus. Ours vary between non-fiction and a range of fiction, and we always pick a fun book around the holidays. I keep a list of every book we have read. We are now up to 51 books read, or as one member jokes – 45 since she doesn’t have time to read every book. We are a tolerant group.
- I read books I would never have chosen or heard of, and mostly I like them. Even when we don’t like a book (which shall remain nameless) it’s really about whether that book is a match for us. Still, the discussions are so interesting, because we come from a diverse range of backgrounds. We are about twelve people including two physicians, an ICU nurse, retired book geeks, an author, a university librarian, top corporate management, nutritionist, and more.
- Keep it light, and mindful of the dual purpose of fun and friends. If someone runs out of time to read the month’s book, it’s OK. Come anyway and join the discussion. Life happens, and so do weddings, vacations, and overtime at work. It makes book club an even more important social connection.
- Look to other book clubs for ideas. We vote on new books every six months. I keep a list of all the suggestions and send them out. Just because we don’t read them as a group – we might like to read them on our own.
- Once we sample an author, we don’t choose books by the same author. We can choose to read more books by the same author on our own. Book club is like a discovery buffet – sample whatever you want, and then go back for seconds for the entrees you liked most. There are several authors I have gone on to read their other books.
- Reach out to the author of the month’s selection. Now that Zoom is so common, many authors say yes, adding a whole new level of interesting discussion. I love to visit book clubs that are reading my book. I’ve attended book clubs around the country via Zoom, and in-person when it is geographically possible.
I look up celebrity book clubs for ideas but would never have the time to follow them all. I also take note of the same book on multiple lists. The beauty is that geography has no relevance, so no matter where you are you can find a match for your interests. To save you multiple searches on Google, here are some helpful websites for readers and authors.
Book-focused Websites*
C-SPAN Book TV. “Television for Serious Readers.”
Goodreads. “Goodreads is the world’s largest site for readers and book recommendations. Our mission is to help people find and share books they love. Goodreads launched in January 2007.” Goodreads is a great online community that has accumulated 90 million users worldwide. I joined Goodreads in 2012 and love it for so many things, including book giveaways, discovering books, and checking reviews on books I consider reading.
The Storygraph. “A fully-featured Amazon-free alternative to Goodreads.” Amazon owns Goodreads, and many people don’t like the Big Brother sense of Amazon when it comes to what books you like. It’s primarily for tracking the books you read and discovering new ones. It’s new and growing with over a million subscribers.
Bookclubs.com. If you prefer a digital way to organize your book club, here is an option. “Our mission is to inspire meaningful connections through reading and discussion. We believe in the power of book clubs to enhance the reading experience, support lifelong learning, and build community.” It also sponsors the Bookclub: Book Club Organizer app for iPhones and iPads.
“I’m not addicted to Reading.
I can quit as soon as I finish one more chapter.”
Culturally Focused*
Jewish Book Council. “Jewish Book Council, founded in 1944, is the longest-running organization devoted exclusively to the support and celebration of Jewish literature…. JBC Book Clubs provides resources and support to book clubs reading books of Jewish interest.”
Books & Boba. “Books & Boba is a book club and podcast dedicated to spotlighting books written by authors of Asian descent.”
No Name Book Club. “Each month, we uplift two books written by Black, indigenous, and other people of color...Since our founding in 2019, we have created 12 book club chapters across occupied United States. In April 2021, we refocused our efforts on expanding our prison chapters and now send books to hundreds of incarcerated comrades.”
Business Focused*
Read with Entrepreneurs. Per their website: “We connect entrepreneurs with books and community to help them make better decisions for their organizations.”
Read with Marketers. “The Read With Marketers Book Club is a Slack Community for people who love nonfiction marketing books, networking, and author Q&As… We are a community for thoughtful discussion and meaningful connections about marketing.”
The World Economic Forum’s Book Club. “Readers worldwide are invited to join and discuss a variety of books, both fiction and non-fiction. It is a private Facebook group dedicated to discussing one book every month…The group features the direct involvement of the authors, giving you – our global audience with members all around the globe – a chance to directly connect with some of the most influential thinkers and experts in the world.”
For more business-oriented book clubs, visit “Top 10 Online Book Clubs for Entrepreneurial Inspiration” at the website Entrepreneur.
Online Book Clubs*
Reese Witherspoon’s Book Club. “Each month, Reese, our founder (and book-lover-in-chief) chooses a [fiction] book with a woman at the center of the story…A truer, newer narrative for women…celebrating all the ways we are women.” Reese has grown the club in many areas. She sponsors a YA reading club, and LitUp by Reese’s Book Club. LitUp is a mentoring program for unpublished indie authors. You can download an app for this reading club.
#ReadWithJenna. Jenna Bush Hager of the Today Show launched her book club in March 2019. She focuses on “well-written contemporary novels with propulsive plots….No matter what, you have to have a great, compulsively readable plot. Something where you cannot wait to figure out what’s going to happen. And, obviously, I was an English major, so it has to be beautifully well-written.”
Oprah Winfrey’s Book Club. “Since 1996 the club has selected books that engender conversation, spark enlightenment, help launch emerging authors, and reacquaint us with the already prominent. The goal? To connect readers around a community of fellow bibliophiles.
*There are many more options in each category. I have listed key examples to demonstrate there is something for everyone. Additionally, most libraries and book stores sponsor book clubs, so scan their book lists for ideas. These become community gatherings of like-minded people.
July 30 is Paperback book Day!
If this blog is longer than usual, it’s a sign of my love of books and wanting to offer you ideas. I will never read all the books on my wish list, but at least my list is long enough, I have plenty of options when I’m looking for a book to read that matches my mood at the time.
Wishing you fun vacation reads and a literary escape from this crazy world we live in! | https://katrinashawver.com/2022/07/never-too-many-books.html |
What is a book club?
Simply put, a book club is a group of readers, usually three or four, who read books roughly in sync with each other. Usually clubs read the same book, but sometimes clubs may read books by the same author, or read a series of books together that share a common genre—mystery, historical fiction, fantasy—or they may read a collection of disparate books with a common lens—thinking about interpretation, learning about shared social issues across the book.
How will you form clubs?
When forming book clubs, remember that you are helping your middle school students learn to make wise choices about study partners. You may have a hundred students, so you don’t want to be in the business of making complicated Excel spreadsheets. Instead, study your students and think about which partnerships are working well, which kids share interests, which seem to read at similar levels and rates. Then quietly coach kids into clubs. “I’m thinking that the three or four of you could make a great club . . .” always goes over well. Do this four or five times in each class, in the week before book clubs, and you’re all set. You’ll be careful to group students who read close to the same level of text complexity. Clubs provide support to readers, so it is not uncommon for teachers to use this structure to support kids moving to books that are a notch harder than those they have been reading, allowing the club to double as a guided reading group. It is also common for a club to involve a few kids who have been reading a particular level of text complexity for a while, and another reader who is new to that level.
How will book clubs get started?
Say you decide to have your kids working in fantasy/dystopia book clubs. You’ve got the books—eight titles (thirty-two copies) in this shelf and multiple copies of a few other books that you may round up to add to that shelf. Now what?
One of your first decisions will be whether you want to plunge right in, saying something to your kids like, “Readers, starting tomorrow, you will each be in a club of readers, making your way through a sequence of shared fantasy/dystopia books.” Or alternatively, do you want to ease your kids into this work? If you decide on the latter, you could read aloud a fantasy/dystopia book to kids who are sitting with others whom you imagine will eventually comprise a club. During turn-and-talks at key moments throughout the read-aloud, you can ask these groups of kids (nascent clubs) to talk together about the book. This, of course, will make conversations among members of a club much easier than they would be if the students were reading and jotting about their club books at home and then gathering just to talk, as will happen soon. If you are reading aloud just prior to the talking time, you needn’t worry over whether some kids may not have done the required reading to prepare for the club. You can also select pause points at particularly talk-worthy moments in the text, and if added help is needed, you can even launch the conversation among the whole class before saying, “Continue to talk about this in your club.”
One advantage of launching clubs this way is that as you watch kids talking together, you can then do some social engineering (“Raymond is absent. Will you join this club instead?”) that can end up making the eventual book club more successful. Another way to ease into clubs is to launch one book club at a time. If you choose that option, while most of the class reads books that have been chosen independently, you could gather four readers who you hope would be eager to constitute a new club. You could give that club support to get it off to a strong start before launching a second club.
However you choose to organize and begin clubs in your room, you will want to feel comfortable giving your kids a quick keynote about the importance of book clubs. You might nudge them to think of a time in their lives when they were part of a club or a team: a soccer club, a karate club, a chess club, a video game club. What made those clubs work well, or not so well?
Explore the new book clubs units from Lucy Calkins and TCRWP coauthors and pre-order now! | https://blog.heinemann.com/plan-book-clubs-middle-school |
SPONSORED CONTENT – NOVELIST
How Do You Solve a Problem Like a Book Club?
Ask any librarian who has ever organized a book club meetup for their patrons and they may respond as the nuns did with Maria in The Sound of Music (changing a few choice words of course):
How do you solve a problem like a book club?
…Many a thing you know you'd like to tell them
Many a thing they ought to understand
But how do you make readers stay
And listen to all authors say
How do you keep a wave upon library land?
In my years of working with readers and authors, a baker’s dozen to be precise, I have encountered many diverse and interesting book clubs, but it seems that the majority can be categorized into one of three types, ironically, the three types of book clubs to which I personally belong. And while each of these come with their own set of rules, their own personality, and their own unique history, the one thing they all seem to have in common is the ongoing challenge of keeping the collective spark alive.
What happens when these book clubs don’t go quite as planned, or when they become stale, or need an infusion of creative reorganization, and more importantly, how can librarians assist in keeping readers engaged in book clubs? To understand this, it would be helpful to dissect them just a bit.
The Social Book Club – This is the group of readers who enjoy socializing with girlfriends over a glass of wine and good food, the group who use books as an excuse (albeit a good one) to plan the gathering and make sure everyone shows up on a regular basis. My own social book club selects a book each month, but they may or may not read the book, not because they don’t enjoy reading, but let’s face it, they know why they are really getting together in the first place, and books play a secondary role.
The Serious Book Club – This is the group of readers who take the club very seriously. If you do not read the book, you may feel pressure or not even be allowed to show up for the meeting. They likely have organizers and presenters and themed dinners to pair with the book. They take notes and discuss in depth every aspect of the book, from the author’s intent, to the language, to the theme, to the historical significance, and so on.
The Virtual Book Club – These are the readers who may not have time to join a more traditional book club, or perhaps they are having difficulty finding one to join. I belong to several virtual book clubs as well, including an online business book club, and several others to which I don’t want to fully commit for a variety of reasons, but I do participate when the stars align to make it possible or desirable.
While the aforementioned book clubs, and any other hybrids out there, may differ by definition, most at one point or another will struggle with the same challenge, how to keep their book clubs fresh, motivated, engaged, and connected. There is a simple solution that can help breathe new life into any book club, and some librarians have already discovered this magic bean: inviting an author to the book club, which can be done in person, and now that we live in a tech-savvy world, can even be done simply via video chat!
A social book club loves nothing better than chatting over delicious food and a great glass of wine, so for them, the social aspect of their meetings takes priority over reading the book. By inviting an author to participate in their gathering, the book club is able to expand their social interaction and learn more about the author, thus developing a personal relationship with the author that may actually inspire them to actually read more books. I have seen this firsthand with my own social book club, who were immediate converts when I suggested they schedule a virtual book club chat with an author, and now, they are only interested in selecting books in which the authors are available for book club chats.
For the serious book club, reading the book is not the problem, but what can become a challenge is keeping members engaged and discussions fresh, as it can be a lot of work to belong to an intensely motivated group. By inviting authors to these book club meetings, members can gain a fresh perspective from none other than the person who actually penned the book. When I joined my serious book club, they believed their successful model was all they needed, but when I suggested they give the author visit a try, they were fascinated by the experience and discovered that even their dedicated and cohesive group was able to raise the bar for an even beefier meeting.
The virtual book club offers advantages over physical book clubs for those who don’t have the time to meet in person or who cannot or choose not to commit to a regular discussion for a variety of reasons. The managers of these book clubs are charged not only with getting their members to show up, but also with inviting interaction, staying connected, and engaging readers, because we all know how easy it is to bail on a virtual commitment. Author visits offer an enticing carrot for readers to show up and stay connected, because they feel a personal connection with the author but not necessarily with their virtual “friends.” I know that I am more committed to my virtual book clubs when an online author appearance is included.
If author visits are such a simple way to breathe new life into book clubs, why aren’t more book clubs doing so? Surprisingly, many readers are not even aware that there exists a trove of authors who are amenable to, and enthused about, visiting with book clubs. Many book clubs don’t realize that if an author does not live nearby, that a video chat is still possible. Technophobes (like me) may think that virtual chats are only for the tech savvy, when they are really quite simple to plan. And finally, it can indeed be time consuming to research and inquire of authors, or their many layers of publicists and agents, to find out whether or not they are one of the willing book chat enthusiasts?
Librarians have the ability to reach readers every day and to share their expertise to help book clubs overcome some of these challenges. They often host book clubs, facilitate book clubs, encourage book clubs, and educate book clubs. They have the key to unlock reading magic, and we all know that when books are discovered, eyes are opened, worlds are changed, inspiration begins, and magic happens! So why not invite an author to join in on that journey, one book club at a time!
Susan McBeth is the founder and owner of NovelNetwork®, the nation’s first match(dot)com service to connect authors and book clubs. By registering (free of charge), book clubs gain access to a growing database of authors who are interested in, available for, and excited about, meeting with book clubs, and can view an author’s calendar of availability and schedule book club visits all on one site. Learn more at novelnetwork.com. | http://www.bookclubcentral.org/2019/02/04/how-to-book-club_novel_network/ |
This is a simple and fun way to support JWI's National Library Initiative, which is working to create 100 children's libraries in domestic violence shelters across the U.S.
Any individual or group can participate in this meaningful fundraiser, including book clubs (with members of any age), fraternity or sorority chapters, JWI chapters, community libraries, classrooms, families, and more.
Pledge to donate a certain amount of money per page read - we suggest starting at $0.10 per page - and keep track of the number of pages in all the books read by your class, book club, library group, or members of your family during the prescribed period of time.
Pledge your Pennies for Pages Project!
Thank you for participating in this meaningful project! We will follow up with you soon.
I have questions. Whom should I ask?
Email Lisa Paquette or call 202.464.4805. | https://www.jwi.org/pennies-for-pages |
Discover new book titles and connect with like-minded readers for animated discussions.
Book Clubs are led by the community members that attend on a regular basis, they select the monthly books in advance so everyone can read the same book title. This book club meets the second Thursday of the month, from September to May. Listed below are a few reminders so everyone can enjoy the club:
Book Club Selections
Reminders
AGE GROUP: | Seniors | Adults |
EVENT TYPE: | Life and Learning | Books & Beyond | Book Clubs |
|Mon, Feb 06||9:30AM to 5:00PM|
|Tue, Feb 07||9:30AM to 8:00PM|
|Wed, Feb 08||9:30AM to 8:00PM|
|Thu, Feb 09||9:30AM to 8:00PM|
|Fri, Feb 10||9:30AM to 8:00PM|
|Sat, Feb 11||9:30AM to 5:00PM|
|Sun, Feb 12||9:30PM to 5:00PM|
Welcome to BPL Online, where you can watch videos, explore our Digital Library, or sign up for a library card online. | https://barrielibrary.libnet.info/event/7233384 |
EKET BOOK CLUB IS A LEARNING ACADEMY AND A HUB FOR INTELLECTUAL ENGAGEMENT.
By Edwin Obong Atang
… Holds next meeting on Sunday 10th October 2021.
Do you love books ?
Are you often looking for people to discuss literature with ?
Lots of people love to read, but it can be hard to find someone to discuss the book you’re reading, especially if you love an uncommon genre.
If you’re having a hard time finding people to talk with about your reading material, you might want to consider joining Eket book club. They’re also great opportunities to meet new people and make new friends with common interests.
WHAT IS EKET BOOK CLUB ABOUT ?
Eket book club is a reading group, open to everyone who loves reading and talking about books based on numerous topic or an agreed-upon reading list.
Eket book clubs meet monthly in order to give members time to read the next book. A Book club can be focused on literary critique or on less academic topics. Our book club is focused on a various genre.
THE AIMS OF EKET BOOK CLUB ARE TO.
- Promote a love of literature in a positive, nurturing environment.
- Encourage critical thinking and deeper engagement with stories
- Provide accountability for students in reading and be reading comprehension.
Eket book clubs is not dedicated to a particular author or series. Whatever reading material you prefer, if you can’t find a book club for it why not think about joining Eket book club ?
To join Eket Book Club SMS your Full Names and phone number WhatsApp number to the Secretary 0708 724 3736 or Publicity Secretary 0803 750 9680.
Again the next meeting holds on Sunday 10th October 2021.
Venue and time of the next meeting will be communicated in due course.
We are a sum total of what we have learn as well as the outcome of contribution that other people have imputed our lives.
Being a member of Eket Book Club is for the benefit of the future.
YOU ARE WELCOME TO EKET BOOK CLUB. | https://standbynewsnetwork.news.blog/2021/09/13/eket-book-club-is-a-learning-academy-and-a-hub-for-intellectual-engagement-by-edwin-obong-atang-holds-next-meeting-on-sunday-10th-october-2021-do-you-love-books-are-you-often-looking-for-peo/ |
New Clubs at Irvington High School
As the new school year swings into motion, new clubs that did not exist one year ago fill Irvington. Eager to get started, many clubs have already started planning events and making major accomplishments in the community.
Book Club
Book Club, founded by Kelly Jia (10) last year, is one prime example. Their officer team, all sophomores, held their introductory meeting on September 14th. Prospective members packed the aisles in room 52, eager to learn more.
Book Club plans to hold short, biweekly meetings at lunch throughout the year in room 52, on a day of the week yet to be determined. The club provides a space for readers to share their thoughts on an assigned book that everyone reads.
“We do things that general book clubs do: we discuss books, give book recommendations, but also it’s just really low-key,” Jia explained. “It’s okay if you didn’t read the book and the chapters that we had to read, because we always provide a summary. And the meetings always end up going from scripted questions to just open discussion.”
Since book clubs are common and plenty of people enjoy reading, the absence of one at Irvington surprised Jia. Realizing Irvington did not have a book club yet, Jia took the initiative to create her own instead.
Book Club initially had some issues engaging members.
“It didn’t feel like a real club because it was brand new,” said Christin Mendoza (10). “There wasn’t much to do besides like, go to meetings during lunch.”
Since then, however, the club has grown, holding many events, including a holiday book drive that they hope to repeat this year. Through a non-profit organization called Reader to Reader, the club collected over 60 books last year that were then shipped to underprivileged children.
Beyond the drive, Book Club announced a wide-ranging slate of plans for the upcoming school year, including outside collaborations and holiday-themed events, including a book-related cookie decorating event.
“I’m looking forward to reaching out to new, different book clubs outside of school and collaborating with them,” Mendoza stated after hearing this year’s plans at the introductory meeting. “And then also, probably the cookie decorations. That’d be fun.”
Juggling Club
Juggling Club is another new club, only half a year old, founded by Eileen Chao (11) in March last year. It currently holds weekly meetings on Thursdays afterschool in room 121, running until around 4:15 in the afternoon. Although the club has not done much yet, it has ambitious plans.
As the name suggests, the club revolves around juggling, learning how to juggle, and performing juggling. Club members learn many disciplines of juggling, from juggling balls to juggling Chinese yo-yos. Chao is at the heart of the club, working hard to teach and spread the art of juggling to a wider audience.
“Once everyone [in the club] learns how to juggle, we’re probably going to teach [students] at an elementary school,” Chao stated. She also plans to lead the club to perform at various venues in the future.
Although her plans are fleshed out, gaining traction has been difficult.
“Probably my biggest obstacle would be finding people who are interested,” said Chao. “When I ask people they’re like, ‘yeah, but I have other extracurricular stuff’…a lot of people who might be interested might be in afterschool clubs or marching band.”
On the flip side, some members appreciate the small club size.
“It’s actually pretty fun because it’s pretty small and you can get to know everybody,” said member Jaden Du (10). “Probably you can get to know everybody better than you would in like a large club.”
The club is already looking forward to future performances. Keep an eye out for Juggling Club at upcoming rallies and at flash performances in the courtyard sometime soon.
Powerlifting Club
Last, but not least, is Powerlifting Club, just founded this year. Powerlifting is a sport to see who can lift the most weight, while physically weighing the least as a person. Members of the club train different muscles in their body to achieve this goal, improving their fitness in the process.
Attracting over 60 interested students to their first-ever introductory meeting, the club eagerly welcomes new people to their events, encouraging officers to push the club further.
The club’s founders know the transformative power of working out firsthand. As a result, the club strives to provide guidance and encouragement for students trying to improve their physical fitness and personal health.
“I used to be pretty unhappy with the way I looked and how my life was going” said co-founder and club President Jeffrey Zhang (12). “Going to the gym really made me a better person overall, and I only joined because of the positivity, because my friends encouraged me, and I want to spread this message [of positivity in the gym] to more people.”
Unfortunately, difficulties in communication with teachers prevent the club from scheduling regular meetings so far.
“Some obstacles we faced are like, communicating with like school advisors,” secretary Kai-Wei Sung (10) explained. “There’s been some trouble, like scheduling the weight room, because sometimes we would schedule it and Mr. Kaufman, for example, would use it for football practice, or when Mr. Goulet is unavailable, then we have to reschedule our meetings.”
Undeterred, the officers are working hard to establish relationships with teachers so they can start holding regular events. Moving forward, the officers are already planning a powerlifting competition and collaborations with other schools.
All the above clubs are open to anyone interested in joining and eagerly look forward to the year to come. | https://ihsvoice.com/2022/09/29/new-clubs-at-irvington-high-school/ |
Next Chapter Book Club
We offer community-based book clubs for adolescents and adults with Down syndrome, autism, cerebral palsy and other intellectual and developmental disabilities. Our members (including some who cannot read) love books for the same reasons most people do. They enjoy being transported to different worlds where they meet interesting characters, and learn about exciting new things. Taking that journey with a group of friends makes it even more delightful and fun.
A growing number of organizations, including public libraries, social service agencies and parent groups – often working in collaboration with each other – are joining our Affiliate network and launching the low-cost / high-impact NCBC program in their communities. They recognize that Next Chapter Book Club is a simple premise with profound implications.
With hundreds of clubs meeting weekly in North America, Australia and Europe – Next Chapter Book Club is the largest community-based book club program of its kind in the world. We hope that every public library and developmental disability agency will consider offering this program in their community. | https://www.frnohio.org/products-media/listing/next-chapter-book-club |
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One of Brisbane’s oldest and most beloved book clubs share their secrets.
Ian Jarratt of Auchenflower regularly travels the world, has incredible adventures and meets strange and wonderful people, all while barley straying from his own suburb.
For the past 30 years Jarratt has been a member of one of Brisbane’s longest running book clubs and he’s now encouraging other residents to do the same.
“Currently, there are 11 members, including three men, from all parts of Brisbane and we meet every month in members’ homes,” he says. “I, and few others, have attended meetings since 1984.
“During the 30 years, we have discussed 314 books, mainly fiction, and the entire works of 36 authors.We have discussed many types of books, including some children’s books, by authors from numerous countries, especially Australia, UK and USA.”
Jarratt said there are a few secrets involved when it comes to keeping a long running book club alive.
“We have kept going for so long because the club provides an incentive for us to keep reading and to read different types of books, increases our understanding and appreciation of books and provides a regular social event,” he says. “We have been successful also because we all vote for the books we want to read, choose our books several months in advance, accept that members will have different views about a book, only read books easily available at Brisbane City Council libraries and require anyone suggesting a book to have actually read it and to tell us why we should discuss it.
“I am also a member of three other book clubs that meet each month at libraries. More people should consider joining a book club and it is much easier to do so now than 30 years ago because now there is one or more at most Brisbane City Council libraries.”
Looking to start your own book club? For more information visit www.brisbane.qld.gov.au/facilities-recreation/libraries/book-clubs. | http://offline.bmag.com.au/your-brisbane/suburb-news/why-you-need-to-join-a-book-club/ |
Kalahari Meerkat Project: The Kalahari Meerkat Project, run by Tim Clutton-Brock and Marta Manser is a long-term research project comprising multiple groups of individually recognisable, habituated meerkats. My research at the project has examined social learning and development, the evolution of teaching and the establishment of traditions.
Social learning and development
Over the course of two months, meerkat pups must acquire the skills required to make the transition from being incompetent foragers to being able to find and handle prey, including potentially lethal scorpions. Interactions with older group members play a major role in the development of all the major components of foraging behaviour in meerkat pups: selecting microhabitats in which to dig for food, digging efficiently, selecting what to eat and handling difficult prey. The degree of social influence varies according to pups’ opportunities for individual learning and the costs involved. At one extreme, adults play an active role by teaching pups prey-handling skills. However, in addition to being taught, pups actively seek information.
My research suggests that pups learn what to eat by eating foods they see adults eating and suitable places to dig for food by digging in places adults have dug. This allows them to acquire critical information, reducing the need for costly and time-consuming trial-and-error learning. Finally, in the development of foraging efficiency, older group members act as food suppliers, but pups appear to largely drive their own development through practice. Although they could gain higher returns through begging for food from adults, pups in good condition invest considerable time in foraging for themselves when young: they can afford to invest time and energy in practising for the future. As a result of this additional experience, they subsequently show higher foraging success individuals which were in poor condition early in life.
The evolution of teaching
Teaching is ubiquitous in human societies, but until recently it was commonly assumed that it is a trait that we alone possess. My work has shown that meerkats teach pups prey-handling skills. This is the first time that teaching has been demonstrated in a wild population. Meerkat pups rarely find mobile food items themselves, but must rapidly learn to handle a variety of difficult prey, including scorpions. Adult meerkats, including parents and other group members, actively teach pups prey-handling skills by gradually introducing them to live prey. This provides pups with otherwise unavailable opportunities to practice handling live prey and facilitates the acquisition of pup handling skills. Teaching in meerkats is governed by simple responses to changes in pup begging calls with age and is not reliant on complex cognitive faculties such as mental state attribution. This finding, along with recent evidence for teaching in insect and bird societies, allows research to move on from the question of whether teaching occurs at all among non-human animals to examine the conditions under which it may evolve and the forms it may take. I suggest that teaching is best thought of as a form of cooperative behaviour that functions to promote learning in others. As with other forms of cooperative behaviour, my work has shown that individual contributions to teaching vary with the costs experienced by different group members.
Social learning and the establishment of traditions
Although there has been considerable theoretical and empirical research into social learning, almost all experimental studies have used captive animals, which may not provide a reliable indication of the relative importance of social learning and of factors affecting the spread and persistence of traditions in natural populations. On the other hand, observational field studies tell us little about patterns of social information transmission, and can seldom determine whether differences between groups arise through social learning or through asocial learning or some other non-cultural process. I have used a series of experiments to look in detail at the factors affecting the spread of social information in groups of wild meerkats. This work is helping to improve our understanding of the action of biases in cultural transmission of as a result of natural social dynamics, as well as examining how opportunities for individual learning can constrain the establishment of group-typical traditions.
You can learn more about this work, and about cultural evolution in general, by visiting Culture Evolves. | http://www.wildcognitionresearch.com/collaborative-projects |
As has been already mentioned in the introductory editorial comment that opens this issue, the discussion has demonstrated a profound interest in its subject, and we would like to express our gratitude to Carneiro and all the discussants. This discussion presents a very wide spectrum of opinions on a rather wide range of important topics. One can also find a wide spectrum of opinions, a sort of unique snapshot of the current state of Political Anthropology as regards the study of the emergence of chiefdoms and states, as well as the driving forces of sociopolitical evolution.
The discussion has demonstrated that none of the proposed approaches can be characterized as being absolutely right. In certain respects the presented critique of some points of Carneiro's theory looks convincing, but in some other cases Carneiro's reasoning appears more persuasive. Below we shall try to make as more an objective assessment of the present discussion as possible.
Carneiro's circumscription theory has become very widely recognized in the sense that it is always taken into account when the leading approaches to the study of state formation are analyzed. Almost all the discussants (further also referred to as participants) recognize certain merits of this theory, even when disagreeing with Carneiro or criticizing its certain points. Some participants of our discussion (Feinman, Gibson, Hakami, Spier, Marcus, and Wason) remark that in certain respects this theory has influenced them (even if they reject it). However, forty years have passed since its emergence, and it was only in 1998 when Carneiro published a paper that offered a significant further development of the theory in question (Carneiro 1998). Almost nobody expected Carneiro to make any major amendments to its theory, as it looked as a sort of classical frozen scheme. Hence, it was especially unexpected and especially pleasant to see a substantially advanced theory. Naturally, we are very grateful to Carneiro for his courage and determination. The point that Robert found energy to renovate his theory in a rather substantial way testifies that his circumscription theory is not a frozen scheme, but a creative concept that can be further improved (and that, of course, not immune from certain defects).
Actually, the discussants have expressed various opinions on this point; some contend that the change has not been substantial (e.g., Kurtz, p. 67–69), and, what is more, the earlier theory (presented in 1970) was more integral, whereas the present-day version lacks epistemological rigor. However, many discussants (Feinman, Hakami, Wason, and Yi) maintain that the theory has been significantly improved, and now it describes much better the processes of the emergence of chiefdoms and states (though, of course, much space for its further improvement remains). We also agree that the current version of Carneiro's theory represents a substantial step forward. Creative thinking is clearly visible in Carneiro's detailed answer to his critics – as within it he continues to revise some of his points suggesting further improvements to his theory.
Notwithstanding all the objections to this theory, many discussants express the idea that Carneiro's article in the present issue is valuable at least because it has a firm scientific basis. Let us make two quotes: ‘In times where mainstream Anthropology still lacks any scientific standards and is occupied by postmodern and eclectic approaches, articles with Carneiro's kind of conclusive argumentation are more than welcome’ (Hakami, p. 62). Peter N. Peregrine adds: ‘Despite my critiques, I believe Carneiro points us in a direction we must follow if we hope to ever fully understand the rise of states’ (p. 83).
Of course, there are some critics (e.g., Small, p. 92; Meijl, p. 81) who maintain that Carneiro's article does not correspond to the present-day state of the scientific development. Yet we find such statements too categorical. In any case one could hardly fail to acknowledge that Carneiro (even when he expresses questionable ideas) thinks in a rather logical and sober way. He makes his opponents think, he makes them look for their own explanations (see, e.g., Kurtz's contribution to this issue).
We believe that the discussion has shown that for the development of more adequate theories of the emergence of complex social systems (including chiefdoms and states) one needs to take into account six important points.
The first: we deal with a complex system of driving forces and causes of politogenesis with a certain hierarchy (both generally evolutionary and situational).
The second: we should distinguish between a wider process of politogenesis and a more narrow process of the state formation.
The third: we deal with the diversity of ways in which complex and supercomplex societies emerge; the absence of clear classification of those ways leads to the lack of understanding, which could make discussions of respective subjects rather sterile. In any case it appears necessary to take into account that chiefdoms were just one of many types of medium-complex societies, that in addition to early states there were also their analogues and alternatives.
The fourth: there were various models of state formation.
The fifth: many researchers still underestimate the role of military factor.
The sixth: some students of political evolution still retain unilinear approaches, whereas the recognition of evolutionary multilinearity can immediately lead the discussion to a more fruitful direction.
Let us consider now some of these points in more detail.
For a few decades Political Anthropology tended to underestimate the role of war in political evolution. One of Carneiro's main contributions is the constant defense of the role of military factor in the emergence of chiefdoms and states. Many of the discussion participants rightly point to this contribution of the author of circumscription theory (e.g., Small1; Sneath, p. 100; see also some of our publications, e.g., Grinin, Korotayev 2009). Guidi (p. 57) even speaks about ‘a sort of prophetic feature in Carneiro's theories’ in the sense that Carneiro's initial theory was a precursor of the future growth of the recognition of the importance of the war factor in the state formation.
At present anthropologists' attitudes toward the role of war change. However, Alessandro Guidi's claim that ‘today, an important role of warfare for the triggering of social stratification seems unquestionable’ (p. 57), appears to be an exaggeration. Even within the current discussion some discussants do not allot to the war a significant or definite role, or oppose to it some other factors: tradition and culture, religious worship etc. (see, e.g., Barry, Carmack, Claessen, Gibson, Ganzha and Shinakov, Spier, Rozov, and Hakami); this seems to indicate that the role of war as a very significant factor of state formation still tends to be underestimated. That is why we would rather agree with Small's idea that Carneiro's ‘challenge of understanding the importance of warfare and the appearance of state remains to be answered’ (pp. 94–95). In this respect we may consider the current discussion as a response to this challenge. The analysis demonstrates that up to a certain extent an important role of wars in the state formation is recognized by most discussants – in addition to those who have already been mentioned one can note, e.g., Lozny, Marcus, Wason, Feinman, Yi, and Peregrine etc. Thus, the discussion has shown that, notwithstanding all the differences, there is a common platform – in particular, many participants recognize the role of war (and coercion) as an important or even the most important element and driving force in the formation of the medium-complex and complex sociopolitical systems (including the state), though not in the rigorous form used by Carneiro.
The point that the war is a very ancient phenomenon that emerged long before the Agrarian Revolution and acquired an especially large scale in the ‘Barbarian’ societies,2 indicates that the war is a rather heterogeneous phenomenon and its role may be rather different in different contexts. That is why it is necessary to develop the evolutionary typology of wars, to analyze more profoundly the connection between warfare and politogenesis in various circumstances, environments, and periods. Actually, some discussants point to this; they also indicate that in certain respects Carneiro both ‘narrowed’ the role of warfare in the politogenesis, and exaggerated its role in the process of the state formation, because he reduced it to just one of its varieties (Feinman, Marcus, Small). Indeed, in the earlier version of his theory he ascribed quite definitely3 all the evolutionary importance to just one (and a rather rare one) – to the war caused by demographic pressure and the deficit of land that was actually the war to expand living space (see, e.g., Carneiro, p. 27). Note that this type of war is quite infrequent in history.4 Still one should note that in his revised theory Carneiro has somehow advanced, yet quite inconsistently, in terms of clearing up the role of wars in political evolution. We will return to this point later.
We agree with the view of many discussants that when the other conditions of the complexity growth are absent, warfare may become virtually endless without leading to any significant complexity growth (a salient example is provided here by the Papuans of the New Guinea Highlands; see about this also Claessen, pp. 36–37).
As we have already mentioned, the discussion, from our point of view, has demonstrated again the importance of the recognition of evolutionary multilinearity, in particular the diversity of pathways to the formation of complex and supercomplex social systems. In the meantime we agree with Marcus that, notwithstanding all the peculiarities (and even uniqueness) of each individual case, there were also certain common causes of the emergence of complex societies in general (and states in particular). ‘It is now clear that societies in many parts of the ancient world arrived at similar solutions to the same problems’ (Marcus, p. 74). This may be a common platform for the study of the emergence of complex societies, in general, and states – in particular (see also some of our publications: Bondarenko, Grinin, and Korotayev 2002; Grinin, Korotayev 2009, 2011). We suggest proceeding from the fact that societies by definition develop in different ways. That the transition to a new level (quality, model, form etc.) is realized in the bundle of different variants, on the one side of which there is an appearance of a perspective model of development in the future, and on the other – the appearance of a non-perspective model which will eventually bring a society to the evolutionary dead-end, from which an independent and successful outcome is impossible or extremely difficult. It is also very important that those non-perspective pathways of some societies contribute to a great degree to the success of the ‘perspective’ (in the long run) model. That is why in some cases one could observe the formation of state analogues, in some other cases the early states would emerge (in general, the formation of the latter needed richer resources and higher levels of population concentration).5 We believe it is necessary to distinguish between the causes of the formation of complex societies and the causes of the emergence of the states in order to understand why the formation of complex states sometimes (but not always) led to the emergence of the state. We are very glad to note that our effort has not gone unnoticed. ‘To begin with, Russian anthropologists have outlined that terms such as the state only apply to part of the spectrum of terminal social complexity (works are many but see essays in Grinin, Carneiro, Bondarenko, Kradin, and Korotayev 2004)’, maintains David Small (p. 92).
Many discussants emphasize the diversity of pathways, but this needs to be done in a more systematic way. Interesting approaches to this may be found in the comments by Kowalewski6 and Yi7. In the meantime we agree that ‘it is the pattern and variation in such data that ought to be the subject of theory-building’ (Kowalewski, p. 65).
However, when analyzing political evolution one should also take into account the diversity of pathways to statehood proper (among comments considering this aspect see, e.g., Small, van der Vliet, and Claessen, see also Gibson). It is just this aspect of multi-path transition to a state that has become an important basis for the criticism of Carneiro's suggested conception in which the unilinearity underlies political evolution (which is both a merit and a shortcoming of the theory). Yet the question of diversity of pathways to the statehood inevitably correlates with the problem of revealing the causes of the emergence of the state.
My earlier view was that chiefdoms arose by direct and successive military conquest of one village after another by the strongest one among them. And some chiefdoms may indeed have arisen in this way. More recently, though, I have come to question that this was the way in which most chiefdoms arose. Today I am more inclined to believe that while warfare was still the mechanism involved, it produced its effect in a somewhat different way. I would now focus on the actions of the ad hoc war leader of a village who, acting as the head of an alliance, repeatedly and successfully led a group of villages in military actions against their enemies (thus cementing those villages into a chiefdom) (Carneiro, p. 17).
A heightened incidence of conquest (our emphasis. – L.G., A.K.) warfare, due largely to an increase in population pressure, gave rise to the formation of successively larger political units, with autonomous villages being followed by chiefdoms, the process culminating in certain areas with the emergence of the state (Carneiro, p. 27).
And there is a certain inconsistency here. It may stem from the point that Carneiro does not distinguish sufficiently the processes of the formation of chiefdoms, on the one hand, and of the states, on the other; and this is especially relevant with respect to the influence of wars on those processes. Carneiro even does not consider the hypothesis that factors and mechanisms of the chiefdom formation may differ significantly from the ones of the state formation.
Yet, we can only welcome Carneiro's step toward an evident improvement of his theory. For us personally, it is rather important that our positions on the role of war have become much closer to each other. We have always recognized the important role of the military factor and pointed that we do not know a single case when this factor did not play an important role in the state formation; however, in each case the combination of factors was unique, and not in all the cases the military factor was the most important (see Grinin, Korotayev 2009: 70–74). In general, from our point of view, this factor tends to accelerate state formation processes; these are just some cases when the conquest played a really dominant role in the state formation. Even when wars did not result in conquests, the process of state formation could be assisted and stimulated by the establishment of various military alliances (including ones established for defense purposes), by the threat of war, by the introduction of military innovations and so on.
Carneiro describes his theory in much detail in two articles within the present issue, so here it does not make sense to go into its details. What is important here is to emphasize that many discussants recognize the importance of warfare in political evolution, they also recognize Carneiro's contribution to the study of this issue. However, virtually none of the discussants accepts Carneiro's theory without reservations, none of them takes Carneiro's position entirely. And this does not appear to be accidental. As has already been mentioned above, it is impossible to reduce all the diversity of political evolution just to one model. From our point of view it appears necessary in any case to distinguish between the situations when the states emerge as a result of the consolidation of typically pre-state polities, and the situations when states emerge as a result of the transformation of the state analogues – the non-state polities with levels of complexity comparable to the ones of the states. In some respects those are substantially different models. However, within this context it appears especially important to emphasize that in both models in order that state would emerge a certain level of complexity should have been achieved, state formation also needs sufficiently numerous (and sufficiently stratified) population as well as a certain level of the development of political culture and ideology.10 In this respect, Claessen's approach looks rather relevant (Claessen spelled it out in numerous publications [see, e.g., Claessen 2002, 2010] as well as in his comment in the present issue of our journal). On the other hand, there is also need in some continuous event that could serve as a trigger for the process, without which the process may not start even in presence of all the necessary conditions. The trigger was mentioned by Claessen (Ibid.). We arrived at similar conclusions, as we believe that some abrupt changes of habitual conditions are necessary for the start of the state formation process – as a reaction to such changes social systems (and social actors) have to adapt very fast sometimes creating for this new political and administrative forms and institutions, which could initiate (or advance) the state formation process. That is why we consider Claessen's approach to be rather fruitful. However, the defect of his approach is constituted by his vague and hesitant evaluation of the role of wars. In this respect Carneiro's position seems preferable, as war and threat of war belong to the most wide-spread factors producing abrupt changes that could induce substantial socioevolutionary shifts. A real threat of war, or ‘the fear of attack may have been an even more powerful force in encouraging populations to nucleate’ (Marcus, p. 75), whereas such a nucleation could constitute an important step toward the state formation. However, in addition to military factors, abrupt changes may be connected with migrations and/or establishment of new settlements, with the acquisition by some social system of certain special advantages (e.g., trade monopoly with respect to some important resources), especially rapid population growth or rapid growth of wealth, end of isolation, contacts with significantly more complex societies, and so on. Some of such cases (in particular, migrations and transfers of capitals/establishment of new capitals) that often result in the destruction of old social structures are mentioned in comments by Jianping Yi (pp. 126–127), Lozny (pp. 72–73), Marcus (pp. 76–77), and Claessen (pp. 36–37), as well as in the articles authored by Carneiro himself.
A state is an autonomous political unit, encompassing many communities within its territory and having a centralized government with the power to draft men for war or work, levy and collect taxes, and decree and enforce laws (p. 136).
This is not a new problem, but it is one that makes Carneiro's theory easy to criticize, for he does not provide a clear definition (few have) for what a state actually is and, more importantly, what is very similar but not a state (like a complex chiefdom). This problem disappears if we look at states as part of a continuum that runs from acephalous societies to ones with strong political leaders. Our task then becomes explaining variation rather than presence or absence. I argue that explaining variation is the direction we must take theory-building in the future. Carneiro provides a solid foundation for that work (Peregrine, pp. 84–85).
We agree with Peregrine's suggestion, and in a number of our publications we have tried to demonstrate and explain such differences, in particular through the introduction of the notion of the early state analogues. However, this does not diminish the necessity to have a generally recognized definition of the state, possibly arrived at through a certain actual convention.
While considering the issue of diversity of pathways to statehood, it appears impossible to pass by the point that appears not to be reflected in Carneiro's theory – the urban pathway of state formation (and politogenesis in general). This seems to be a significant defect of Carneiro's approach. As is maintained by David Small, ‘basing his theory on territorial states developed through conquest, Carneiro eschews two important alternate concepts, city-states, who rarely engage in territorial expansion, and the often overlooked ethne of ancient Greece, which were federations of communities with state-level centralization’ (Small, p. 92). Indeed the ‘urban’ way of the state formation is rather wide-spread (note, however, that some political anthropologists consider polis-type structures as state analogues rather than early states). Yet, cities are mentioned by Carneiro very rarely, whereas the ‘main track’ of political evolution is presented as follows: consolidation of a few villages into a simple chiefdom – consolidation of a few simple chiefdoms into a complex chiefdom – consolidation of a few complex chiefdoms into a state. The circumscription theory with its central point – land shortage – correlates rather weakly with the urban way of the development of statehood. In the cities one can often observe both concentration and reshuffle of the population, the destruction of old communal and clan links, which contributes to the formation of new administration structures, and, consequently, to the state formation. It appears important to note that within the urban pathway of the politogenesis it turns out to be also possible to speak about the population and resource concentration, but in some respect that is different from Carneiro's theory. In cities, the population and resource concentration plays a role that differs from the one described in this theory, and here it does not necessarily lead to wars. Cities often act as points of concentration of wealth in such forms that greatly facilitate the processes of politogenesis and state formation (a few interesting cases of the urban way of the state formation are mentioned in Yi's comment).
In general, the point that Carneiro introduced the resource concentration factor into his theory (which has been already mentioned above) strengthened it in a rather significant way. We ourselves always insisted that the state tends to emerge in the zone of the highest resource concentration (note that this is relevant not only with economic resources, but with human resources as well). However, Carneiro connects resource concentration to conquest wars too tightly,11 whereas the resource concentration can be by itself an important factor of politogenesis and state formation.
The idea that population pressure can act as a factor that is able to create (within a certain context) new qualities deserves further attention. This is one of the strong aspects of Carneiro's theory, and many discussants note this (e.g., Peregrine, Claessen, van der Vliet, and Marcus).However, we believe that the population concentration and demographic pressure are important not only as factors stimulating aggressive behavior. They are equally important as factors stimulating the development of new ways of administration, including the formation of state structures.
We believe that, in general, our discussion can help us to move to a new level of our understanding of the state formation processes. On the one hand, it has demonstrated the viability of the circumscription theory. On the other hand, it has shown that we should develop further our understanding of the multilinearity and nonlinearity of the politogenesis, we should continue our work on the identification and classification of its alternative pathways (including various lateral trajectories) and their evolutionary potential. And, of course, more research is needed in order to make our understanding of the role of the military factor in the state formation processes more profound.
1 He writes about ‘closer understanding of the relationship between war and the rise of the archaic state – the importance of which Carneiro recognized over 40 years ago’ (Small, p. 95).
2 Guidi (pp. 56–57) pays much attention to this point in his commentary; see also Ganzha and Shinakov.
3 This is not as definite with respect to the new version of this theory.
4 In this respect we agree with van der Vliet who notes that in Ancient Greece, with all its so intensive warfare, ‘the only example of military expansion and conquest here is Sparta, and its successful subjugation and conquest of a neighboring territory and its inhabitants happened as a consequence of Spartan state formation’ (van der Vliet, p. 113). See also Yi's contribution who demonstrates that in Ancient China Carneiro's model was applicable to just a minority of cases.
5 We ourselves have written a lot about this. See also Lozny's comment: ‘States simply come from cores that happen to be larger (bigger, richer, better economies, etc.) and non-state complexities come from less resourceful structures’ (p. 73).
6 See, for example, Stephen Kowalewski's contribution where he mentions numerous examples of special ways of the complexity growth.
7 As Yi notes, ‘many materials found in China indicate that societies evolved from egalitarian villages to chiefdoms and to early states in a different way’ (Yi, p. 123).
8 Some tiny polities such as Aegean or Mayan poleis may have emerged with the reorganization of composite chiefdoms. Other early political systems seem to have emerged gradually from organizational changes to chiefdom confederacies (Gibson 2011, 2012).
9 Sometimes also as a threat that might look not as conspicuous as a full-scale war, but that could have similarly profound consequences – this is a threat of violence in the form of pirates, raids, robberies, etc.
10 We do not think that Carneiro's critique of Claessen was quite just. We have an impression that Carneiro failed to see the integrity of Claessen's theory reducing his theory of complex conditions of state formation to ideology only.
11 Warfare over any valued resource, then, might reasonably be incorporated into the theory, alongside a shortage of arable land, as giving rise to conquest warfare and ifs political consequences (Carneiro, p. 21).
1998. What Happened at the Flashpoint? Conjectures on Chiefdom Formation at the Very Moment of Conception. InRedmond,E. M. (ed.), Chiefdoms and Chieftaincy in the Americas (pp. 18–42). Gainesville, FL: University Press of Florida.
2004. The Early State, Its Alternatives and Analogues. Volgograd, Russia: Uchitel.
2009. The Epoch of the Initial Politogenesis. Social Evolution & History 8(1): 52–91.
2011. Chiefdoms and Their Analogues: Alternatives of Social Evolution at the Societal Level of Medium Cultural Complexity. Social Evolution & History. Special Issue. Chiefdoms: Theories, Problems, and Comparisons 10(1): 276–335. | https://www.sociostudies.org/journal/articles/148741/ |
Deutsche Forschungsgemeinschaft (DFG) :
5 000 000 Euro
Duration
10/2022 - 09/2026
Funding
Deutsche Forschungsgemeinschaft (DFG) :
5 500 000 Euro
Cities and religion(s) have had a deep impact on each other. Up to now, research has focused on religion in cities - on the reciprocal changes in religious practices and urban space, at best in "global cities" and in the present. We want to fill the research gap that has arisen in this way by investigating the historical depth of the reciprocal formation within the framework of a Kolleg-Research Group (KRG): This has shaped the epochally and culturally different but interwoven changes and has created those "traditions", cohabitations and conflicts, that architectural-spatial "heritage" which form the cornerstones of today's constellations and their exploration. What role do religious actors, practices and ideas play in the emergence and ongoing development of cities and "urbanity"? What role did urban actors, spaces and practices play in the emergence and ongoing development of religious groups and "religion"? These are the initial questions with which we want to take Europe, the Circum-Mediterranean region and South Asia as examples. Our historical approach goes back to the founding of cities in the 1st century BC. The aim is to gain new insights into the historical diversity of the formation of urban forms of life and the model "city" through the focus on religion, and to better understand and present the formation of religious pluralizations such as "religions" (as spatio-temporal practices such as social formations) through the focus on urbanity.
The work of the KRG can be based on scattered work, especially on sacred centres and the role of religious practices in ancient and medieval cities. In the first phase, it aims to broadly grasp the phenomena of mutual change. This will be done through case studies of individual or groups of cities and through epochal and regional comparison. This will be linked - and this is where the methodological innovation of the KRG lies - by a grid that always links questions of urban and religious history. In a second phase, the question of how urban and religious history(s) are to be conceived as urban and religious societies, taking into account these interactions and the respective importance of the factors urbanity and religion for each other and in their interrelation, will then have to be addressed. Only in the form of a Kolleg-Research Group this combination of historical breadth and a theory formation that consistently reflects non-European findings and concepts can be pursued. | https://www.uni-erfurt.de/en/research/researching/research-projects/kolleg-research-group-religion-and-urbanity |
Ape nests fulfil a variety of function including providing a safe, comfortable sleeping platform and a shelter from environmental challenges, such as predation, parasite transmission, and thermal stress. The possible thermoregulatory function of great ape nests in cool montane environments has received no empirical consideration to date. We propose to address the following questions: Which environmental factors influence nest site selection (tree characteristics and position within tree)? If nes...
March 3, 2018
Forest degradation can decrease dietary diversity and alter social dynamics in the inhabiting species. Host diet and social interactions are strongly associated with gut microbiome composition, which in turn contributes to host health and nutrition. However, the relationship between habitat quality and the gut microbiome remains largely unexplored.
This study aims to understand the effect of forest fragmentation on the gut microbiome by comparing two communities of eastern chimpanzees (Pan troglo...
May 2, 2016
The overall goal of this project is to investigate male-male interactions in an all-male unit in a complex multilevel society of Yunnan snub-nosed monkeys (Rhinopithecus bieti) in China.
More specifically, the study is aimed at characterizing the social network of an all-male unit, identifying the factors that influence male-male interactions, and examining the effect of seasonality on male-male social relationships.
Collaborator:
Prof. Li Ming and Ren Baoping, the Institute of Zoology, Chinese...
February 4, 2016
Chimpanzee ranging decisions, along with many aspects of behaviour, are influenced by ecological, social and cultural factors that vary substantially among sites.
The availability and distribution of food resources is thought to be the primary factor determining chimpanzee space use, but neighbouring groups, topographic variation, access to mates, predation pressure and the location of their prey can also play significant parts in some populations.
The majority of chimpanzee research to date h...
October 7, 2015
Chimpanzees are our closest phylogenetic relatives and constitute an important basis for hypotheses about the origin and evolution of human sociality.
Chimpanzees across tropical Africa show extensive amounts of behavioural diversity that is sometimes attributed to variation in local environmental conditions and sometimes thought to represent distinct cultural traditions.
Chimpanzees have been the subject of long-term studies at several sites in Africa, but studies at additional sites are needed t...
July 30, 2015
Maintaining group cohesion is of paramount importance in the face of predation and conspecific threat. Primates have various ‘tools’ at their disposal to ‘cultivate’ social relationships which may contribute to within-group harmony.
It has been argued that social grooming plays an essential role in group cohesion in non-human primates. Spatial proximity has also been traditionally used by primatologists and behavioural scientists as a proxy measures for bond strength. However, there may be alt...
January 22, 2015
Angolan colobus monkeys in Rwanda's Nyungwe National Park live in supertroops of several hundred individuals.
However, very little is known about the ecological preconditions (resource abundance and distribution) that allow these primates to live in such extremely large groups and nothing is known about how these supergroups are internally structured.
Our field research is designed to fill this knowledge gap.
Collaborator:
Kitabi College of Conservation and Environmental Management...
January 6, 2015
Golden snub-nosed monkeys in China form multilevel societies characterized by one-male units embedded within a larger bands.
The functional significance of band formation is not yet fully understood, but it could offer individuals better protection from takeover attempts by bachelor males through safety-in-numbers or collective defence.
The social dynamics of bachelor groups and reproductive groups are being explored in collaboration with researchers in China.
Institute of Zoo...
January 31, 2014
Mountain gorillas in Rwanda inhabit an area where there is high overlap among groups’ home ranges and encounters between different groups are relatively frequent.
We study them with the aim of determining the factors that prevent escalation of intergroup conflict, e.g. familiarity and relatedness among members of different groups or resource abundance in their home ranges.
Site:
Volcanoes National Park, Rwanda
Collaborating institution:
Dian Fossey Gorilla Fund International
Student:
Melanie Mirvil... | https://www.cyrilgrueter.net/projects |
The automotive engineering process is characterized by a long and complex design activity which starts with requirements formulation and the first sketches in the preliminary design phase and extends to the final detailed and physical models. Every design phase includes different process steps and tasks which are closely interconnected with each other. The different design stages demand Product Life Cycle (PLM) systems, which are able to handle the different kinds of design and manufacturing information. Currently the implementation of PLM systems in an industrial context is a huge challenge. The reason therefore is that the companies are not only faced with the technical issues of such systems but also with the organization aspects like the “human factor”. Furthermore the companies are faced with problems, which are not directly linked to the functionalities of PLM systems but rather to the integration or implementation phase of such systems in companies. The key research question in this case is: what are the important factors, which influence the integration and implementation of PLM systems. The following paper will try to identify these factors by means of action research in the automotive industry. This paper reports the first stages from a research programme into the implementation factors of PLM systems adopting the design research methodology (DRM) according to Blessing. The focus of this paper is to define method and systems implementation approaches and present the results of the descriptive study which has been accomplished to identify the challenges, problems and weaknesses involved in the implementation of PLM systems. | https://research-information.bris.ac.uk/en/publications/identification-of-factors-during-the-introduction-and-implementat |
In the introduction, Tyrell begins with a brief outline of the traditional narrative often ascribed to the formation of the United States as a nations. This narrative focuses on domestic developments which championed internal forces over European cultural influence, almost giving the impression that America developed in isolation. Tyrell aims to challenge this oversimplified image of American history through an exploration of the way that America’s history shaped/has been shaped by global events, placing US history in the context of larger global shifts and patterns. He argues that ‘the nation itself is produced transnationally’ (p.3) as a nations must define themselves against others, and this occurs at multiple regional and global contexts concerning security, economic competition, and demographic changes. Therefore, the development of the United States was dependent on factors such as pressures from Britain and France, or wider patterns of social and economic modernisation.
Chapter One deals with the relationship between America and the wider world, particularly Britain and France, from 1789-1815. Tyrell here paints a picture of America that sees it as torn between British and French rivalry. These transatlantic connections form an important aspect of internal conflicts within the US at the time as America’s fledgling political parties had either pro-French (Democratic-Republicans) or pro-British (Federalists) sympathies. He also provides transnational links for America’s territorial expansion stating that events such as the Louisiana Purchase were prompted by a fear of other nations inhibiting US regional dominance. This chapter effectively highlights the way in which the traditional view of internal growth is challenged by a shift in focus towards America’s relations with other world powers. However, it is important to note that the transnational exchange was not one-way, Tyrell also states that the revolutionary movement in France in 1789 was influence by the earlier American Revolution, creating a cyclical flow of revolutionary ideas.
It is ideas, and their movement, that chapter three focuses on. A number of examples are given in this chapter, such as the Temperance movement. This is particularly interesting as it shows the way in which the flow of ideas can be facilitated by other transnational aspects. The Temperance movement was spread primarily through America’s maritime trade links. This links to a broader theme which runs across both this chapter and Chapter 4: the theme of migration. It is ultimately the flow of people, in this case sailors and missionaries, that facilitate the spread of ideas, making migration an important transnational issue. This is the focus of Chapter four.
Chapter four is by far the most interesting chapter as, aside from migration being a ‘hot topic’, as historians such as Clavin have stated transnational history is about people and the networks they form, and the importance of these networks is particularly apparent in this chapter. It begins in the same way as the introduction in that it provides an overview into the traditional American narrative of immigration which is seen as a one-way process in which arrival in the US was followed by assimilation and a loss of culture. However, Tyrell shows this interpretation to be too simplistic. He states that immigration is a larger transnational process that is made possible by factors such as advances in global communications and multiple global and regional layers of economic shifts. I admit that I was guilty of subscribing to the image of America in the period before 1924 as the main destination for immigration. The romantic image of immigrants travelling to America for a better life has persisted in various cultural forms. However, Tyrell shows that immigration to America was not unique, rather it was part of a global movement, with America as one of many destinations. Nevertheless, America benefitted from the influx of immigration as meant that the labour demand could be filled. The most important aspect of the chapter is that it demonstrates the effect that transnational migration flows had on the world. In Europe the population shift towards the US meant that it lost a large part of its young male workforce, aiding America’s pre-1914 economic dominance. However, Europe also benefitted from this transnational movement as returning migrants often brought wealth and US innovations back to their communities.
Clavin, Patricia, ‘Defining Transnationalism’, Contemporary European History 14, 4 (2005), pp. 421-439.
Tyrell, Ian, Transnational Nation, United States History in Global Perspective since 1789, (Basingstoke: Palgrave Macmillan 2007), Intro, chapters 1, 3, and 4. | https://transnationalhistory.net/doing/2016/02/08/ian-tyrells-transnational-nation/ |
After the constructivist turn in International Relations theory which took place in 1980s, the identity and security became complementary factors ( Jarvis & Holland, 2015: p. 51 ). Thus this work asks what is the role of identity in security studies and how does the constructivism affect the security studies.
The traditional security studies were referring to the Westphalian values and state- centrism ( Jarvis & Holland, 2015: p. 9 ). Until the end of the cold war, the main object of security was generally considered as the survival of states. However, these traditional theories became challenged in post-cold war period and after the discussions on constructivism became popular in academics. In traditional era, International Relations was characterized by state-based relations. For instance in realist theoretical tradition states are considered as primary actors and International Relations was seen as diplomatic and strategic relations between states. And in this state-centered understanding, the security is a central phenomenon in International Relations, thus the principal interest of actors is considered to provide their security. According to this view, inter- state relations are shaped by this interest which takes security as ultimate goal.
However, what those actors understand from being secure was diverse and dependent on their capacity, power, political and social circumstances, culture, geopolitical position. Those differences influence the security and threat perceptions of actors and therefore security understanding even in state-centric approach has variation. And for clarifying those variations of security understandings and drawing the non-material factors’ role in different actors’ security, understanding new theoretical equipments was derived from new discussion in International Relations theory. Thus in order to implement that requirement, security studies started to observe the role of identity and identity formation of a state in constructivist understanding for further understanding states’ perception of security and threat in non-material sense.
In general understanding, security is related with threat, in other words security is lack of threat. In different approaches of International Relations, there are two distinct prospects for how security can be provided ( Williams, 2008: p. 6 ). The first point of view is expressed by realist tradition which says security can be provided by accumulation of power in material sense. In that situation, actors must have power-related factors such as arms, military and strong economy. The second, rival opinions came from Critical schools which indicate however, security is not a power-oriented phenomenon. This view attributes security with emancipation, justice and human rights ( Jarvis & Holland, 2015: p. 18 ). In that consideration security is understood as the nature of relationship between different factors not limited with material and observables. Here, security is not produced by the ability to use of force on others. Instead, critical view asserts providing security is not by bearing others, but it requires cooperations. And Constructivist school of International Relations theory is on between that two rival views on security studies. The difference and uniqueness of constructivist school is explained by its emphases on states as primary actors of international relations and as primary objects of security. And in addition security with relatively state-centred view, attaches importance to non-material facts and variety of security such as identity, culture, shared beliefs and understanding threat perception based on that kind of unobservable critical concepts ( Jarvis & Holland, 2015: p. 11 ). In brief, those different schools in security studies have in common starts their arguments with solving meta-theoretical problems in security studies such as objects and subject of the security by asking security for whom and what are the threats of that security.
After defining the subject of security, what is the threat to that subject, what creates the security problems can be defined clearly. As seen in the discussion hitherto, one significant step for understanding the concept of security in International Relations is to evaluate to whom security belongs and what is to be regarded as threat and its nature. Principally, the reference-object of security must be analyzed clearly. In that initial analyzes, security studies have progressed through two different schools, and through critiquing the first state-centered traditional school, some scholars of critical security studies give priority to humans thus for those scholars, the reference object of security studies are individuals ( Jarvis & Holland, 2015: p. 105 ). However, that critique and human-centered opening in security studies raises new questions and complexities. In this point the concept of identity came to theoretical agenda similarly with problems of state-centered tradition. As mentioned above, in state-centered approaches, each actor is regarded to have different view on security and perceptions of threat based on their identities. And also in humanitarian security studies, this problem remains unsolved. Which individuals are the objects of security and what do they demand as for producing their security?
2. The Concept of Identity in International Relations
Identity in broadest understanding indicates a perspective and category for understanding the humanity, individuals and society. The identity concept has come to theoretical agenda of International Relations and became an object of analysis especially after the cold war era through constructivist turn in International Relations theory. According to initial works on the concept the identity is a social phenomenon which refers to different topics, conceptions and expressions. Along with the centralization of its position as a basic concept on social sciences and the subsequent meanings generated thanks to the concept itself and discussions, it has acquired more common use areas, different senses and correspondences. According to the first-sense meaning and definition identity is the perception of subject related with who they are and what sort of subject they are, and how they relate to others ( Abrams & Hogg, 1999: p. 2 ). And another common definition says the identity is a notion to describe the way individuals and groups recognize themselves and recognized by others on the basis of race, ethnicity, religion, language and culture ( Deng, 1995: p. 1 ). As International Relations scholar, Alexander Wendt says on this issue that “Identities are relatively stable, role specific understandings and expectations about self” ( Wendt, 1992: p. 397 ).
The phenomenon of identity in International Relations according to Fuat Keyman, is a central concept and composes cultural foundations as manner of explanations for understanding the international politics. And Identity in international relations theory is a functional concept for analyzing the Non-Western and different cultures and societies ( Keyman, 2011: p. 218 ).
In this sense national identities as a political concept and the identity of states as a collective identity which is a subject of International Relations should be separated ( Bilgin, 2007: p. 13 ). In order to obtain a definitive and certain specification of identity its elements should be clarified. The identity is a composition of subjective components like common language and religion, geographical location, and at the same time subjective components like collective memory, cultural practices, common myths and shared values. The distinguishing factors of definitions referring different nations are actually the result of those distinctive elements but they can also put more differences to those components. State identity is generally seen as a part of culture, which most constructivists define as socially shared beliefs. This definition of culture is quite different from and narrower than the conventional or commonsense meanings of the word.
3. Identity Formation of States, Interaction and the Other
The meaning of identity in International Relations is based on the distinction of self and other as mentioned above. Thus the first step of constructivist security studies is to detect the connection between security and others as a formation process of identity.
Constructivism International Relations theory which is the most related school with the identity phenomenon has derived its theoretical tools for understanding the formation of identity from In western philosophy the origins of the opposition and dialectic between self and other can be taken back to Hegel. Social identities including racial, ethnic, gendered, sexual, religious and national bases are defined in relation to significant others just as they articulate ideas of self or selfhood which are communicated and given meaning through social interaction. Therefore creating an identity is always based on establishment of a hierarchy between violent clashes of the two poles. This indicates that the identity has always been constructed by the differences and establishes a social objectivity. According to Wendt in order to explain the foreign policy actions of a state the interests of that states should be clarified nevertheless for understanding the interests of a state, its identity has to be explained, identity and interest was placed in the interaction process thus identity and interest is being constructed in the process of interaction.
According to Wendt the identify is a result of that inter-subjective interactions which can indicate and determine the interests. After all, the identity of a state is a product of practices of identity formation in domestic level. The practices of identity formation are related to the process of nationalizing, both with the political foundation of the state and the appearance of the sense for national identity after the interaction. Collective memory has a significant role in this process because identities are being constructed with the symbols, myths, beliefs, customs and knowledge which composes the collective memory.
4. Identity and Security
As seen in the analyses of identity formation process, the identity phenomenon indicates the perception of security and threats through personificating the self and other. The other composes the threat or possible cause of insecurity, and the self is the definite object of security. In security studies the new security problems and objects are strongly related with the identity and self/other distinction. After the traditional era of security understanding, in global scope new treats such as migration, drug dealing and terrorism are associated with the identities and interactions rather than material understanding of security.
Globalization as a current phenomenon especially after the end of cold war initiated a theoretical discussion in security studies over whether the security studies focus on traditional, state-centered analyses or to broaden the concept of security in humanitarian and universal understanding ( Panić, 2009: p. 29 ). The current discussions in security studies are analyzing those problems and phenomenon for drawing how they became global issues and what is the role of identities and constitution of other in those crime and insecurity components. In this situation, the perception of other based on identities are seen as sources of insecurity and generates threats for whole humanity.
One of the first effects of identities of states in constructivist sense on the security studies are to subsequently strengthen the Westphalian values such as borders, territorial integrity of national identity and mental boundaries of societies ( Özlük, 2009: p. 6 ). Composing a secure area has always been obligation for the existence of states, and in constructivist understanding identities and norms as determinants of national interests generate a common cultural area to be secured ( Jarvis & Holland, 2015: p. 114 ). In this reality, the rise of identity as non-material concept of International Relations can be said to strengthen the state-centered tendency in security studies.
However along with its positivist and post-positivist content, constructivism makes it possible to resolve the security issues and threats through sharing norms, producing a common identity instead of using military force. This option is produced by the constructivist emphasize on societal nature of International Relations. And at that point, some controversial concepts in security studies such as collective security. The European Union is an outstanding example of constructivist form if identity creation and a common security understanding based on identity. A seek for common foreign policy in the process of constructing European identity shows the promises of constructivist security understanding.
According to constructivism, the concept of security is a social construct of collaboration or struggle area. As a method for understanding the security concept, constructivism offers social and historical contexts mostly based on their challenges to traditional/realist security understanding. Constructivist security studies have developed a variety of social, cultural and historical factors as causes of security problems, threats and conflicts. In subjective epistemological preference of constructivism, the concept of threat is also a subjective fact which can be understood by focusing on identities. Constructivist understanding of threat is associated with self/other distinction, historical construction of norms, beliefs and nationalist discourses.
5. Conclusion
In this study, the relationship between security and identity is analyzed. The security studies are strongly affected by the current developments and discussions in International Relations theory. The end of cold war has initiated new theoretical discussions and inquiries in International Relations theory and traditional approaches such as realism, and their principal assumptions of state-centrism, objectivist and rationalist methodology and importance of material factors is started to be criticized. As a current school in that criticizing period constructivism emerged in late 1980s in International Relations theory.
Until the end of cold war, understanding of security and threats in both academics and states were based on material capabilities, and states were considered as the main reference object of security and threats was also perceived from other states in that era. However, after the end of cold war, these state-centered analyses started to lose their priority. In global scope, new threats and security problems have appeared, such as migration, smuggling and terrorism which are not produced by states. And in this term, the identities and norms in social manner gained importance in analyzing those kinds of new threats and the globalizing of security objects. The security became placed in between self and the other. Therefore the identity phenomenon became an important factor in defining security. The main reason behind that importance is the definition of security in terms of identity and the threat perceived from the other.
http://dx.doi.org/10.1017/CBO9780511491559 Ozlük, E. (2009). Avrupa Kimlik Olusumunda Mental, Dogalve Suni Sinirlarin Fonksiyonlari. International Davraz Congress on Social and Economic Issues Shaping the World’s Future, Süleyman Demirel University. Panic, B. (2009). Societal Security—Security and Identity. No. 13, Western Balkans Security (WBSO). Wendt, A. (1992). Anarchy Is What States Make of It. International Organization, 46, 391.
http://dx.doi.org/10.1017/S0020818300027764 Williams, P. (2008). Security Studies: An Introduction. New York: Routledge. | https://m.scirp.org/papers/70434 |
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Where did Civilizations begin? Most civilizations began near rivers and lakes. The people needed the water for drinking and growing plants, a skill learned during the Neolithic Revolution. River Valleys became ideal locations for cities and settlements because of the fertile land surrounding the river beds.
These include: (1) large population centers; (2) monumental architecture and unique art styles; (3) shared communication strategies; (4) systems for administering territories; (5) a complex division of labor; and (6) the division of people into social and economic classes.
A civilization is a complex culture in which large numbers of human beings share a number of common elements. Historians have identified the basic characteristics of civilizations. Six of the most important characteristics are: cities, government, religion, social structure, writing and art.
Civilization. Geography – or the study of the land features, human settlement, and civilization itself – is, it’s easy to imagine, incredibly important to the way in which human societies are scattered, and even where human civilization began.
The environment can influence peoples’ behavior and motivation to act. The environment can influence mood. For example, the results of several research studies reveal that rooms with bright light, both natural and artificial, can improve health outcomes such as depression, agitation, and sleep.
Methodologies for understanding place identity primarily involve qualitative techniques, such as interviewing, participant observation, discourse analysis and mapping a range of physical elements.
We all have a certain image of ourselves – beliefs about the kind of person we are. Having a strong sense of identity seems to be desirable, something that brings comfort and security . Identity also helps us to make decisions and to know how to behave. We’re constantly faced with complex decisions and circumstances.
Place-identity’ is a concept developed in environmental psychology and social. geography to convey the sense of personal attachment to geographically locatable places through which ‘a person acquires a sense of belonging and purpose which gives meaning to his Page 2 2 or her life’ (Proshansky et al., 1983: 60).
A sense of place identity derives from the multiple ways in which place functions to provide a sense of belonging, construct meaning, foster attachments, and mediate change. The place identity of a person can inform their experiences, behaviors, and attitudes about other places.
Social space and identity are specifically connected. The formation of identity as a process of identification can be closely related to the space where it takes place . Identity spaces as well as the places for change or resistance are spaces creating alternate social orderings .
Proshansky
The Intersection of Space and Culture Culture is defined by the way we think, feel, and interact with each other. Space can accelerate stronger cultural bonds, or it can block those connections and even break down relationships. In many cases, space is simply shaped by circumstances.
At first, particular cultures develop because of the physical landscape. Over time, those cultures exert their own influence on the landscape around them. Experts point to the impact of certain physical features, such as landforms, climates, and natural vegetation.
Cultures are what making the country unique and interesting. Culture includes material goods, the things the people use and produce. Culture is also the beliefs and values of the people and the ways they think about and understand the world and their own lives. Different countries have different cultures. | https://seeanswer.net/which-geographic-feature-was-common-to-the-development-of-civilizations/ |
How do Human Societies Differ? And how do they Match?
Human race is organized into different societies, many of which join together and form rather independent groups called nations. This kind of grouping might have happened due to historical reasons, geographical similarities and other factors that make living together a necessity. If we further examine these, in the light of political, social, or economic convenience, more reasons will emerge pointing to the natural formation of every nation, though the principal cause in each case may differ.
In all such grouping, the societies joining together, share similar character, ideals, and priorities. It is therefore possible to consider each country as a separate society of societies, where the internal differences between its constituents have been overshadowed by the need to put up a cohesive front to face the challenges.
What differentiate these societies? How does a human belonging to one country, differ from one belonging to another? Or what makes people belonging to one country identify with each other while injecting separation between people of different countries?
Examine Differences
If we observe carefully, the character and behavior of people constituting each society, there is no difference as far as rational reactions go. All people, irrespective of their country of origin, approach any issue of importance to one’s life and living, in a comparable manner. The driving force remains more or less the same; the range or influence of the driving force, the expected benefits, the possible retardants, as well as the diversions, are also similar across human societies from different countries. Hence, as far as rational responses go, there is hardly any difference between people of different countries or societies. All countries match with one another, in some way.
But, when it comes to reactions of the irrational plane, that is, both the responses to irrational signals and the crazy reactions to normal events, human societies differ a lot. What is of value, what and how much of it is tolerable, and many other parameters vary substantially. Something considered repugnant in one country may be part of the most respected lifestyles, in another country. No countries match with one another, as far as such things go.
Naturally there arises an attractive force among certain societies, as well as a repulsive force among certain other societies, to eventually form some kind of a union, of societies with similar reactions to irrational signals, or of societies with similar irrational response to all signals. This, I think is the true explanation of how nations are born.
If that is so, what causes societies or nations to differ? If, all that people wants to do is to find answers to their questions, why should we have different societies, or different countries? To answer this, let us observe our nations, the de facto human societies, a bit more closely.
Some nations can be seen to be always running behind certain customs, traditions, or other vagaries, overlooking much pain and discomfort. Some other countries may follow a totally different path, continuously exploring fresh alternatives. That too, with least regard to both the existence of an actual need of a changed approach, and the inconveniences faced while implementing frequent alterations. As a result, some of the countries get labeled as traditional or backward, and few others as modern or progressive, with the majority of the countries occupying varying positions in between the two.
How does this happen? What made people choose, what they chose?
We have already seen, as far as rational reactions go, there isn’t much difference. All people are driven by quite predictable forces, which can be easily understood by resorting to certain steps, rather, a scientific approach. Even for that there isn’t much difficulty as this is quite a well documented area.
Where do I Stand?
Reason is same for all, lack of reason, varies
What do we Gather?
Whereas when it comes to irrational responses or reaction to irrational things, nothing is predictable. Over long periods of time, people with similar such responses would have grouped together for many reasons. Like the need to save themselves from opposing reactions. Or to enhance whatever good feelings they happened to have.
On attaining more permanence, such rather informal gatherings would have come to be identified as separate societies called religions, and the collection of a similar few becoming a nation. Both, in fact amount to nothing but the grouping of people with comparable outlook in the irrational plane.
What we can conclude from the above is that it is the irrational leanings or response that can differentiate between people, both for the purpose of unification and for the sake of opposition. All through history, nations have been at war with each other. One nation tries to subdue the other, and the other one, resists. And it is still continuing, if what we see abundantly in the present day diplomacy is anything to go by. Perhaps we would achieve success, and international skirmishes will become a thing of the past, if only we let international diplomacy be guided by our irrational needs, desires, and responses.
(Historically, all the steps we have taken since time immemorial for organizing the world into different nations happen to be based on our differences in the rational plane only. Hence we have walls between people, where no separation need to exist. This, we can say, is the real reason for the lack of peace in human society, which is harmful to growth, innovation, and future of the race. Since it takes lion’s share of our efforts, say for housekeeping activities alone.)
Have Your Say
No comments yet. | https://hubpages.com/education/How-do-Human-Societies-Differ |
Properties:
It is a kind of white powder. Relative density is 4.89, Melting point is 1355ºC and Boiling Point is 2260ºC, insoluble in water, slightly soluble in hydrofluoric acid and ammonium chloride aqueous solution. It has toxic.
Application:
Mainly used in Preservative, enamel, optical glass and fiber, laser generator, coating and chemicals.
Specification:
Items
Quality
Grade A
Grade B
Grade C
Appearance
White powder.
Ba(NO3)2 Content (%)
99.3 min.
99.0 min.
98.5 min.
Water Insoluble (%)
0.05 max.
0.1 max.
0.15 max.
Moisture (%)
0.10 max.
Total sulfur (SO4) (%):
0.25 max.
0.35 max.
0.45 max.
Fe Content (%)
0.001 max.
0.003 max.
0.005 max.
Package: 25kg plastic woven bag with one-ply plastic bag, with pallets. | http://hong-jin.com/pro-1.asp?id=696 |
You are looking at 1-10 of 10 entries for:
- All: G20 x
- Life Sciences x
- Environment x
startle response Quick reference
A Dictionary of Ecology (5 ed.)
...response The reaction of an animal to sudden danger, by a threat display (e.g. when certain butterflies and moths reveal eyespots on the wings) or flight (e.g. on average it takes 20 milliseconds for a puff of air from an approaching missile to set an American cockroach...
Svedberg unit Quick reference
A Dictionary of Ecology (5 ed.)
...unit ( S ) The unit of measurement in which sedimentation coefficients are expressed. It is equal to 10 −13 seconds and is usually given for the solvent water at 20°C. It is named after the Swedish physical chemist Theodor Svedberg ( 1884–1971 ) and is written with no space between the number and the symbol (e.g....
quadrat Quick reference
A Dictionary of Ecology (5 ed.)
...surveys. Traditionally 1 m 2 quadrats were used to sample short, non-woody communities such as grasslands and heathlands . More recently circular and rectangular quadrats have been used, as well as squares of all sizes, depending on the purpose of the survey (e.g. 10 m 2 and 20 m 2 quadrats are commonly used in woodland...
breeze Quick reference
A Dictionary of Ecology (5 ed.)
...A relatively light wind, often of convective origin, or a particular local air movement (e.g. mountain, land and sea breezes ). On the Beaufort scale breezes are classed as light (force 2, 6–11 km/h), gentle (force 3, 12–19 km/h), moderate (force 4, 20–28 km/h), fresh (force 5, 29–38 km/h), and strong (force 6, 39–49...
leaf physiognomy Quick reference
A Dictionary of Ecology (5 ed.)
...studies the percentage of leaves with entire (i.e. not serrated) margins indicates temperature (e.g. if 68–70 per cent of leaf margins are entire the mean annual temperature ( MAT ) is 20°C, a deviation of 4 per cent in the proportion of entire leaf margins indicating a temperature deviation of 1°C), and the length of leaves is related to the availability of water. For more reliable interpretation, these measurements are used in conjunction with other factors (e.g. the percentage of leaves with apices that are attenuated (drip tips) rather than rounded; the...
albedo Quick reference
A Dictionary of Ecology (5 ed.)
...cloud 0.70–0.90 Stratiform cloud 0.59–0.84 Cirrostratus 0.44–0.50 Sea ice 0.30–0.40 Dry sand 0.35–0.45 Wet sand 0.20–0.30 Desert 0.25–0.30 Meadow 0.10–0.20 Field crops 0.15–0.25 Deciduous forest 0.10–0.20 Coniferous forest 0.05–0.15 Concrete 0.17–0.27 Black road 0.05–0.10 Radiation that is reflected cannot be absorbed and consequently light-coloured surfaces absorb less radiation than dark surfaces. Altering a surface often changes the albedo (e.g. by clearing coniferous forest, 0.05–0.15, to grow field crops,...
Hooker, Sir William Jackson (1785–1865) Quick reference
A Dictionary of Ecology (5 ed.)
...and northern Italy ( 1814 ). He was appointed regius professor of botany at the University of Glasgow in 1820 . He wrote prolifically, his works including Tour of Iceland ( 1811 ), two volumes of Musci Exotica ( 1818–20 ), Flora Scotica ( 1821 ), Icones Filicum (with R. K. Greville , 1829–31 ), British Flora (with G. A. W. Arnott et al. , 1830 ), and British Ferns ( 1861–2...
statistical significance Quick reference
A Dictionary of Ecology (5 ed.)
...means is equal to or greater than 1.96 times the standard error of the mean . Since there is an approximately 20 : 1 likelihood that such a difference occurs by chance, 95 per cent of the means will be enclosed, assuming a normal distribution of the data. The result is thus significant at the 95 per cent level or, to express it more precisely, it is significant at level p = 0.05. Higher levels of significance are possible and yet more convincing, e.g. p = 0.01 is equivalent to 1 chance in 100 (99 per cent probability) that the original (null) hypothesis of...
chromosome Quick reference
A Dictionary of Ecology (5 ed.)
...structures that lack protein and contain only DNA or RNA: these are not chromosomes, though they serve a similar function. Chromosomes occur in pairs, which associate in a particular way during meiosis . Each species tends to have a characteristic number of chromosomes (e.g. 20 in maize, 23 in humans), found in most nucleated cells within most organisms. The presence of pairs of homologous chromosomes is referred to as the diploid state and is normal for the sexual phase of an organism. Gametes (reproductive cells), and cells of the gametophyte...
gene bank Quick reference
A Dictionary of Ecology (5 ed.)
...upon when required. For example, a crop may be needed that possesses a quality (e.g. tolerance to adverse climatic conditions) which cannot be found in currently exploited cultivars but was present in more antiquated varieties. The normal method of storage is to reduce the water content of seed material to around 4 per cent and keep it at 0°C (pollen material may also be used but its longevity is considerably less). Stored this way, the material often remains viable for 10–20 years. When the desiccating process proves fatal, as is the case with tropical... | https://www.oxfordreference.com/search?q=G20&t1=ORO%3ASCI00960&t2=ORO%3ASOC02100 |
Title:
針用の線
Document Type and Number:
Japanese Patent JP6467441
Kind Code:
B2
Abstract:
Needle wire (2) is formed from steel that comprises 0.95 mass% to 1.03 mass% of C, 0.15 mass% to 0.35 mass% of Si, 0.60 mass% to 0.80 mass% of Mn, 0.35 mass% to 0.45 mass% or Cr, 0.01 mass% to 0.05 mass% of Mo, 0.10 mass% or less of Ni, and 0.026 mass% or less of P, the balance being Fe and unavoidable impurities. Said wire (2) contains multiple carbide particles in the metal structure thereof. The average particle diameter of said carbides is 0.10 µm to 1.0 µm. The area ratio of said carbides is 10% to 30%. The S content in the steel is 0.003% or less. The Vickers hardness of the wire (2) is 200 to 300.
Inventors:
山川 智弘
Application Number:
JP2017005502A
Publication Date:
February 13, 2019
Filing Date:
January 17, 2017
Export Citation:
Assignee:
トクセン工業株式会社
International Classes:
C22C38/00; B21G1/06; C21D8/06; C21D9/52; C22C38/44; D04B35/02
Domestic Patent References:
|JP2015190036A|
|JP2006063384A|
Foreign References:
|WO2017029922A1|
Attorney, Agent or Firm: | https://www.sumobrain.com/patents/JP6467441B2.html |
From vacuuming to restocking bathrooms, your school custodial staff performs a range of everyday services. No matter how routine, each of these tasks can present potential hazards that could result in work-related injuries and illnesses.
Supervision: According to the Bureau of Labor Statistics, 30 percent of employees who suffered work-related injury or illness had been on the job less than one year. The risk of accidents decreases as employees gain experience and become more familiar with their environment and its hazards. Supervise new employees closely and help them recognize potential hazards and learn how to avoid them.
Training: Provide employees with training on the tasks they perform, equipment they use, and hazards associated with their jobs. Training should cover areas such as the care and use of personal protective equipment, how to read safety data sheets, and the proper way to label secondary containers. Provide training in both oral and written formats to help ensure full understanding.
Management support: If your workers have a clear understanding of your business’s commitment to safety, they will recognize that taking shortcuts or working in a hazardous manner will not be tolerated. Management support also encourages employees to correct and report hazards they encounter.
By providing your custodial staff with the necessary training and support, you can help ensure that employees perform their job duties safely and effectively. | https://www.dudesolutions.com/community/engage/discussions/creating-a-safer-work-environment |
Employees are responsible for:
- Ensuring they comply with the occupational health and safety policy, the Occupational Health and Safety Management Plan and all company safe work practices.
- Ensuring the safety of themselves and others in the workplace.
- Immediately reporting any unsafe condition, dangerous occurrence or injury to their supervisor.
- Ensuring they are able to competently and safely perform any work they undertake.
Sample employees’ key duties checklist
Do new employees participate in induction training?
Do employees participate in training where special permits are required, eg crane operation, first aid, and forklift driving?
Do employees participate in ongoing training to keep up with new systems and procedures, eg changes to regulations, changes to codes of practice and changes to standards of operations?
Are employees consulted in the process of developing organizational systems and procedures?
Does the organization have a procedure that entitles employees to refuse to perform any work which is perceived to be unsafe or not to conform with any statutory authority’s regulations?
Do employees use relevant PPE, such as eye, hearing, foot, hand or other PPE, and do they comply with its requirements?
Are employees aware of their duty to comply with special permit conditions, e.g. crane operation and forklift driving and first aid, and other special permits as required by legislation?
Are employees performing only those tasks for which they were trained and qualified?
Do employees seek medical assistance for every injury at work, no matter how minor?
Are there any cases of employees affecting the health and safety of others, at work by:
- Smoking in a confined area shared by non- smoking workmates?
- Becoming intoxicated?
- Tampering with any safety devices, eg making machine guarding inoperative?
- Creating hazards at work, eg creating trip and fall hazards by not properly maintaining housekeeping?
Do employees comply with all work systems and procedures?
Are accidents occurring as a result of not following instructions?
Are employees reporting all accidents/incidents regardless of the cause and severity of injury? | http://buildersafety.org/employees-responsibilities-for-safety/ |
Accidents can occur at any given moment. They are unplanned instances that can result in injuries, illnesses, and in some cases, death. Accidents can also cause damage and loss of production or property.
In the workplace, accidents can happen for various reasons. It could be due to unattended hazards, inadequate equipment training, and negligence from employers and employees. Employers have a legal responsibility to protect the safety, health, and welfare of every one of their employees whilst they are at work.
Approximately 340 million occupational accidents and 160 million victims of work-related illnesses are reported across the United States in a year. These statistics show how frighteningly common workplace accidents are.
Some workplaces might be fortunate, and accidents might not occur often compared to other businesses. It could be due to the industry they operate within. For example, a marketing company is unlikely to have as many workplace accidents as those working in construction or a warehouse.
If workplace accidents do not occur often, employers must remain vigilant. Should a workplace accident occur, the managers need to ensure that they have plans in place to deal with the issue effectively and efficiently. These are some strategies managers can implement to handle a workplace accident.
Handling A Workplace Accident
Accidents within the workplace can be detrimental to a business in various ways. It could cause them to lose many business days due to an injury sustained from a workplace incident. These lost working days will be noticeable in the reduced productivity levels of the company. The decline in a company’s productivity can be visible in its reduced profits and revenues.
If and when a workplace accident occurs, here are a few ways in which managers can handle the situation.
- Seek Medical Attention – An obvious yet crucial step following a workplace accident is seeking medical attention for the injured employee. If the injury is only minor, managers should still encourage the employee to receive medical treatment. It will check to see if any hidden damages are caused by the accident. Additionally, it can provide peace of mind that the employee is in good health.
- Report The Incident – Regardless of how big or small the incident was, it should be reported immediately. There are instances where the minor injury sustained at work can lead to something more serious later. In addition to noting an incident occurring in the workplace during working hours, reporting an accident identifies a hazard that needs addressing. If the injury sustained was minor, managers will be made aware of an area within the workplace that needs alterations to help prevent further incidents.
- Conduct A Risk Assessment – Following an incident, a risk assessment should be carried out to process the current working standards within the workplace. It will help managers to put measures in place to help prevent further similar accidents from occurring in the future. The details provided from the accident can be utilized to conduct a thorough risk assessment. Managers can check for the hazards that caused the accident and check for any other potential hazards in the area. Conducting thorough checks can help managers gain a clearer perspective of the possible hazards within their workplace. These checks can implement changes and updates to help prevent any other employees from sustaining an injury or falling ill due to working conditions.
Prevent And Minimize Future Risks
Each industry will most likely have its ways to prevent accidents from occurring. Employers within the sector will have set requirements that need to be met. There will be moments where human error can lead to an accident. Prevention for these incidents can easily be overlooked.
Employees and managers can complete tasks during a busy workday to meet the set deadlines. When their attention is on other things, it is possible that they are not aware of their surroundings or any hazards. There may be hazards within the workplace that the managers might be unaware of in some circumstances.
Creating and maintaining a safe working environment should be a top priority for any business leader. It helps to keep all those working for the company safe and protected and reduce the risks of any accidents. To achieve this, here are a few ways that managers can create a safe working environment for employees.
Invest In Insurance
Working in an industry where the risk of employees sustaining an injury is high, managers should look for ways to reduce hazards in the workplace. Consider investing in worker’s compensation insurance. It is a form of insurance policy that will contribute towards employees’ wages. It is the wages they would have earned had they not sustained an injury whilst working or fallen ill due to being in the workplace.
Workers comp insurance allows employees to continue earning an income as they recover. Investing in this insurance can help to reduce the chances of legal action being taken against the company by employees. If costs are an issue, there are plenty of cheap workers comp insurance options available to choose from to suit their company. Having insurance in place can help to prevent companies from facing substantial financial blows.
Keep Communal Areas Clean
Maintaining clean and tidy communal areas might not sound like it could prevent workplace accidents from happening. However, it can help reduce the risks of an individual sustaining an injury whilst in a communal area. Areas unclean and unkempt can make it difficult for individuals to make their way around the space. It can increase the chance of an employee falling ill or getting injured due to the hazards in the area.
Some of the hazards could be garbage bags and items to be recycled on the floor or a kitchen area that has not been cleaned. Unsanitary communal areas can breed bacteria that can potentially cause employees to fall ill. Regardless of the working environment, keeping communal areas clean will help reduce the risk of employees sustaining a workplace injury or becoming ill.
An additional advantage is that it helps keep a clean and organized working environment. One that employees feel comfortable working in daily.
Implement Proper Training
Every staff member within a company should undergo proper training, whether they have been there four years or four months. The training employees should cover general safety measures and perform their role safely. Included within the training program should be understanding the safety measure in place.
Employees should also learn how to use any equipment safely and adequately. Managers should consider implementing proper training for all employees to participate in can help with reducing workplace accidents as a result of negligence.
Create Clear Signs
It might seem like a simple step, but it can be the most effective. Managers should create clear signs that can be distributed and placed in communal areas throughout the workplace. They should be in areas that are easy to spot, with nothing obstructing them.
Having informative and clear signs in place around the workplace can help in reminding all employees about the correct safety measures the company has in place to keep everyone safe and protected. It can act as a reminder that the business prioritizes the health and safety of all of its employees.
Invest In Equipment
Certain jobs will require specific equipment. For example, on construction sites, employees must be wearing the right protective gear to ensure that they are protected and can easily be spotted due to their Hi-Vis clothing. Depending on their job, employees must have all the proper equipment needed to complete their job. The equipment will vary between job roles. Some need protective goggles and gloves, whilst others need safety harnesses.
If an employee is not equipped with the correct equipment, they should not complete their assigned tasks. The proper equipment is designed to ensure that they perform their job safely. Without it, they are putting themselves at risk of sustaining an injury.
Avoid Taking Shortcuts
A simple way to increase the chances of accidents is by taking shortcuts. Managers can implement various tactics and strategies to help keep their team safe. However, if their team decides to take shortcuts with their work, whether to finish the job sooner or go home earlier, it can be detrimental to the business.
Some of these shortcuts might not result in any injuries. Others could lead to a minor injury sustained, whilst a few could cause life-changing injuries. These could have been avoided had individuals not taken shortcuts and completed the work effectively and properly the first time. The consequences of shortcuts can be used in training materials for employees.
The Bottom Line
Safety within the workplace is a responsibility that managers should take seriously. They should ensure that their team are well trained to work safely and efficiently in the workplace. If some of their employees have to handle equipment, managers should invest in the proper training to help reduce the risk of any injuries sustained. It helps to further create a safe working environment for employees to thrive within.
To further emphasize the importance of safety in the workplace, managers should lead by example. Spend time listening to their concerns and ideas for improving safety in the workplace. Employees are more involved in the daily operations of the business. They are the ones that are using the equipment and know what the risks are if an accident were to occur.
This in-depth knowledge can provide managers with greater detail about how the company could improve to create a safe working environment. Accidents can be preventable. With the proper safety measures, adequate training, and constant check-ups, managers can establish a safe working environment. | http://cybersectors.com/dealing-with-a-workplace-accident-tips-for-managers/ |
Title: 05/23/1991 - OSHA's Hazard Communication Standard as it applies to the janitorial service industry.
This is in further response to your letter of March 22, to Secretary of Labor Lynn Martin, regarding the Occupational Safety and Health Administration's (OSHA) Hazard Communication Standard (HCS), 29 CFR 1910.1200, as it applies to the janitorial service industry, SIC 7349.
The HCS was expanded to include all industries where employees are exposed to hazardous chemicals on August 24, 1987. It provides all exposed workers with the right-to-know information about the hazards of the chemicals they work with, as well as appropriate protective measures. In addition to having a right-to-know, exposed workers have a need to know this information. OSHA's rulemaking record indicates that the rule is both necessary and feasible in all industries where such exposures occur.
As the HCS is a performance-oriented rule, employers in all types of establishments have the flexibility to adapt implementation of the requirements to address the specific needs of their workplaces. There are many types of businesses which have a large number of chemicals and do not have fixed worksite locations. The HCS has been successfully applied by employers to many different work environments.
The literacy of the workforce in general is a problem, and is not limited to any specific type of industry. Workers' inability to access and effectively use written information requires more effort to be placed upon proper training. You indicated that you have no problem training people to do their tasks. This training should also include information about how to do those tasks safely, including how to protect themselves from hazardous chemicals. We believe that training under the HCS can be done effectively for workers with different kinds of educational backgrounds. The most important message to be conveyed during the training is that they are exposed to hazardous chemicals, and that proper protective measures are to be followed. They must also know where they can get more information, and to read and use labels and material safety data sheets (MSDS) when they can.
Your comments regarding inclusion of other employers' chemicals in your program suggest there may be some misunderstanding regarding the requirements of the HCS. Training is generally done on categories of hazards, rather than on individual chemicals or specific MSDSs. Appropriate hazard warnings must be on the labels and MSDSs of hazardous chemicals and employers are to train their employees about those hazards. Once you have trained workers about all possible types of hazards covered by the rule, you do not have to re-train for a new chemical that poses one or more of those hazards (e.g., is designated as being flammable and capable of causing skin irritation). Workers should be trained not to use chemicals unless they have the necessary information to protect themselves. If they must work around another employer's chemicals, then you should inquire as to any particular protective measures that would be necessary, and provide them with the information and equipment that they need. You need not have direct supplier control of the chemicals in order to provide protection for your workers.
While industry characteristics such as employee turnover may make compliance more difficult, they do not negate the need and responsibility to properly inform workers.
As you mention in your letter, you are already in substantial compliance with most of the requirements of the rule. We hope this further clarification will assist you in ensuring that your program is properly implemented. We appreciate your interest in this important issue. | http://www.ilpi.com/msds/osha/I19910523A.html |
Hurricane Sandy resulted in widespread flooding and damage to property and infrastructure. Cleanup and recovery activities involve hazards that can cause serious injuries or death. OSHA urges employers and workers engaged in cleanup and recovery to be aware of these hazards and how to protect workers. These hazards are outlined below along with the proper precautions for employers and workers.
- If you are an employer, worker, homeowner, or member of the public involved in cleanup and recovery activities, it is important that you assess the potential for hazardous conditions and/or exposures before you engage in these activities.
- Based on an initial assessment of hazards, employers need to provide workers with the appropriate personal protective equipment, training, and information to safely perform the work.
If you have questions, need information or advice, need assistance, or to report an emergency or to file a complaint, call OSHA at 1-800-321-OSHA (6742). We are here to help. For more information about the hazards listed below, visit OSHA's Hurricane Sandy website at: http://www.osha.gov/sandy/index.html.
|Possible Hazards||Protective Measures|
|Contaminated Floodwaters||
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|Downed Power Lines||
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|Tree Trimming and Debris Removal||
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|Falls||
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Worker Rights
You have the right to a safe workplace. The Occupational Safety and Health Act of 1970 (OSH Act) was passed to prevent workers from being killed or seriously harmed at work. The law requires that employers provide their employees with working conditions that are free of known dangers. OSHA sets and enforces protective workplace safety and health standards. OSHA also provides information, training and assistance to workers and employers. Workers may file a complaint to have OSHA inspect their workplace if they believe that their employer is not following OSHA standards or that there are serious hazards. Contact OSHA at 1-800-321-OSHA (6742) if you have questions or want to file a complaint. We will keep your information confidential. We are here to help you.
This fact sheet creates no new legal obligations. It contains recommendations as well as descriptions of OSHA safety and health standards. By law, employers must comply with safety and health standards and regulations and provide their employees with workplaces free from recognized hazards likely to cause death or serious physical harm. The recommendations provide additional information intended to assist employers in providing safe and healthful workplaces. This information will be made available to sensory-impaired individuals upon request. The voice phone is (202) 693-1999; teletypewriter (TTY) number: (877) 889-5627.
For assistance, contact us. We can help. It's confidential: | https://www.osha.gov/Publications/OSHA_FS-3610.html |
Confined spaces in the workplace can pose serious physical hazards to employees. Employees can become entrapped or engulfed within a confined space and/or they could be exposed to dangerous atmospheric conditions. All of which could result in tragic consequences.
The Occupational Safety and Health Administration (OSHA) defines a confined space as one that meets all three of the following conditions 29 Code of Federal Regulations (CFR) 1910.146(b):
- Is large enough and so configured that an employee can bodily enter and perform assigned work;
- Has limited or restricted means for entry or exit; and
- Is not designed for continuous employee occupancy.
Examples of confined spaces include underground vaults, tanks, storage bins, manholes, pits, silos and pipelines.
According to OSHA, a permit-required confined space is a space that has one or more of the following characteristics:
- Contains or could contain a hazardous or potentially hazardous atmosphere
- Contains material that has the potential for engulfing the entrant
- Has or could have inwardly converging walls that could trap or asphyxiate an entrant
- Contains or could contain other serious physical hazards such as unguarded machines or exposed live wires
- Has or could have any other recognized safety or health hazards
A non-permit required confined space is a space that does not contain or, with respect to atmospheric hazards, have the potential to contain any hazard capable of causing death or serious physical harm.
There are several steps an employer should follow when beginning a confined space program. The first is to evaluate the workplace and determine whether it contains permit-required confined spaces as defined by OSHA. If it is determined that there are permit-required confined spaces, the employer must inform all exposed employees of the dangers by posting signs or some other equally effective means. Signs should read: "DANGER--PERMIT-REQUIRED CONFINED SPACE, DO NOT ENTER" or other similar language.
The next decision the employer must make is whether or not the confined space should be entered:
- If NO–The employer must take effective measures to prevent employees from entering the permit space.
- If YES–The employer must develop and implement a written permit space entry program.
The Confined Space standard requires the employer’s written program to:
- Identify and evaluate permit space hazards before allowing employee entry;
- Establish and implement means to prevent unauthorized entry;
- Establish and implement means to eliminate or control hazards necessary for safe entry by:
- Specifying acceptable entry conditions;
- Isolating the space;
- Purging, making inert, flushing or continuously ventilating the permit space as necessary to eliminate or control atmospheric hazards.
- Provide, maintain and require the use of personal protective equipment (PPE) and any other equipment necessary for safe entry;
- Test atmospheric conditions inside the space before entry and monitor the space during entry. Tests must be conducted for:
- Oxygen (O2), 19.5%–23.5% acceptable;
- Lower Explosive Limit (LEL), <10% acceptable; and
- Toxins that may be present.
- Ensure that at least one attendant is stationed outside during entry;
- Implement the procedures that any attendant who is required to monitor multiple spaces will follow during an emergency in one or more of the spaces;
- Coordinate with any contractors that are used;
- Implement rescue procedures;
- Establish, in writing, and implement a system for the preparation, issue, use and cancellation of entry permits; and
- Review the permit system annually and revise as necessary.
OSHA also requires training to ensure that employees involved in confined space work can perform their job functions safely before the initial work begins. Additional training is required when:
- The job duties change;
- A change occurs in the permit space program or the permit space operation presents any new hazard; and
- An employee's job performance shows deficiencies.
After completion of training, the employer must keep a record of employee training and make it available for inspection by employees and their authorized representatives. The record must include the employee's name, the trainer's signature or initials and dates of the training.
This training must cover specific requirements for the authorized entrant, the attendant and the entry supervisor.
Authorized Entrant responsibilities:
- Know the hazards involved in confined space entry
- Select the appropriate PPE for confined space entry
- Maintain communication with the attendant
- Leave the space immediately when:
- Ordered by the attendant;
- Authorized entrant recognizes the warning signs or symptoms of exposure;
- A prohibited condition exists; or
- An automatic alarm is activated.
- Alert the attendant immediately if a problem develops
Attendant duties:
- Remain outside unless relieved by another authorized attendant;
- Perform non-entry rescue when specified in procedure;
- Know existing and potential hazards of the confined space;
- Maintain communication at all times with entrants;
- Order evacuation of the space when conditions warrant;
- Summon rescue personnel when needed;
- Ensure unauthorized people stay clear of area; and
- Perform no other duties that may interfere with attendant duties.
Entry Supervisor responsibilities:
- Know the hazards involved with confined space entry;
- Verify emergency plans and specified entry conditions such as permits, tests, procedures and equipment before allowing entry;
- Terminate entry and cancel permits when entry operations are completed or if a new condition exists;
- Verify that rescue services are available and that the means for summoning them are operable;
- Take appropriate measures to remove unauthorized entrants; and
- Ensure that the company's entry operations remain consistent.
When an employer has designated a rescue and emergency service to perform confined space rescue, the employer is responsible for:
- Evaluating a prospective rescuer's ability to respond to a rescue summons in a timely manner, considering the hazards identified (i.e. what is considered timely will vary according to the specific hazards involved in each entry);
- Evaluating a prospective rescue service's ability, in terms of proficiency with rescue-related tasks and equipment, to function appropriately while rescuing entrants from the particular permit confined space or types of permit confined spaces that have been identified;
- Selecting a rescue team or service from those evaluated that has the capability to reach the victims within a time frame that is appropriate for the hazard identified and is equipped for and proficient in performing the needed rescue services;
- Informing each rescue team of the hazards they may confront when called to perform rescue at the site; and
- Providing the rescue team or service selected with access to all permit spaces from which rescue may be necessary so that the rescue service can develop appropriate rescue plans and practice rescue operations.
NOTE: Non-mandatory Appendix F— Rescue team or rescue service evaluation criteria has been added to 29 CFR 1910.146 to assist employers in their evaluation of rescue and emergency services.
According to OSHA, employers whose employees will perform rescue duties in confined spaces are responsible for:
- Providing affected employees with the PPE needed to conduct permit space rescues safely and the training of affected employees so they are proficient in the use of that PPE (PPE must be provided to the employee at no cost to them);
- Training affected employees to perform assigned rescue duties. The employer must ensure that such employees successfully complete the training required to establish proficiency as an authorized entrant as required by 29 CFR 1910.146(g) and (h);
- Training of affected employees in basic first aid and cardiopulmonary resuscitation (CPR). The employer must ensure that at least one member of the rescue team or service holding a current certification in first aid and CPR is available; and
- Ensuring that affected employees practice making permit space rescues at least once every 12 months, by means of simulated rescue operations in which they remove dummies, manikins or actual persons from the actual representative permit confined spaces or permit spaces. Representative permit confined spaces must, with respect to opening size, configuration and accessibility, simulate the types of permit confined spaces from which rescue is to be performed.
To facilitate non-entry rescue, retrieval systems or methods must be used whenever an authorized entrant enters a permit space, unless the retrieval equipment would increase the overall risk of entry or would not contribute to the rescue of the entrant 29 CFR 1910.146 (k)(3). Each authorized entrant must use a chest or full-body harness with a retrieval line attached at the center of the entrant's back near shoulder level, above the entrant's head, or at another point which the employer can establish presents a profile small enough for the successful removal of the entrant. Wristlets may be used in lieu of the chest or full-body harness if the employer can demonstrate that the use of a chest or full-body harness is infeasible or creates a greater hazard and that the use of wristlets is the safest and most effective alternative. The other end of the retrieval line shall be attached to a mechanical device or fixed point outside the space so the rescue can begin as soon as the rescuer becomes aware that rescue is necessary. If the space is vertical and more than 5' deep, a mechanical device for removing the entrant must be available for use 29 CFR 1910.146(k)(3)(ii).
Employers should obtain a copy of 29 CFR 1910.146 to ensure that they are in full compliance with the standard. There are also several appendices to the standard that provide information and non-mandatory guidelines to assist employers and employees in meeting the appropriate requirements.
- Oxygen—Test for oxygen first in order to be sure you get an accurate LEL reading. Most combustible gas meters are oxygen dependent and will not provide reliable readings in an oxygen-deficient atmosphere. Oxygen levels should be between 19.5 and 23.5%.
- LEL—Test flammable gas and vapor levels due to the threat of fire or explosion, which can be immediate and life threatening.
- Toxic air contaminants—Test for impurities such as carbon monoxide (CO), hydrogen sulfide (H2S) and chlorine (Cl2).
Sources
OSHA Confined Space Standard, 29 CFR 1910.146
(Rev. 12/2015)
Find even more information you can use to help make informed decisions about the regulatory issues you face in your workplace every day. View all Quick Tips Technical Resources at www.grainger.com/quicktips.
Think Safety. Think Grainger.®
Grainger has the products, services and resources to help keep employees safe and healthy while operating safer facilities. You’ll also find a network of safety resources that help you stay in compliance and protect employees from hazardous situations. Count on Grainger for lockout tagout, fall protection equipment, confined space products, safety signs, personal protective equipment (PPE), emergency response and so much more!
Please Note:
The information contained in this publication is intended for general information purposes only and is based on information available as of the initial date of publication. No representation is made that the information or references are complete or remain current. This publication is not a substitute for review of the current applicable government regulations and standards specific to your location and business activity, and should not be construed as legal advice or opinion. Readers with specific questions should refer to the applicable standards or consult with an attorney.
©2018 W.W. Grainger, Inc. | https://www.grainger.com/content/qt-safety-confined-spaces-115 |
Supervisors are key personnel in the implementation and overall success of the safety program. Training of supervisors is a logical first step, since supervisors will help in training the other employees.
Supervisors are responsible and accountable for ensuring that all work activities in their area are conducted in a safe manner. This is accomplished by:
- Taking the Industrial Scaffold Services L.P. Site Supervisor Training;
- Ensuring that all employees are familiar with applicable regulatory requirements and follow all Industrial Scaffold Services L.P. policies, safe work methods, practices and procedures;
- Completing employee performance reviews that are linked to Health, Safety and Environmental performance at the individual level;
- Participating in the review of incidents and proactive reports ensuring proper investigation and follow up;
- Attending monthly safety communication meetings and participating in site inspections and ensuring hazard assessments are completed as scheduled or required;
- Ensuring all personnel are aware of and comply with Personal Protective Equipment requirements;
- Ensuring all people working onsite have received a Industrial Scaffold Services L.P., or equivalent safety orientation;
- Ensuring all tools, equipment and materials are operated and handled in a safe manner in accordance with manufacturer recommendations;
- Ensuring people under the supervision are properly trained to perform all job tasks in a safe manner;
- Recognizing safe performance and correcting unsafe conditions;
- To ensure safe work permits are obtained and that all employees are knowledgeable and abide by the conditions of the permit;
- To conduct toolbox meetings, record the minutes and forward them to office for review, corrective actions and filing;
- Setting an example by working safely and following accepted safe work procedures;
- All information received by the supervisors will be kept confidential no matter what the information pertains to. | https://industrialscaffoldservices.com/safety/supervisors-responsibility/ |
It is the responsibility of the Director of Environmental Health & Safety (EH&S) to create and maintain this Injury & Illness Prevention Plan (IIPP) and serve as Program Administrator. The Program Administrator has the authority to implement all provisions of this program. All employees are responsible for supporting the program and for working safely and maintaining a safe and healthful work environment. This Injury & Illness Prevention Plan (IIPP) will be reviewed / updated annually.
Authority
The University Injury & Illness Prevention Plan (IIPP) is created and distributed in accordance with CSU Executive Order 1039.
Purpose
The purpose of this plan is to establish the procedures for campus personnel to prevent/reduce injuries and illnesses.
Approvals
The California State University San Bernardino (CSUSB) Injury & Illness Prevention Plan (IIPP) has been reviewed and approved by:
Beiwei Tu, CIH, CSP Executive Director, Risk Management
Initial Effective Date: July 1, 2019
Date of Last Revision: July 1, 2019
Management Commitment
CSU Policy
The California State University (the University) is committed to maintaining a safe environment for its students, academic appointees, staff, visitors, and members of the general public. The University will promote comprehensive injury and illness prevention, as well as hazardous materials and environmental management programs in an atmosphere that encourages employees, students, and other campus members to communicate about occupational and environmental health and safety matters without fear of reprisal. It is the policy of the University to conduct its operations in conformance with applicable laws, regulations, Department of Energy (DOE) requirements, and relevant published standards and practices for health, safety, and environmental protection.
CSU Executive Order
CSU EO-1039 provide statements informing all employees that safety is a priority issue with management, and urge employees to actively participate in the program for the common good of all concerned. These policies are available in the CSU Policy Library.
Roles and Responsibilities
President
Is ultimately responsible for the effective implementation of the University's Environmental Health & Safety (EH&S) policies, including Injury and Illness Prevention Program (IIPP) at all facilities under campus control. General policies, which govern the activities and responsibilities of the Environmental Health and Safety program, are established under the authority of the President. President is responsible to:
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Demonstrate a genuine interest in safety-specific issues to ensure department head actions;
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Demonstrate support for the safety programs;
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Demonstrate that while safety is everyone’s duty, it is a function of management to ensure a safe working environment
As designated by the President, the individual with responsibility for implementing the IIPP is the Director of Environmental Health & Safety (EH&S), hereafter referred to as the Program Administrator. The Program Administrator has the authority to implement all provisions of this program. All university employees are responsible for supporting the program and for working safely and maintaining a safe and healthful work environment.
Name: Teresa Fricke
Title: Director, Environmental Health and Safety
Address: 5500 University Parkway San Bernardino, CA 92407
Phone: 909-537-3122
Environmental Health & Safety (EH&S)
EH&S is responsible for:
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Providing consultation to all levels of CSUSB staff and faculty regarding program compliance;
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Developing templates to assist Schools, Colleges, Departments, and Work Units in implementing effective Injury and Illness Prevention Plans;
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Consulting on hazard identification, procedures for correcting unsafe conditions and developing compliance strategies;
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Providing centralized monitoring of campus-wide activities in the areas of environmental compliance, biological safety, chemical hygiene, emergency preparedness, fire safety, hazard communication, hazard identification, hazardous materials management, industrial hygiene, occupational safety, sanitation, and safety education and training;
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Maintaining centralized environmental and employee exposure monitoring records, allowing employee access to records as directed by law;
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Assisting Schools, Colleges, Departments, and Work Units in developing and implementing Integrated Safety and Environmental Management (ISEM).
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Create training and communication materials and coordinate events cross campus to promote safety culture
Department Roles and Responsibilities
The Department should be actively involved in implementing IIPP and has an obligation to ensure those in supervisory positions have the requisite support to implement the safety related accountabilities.
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Identifying Hazards: Conduct periodic safety inspections of all spaces,
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Communication: Ensure a free flow of safety information through bulletin boards or periodic discussions. Encourage employees to report potential safety problems.
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Correcting Hazards: Correct conditions that are discovered during inspections or reported by employees.
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Investigating Injuries and Illnesses: Investigate all accidents, injuries, and near-misses, and make appropriate changes to minimize recurrence.
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Health & Safety Training: Know the hazards employees face and ensure they're trained to perform their work without illness or injury. The backbone of IIPP training is Integrated Safety & Environmental Management (ISEM), required for every CSUSB employee. EH&S also offers specialized safety training in many areas.
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Recordkeeping: Keep safety training, inspection, and accident investigation documents in a centralized file so they're handy for inspectors.
Vice Presidents, Deans, and Executive Officers
The role of the senior management team is critical to the success of the Campus’ safety efforts and the integration of safety accountability into the culture of the Campus. The senior management’s role includes ensuring subordinate performance relative to safety activity, ensuring the quality of subordinate performance relative to safety, and demonstrating a strong personal belief that safety is important in the management of the Campus.
Directors, Department Chairs / Unit Heads, Laboratory Directors and Managers
Are accountable for establishing, enacting maintaining and enforcing IIPP. Directors, Department Chairs/Unit Heads, Laboratory Directors and Manager shall
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Ensure areas under their management subscribe to and follow the five steps of the CSUSB ISEM program;
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Hold periodic meetings, at least quarterly, or use other means of communication to discuss safety related issues;
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Establish safety planning procedures, as well as work rules and procedures, for all operations and exposures within their areas of responsibilities;
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Ensure that health and safety practices are consistent throughout the Work Unit;
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Monitor environmental health and safety performance;
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Include compliance with health and safety procedures as part of the annual performance evaluation;
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Recognize employees that consistently perform safety and healthful work practices;
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Discipline employees who knowingly violate safety rules or polices.
Supervisors, Faculty, and Principal Investigators (PIs)
Supervisors are key figures in CSUSB’s Injury and Illness Prevention Program (IIPP) implementation. It is important that they establish and maintain safe and healthful working conditions, and correct unsafe behaviors and conditions in a timely manner. Supervisors/Principle Investigators (PIs) should implement IIPP through the following actions:
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Subscribe to and follow the five steps of the CSUSB ISEM program;
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Report and investigate all incidents and accidents within their areas of responsibilities to determine causes and take corrective/preventative action;
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Develop their own knowledge and skills in safety and health training relative to their areas of responsibilities and ensure that all employees receive safety training relative to their work exposure;
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Communicate health and safety practices through the area under their management;
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Provide required general and site-specific training to employees
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Encourage employees to report safety concerns without fear of reprisal;
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Make sure that hazardous waste (Biological, Chemical, Radiological) are properly disposed;
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Make sure Standard Operating Procedures (SOPs) are created for high risk activities;
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Make sure hazardous conditions are corrected in a timely manner;
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Where appropriate, facilitate the implementation of:
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Workplace Inspections;
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Work unit specific staff training beyond the required EH&S safety courses offered.
Individual Roles and Responsibilities
The success of CSUSB’s Injury and Illness Prevention Program depends on the actions of all staff, faculty, students, and visitors. Employees are responsible for following the requirements of the IIPP through the following actions:
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Perform their assigned job functions in a safety and healthful manner
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Complete all EH&S required generic and site specific training
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Ask your supervisor or faculty when concerned about an unknown or hazardous situation or substance.
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Report all unsafe conditions, practices, or equipment to your supervisor or to campus EH&S.
Safety Communications
CSUSB’s communication system strives to be in a form “readily understandable by all affected employees.” The system is designed to encourage employees to inform the employer of hazards at the workplace without fear of reprisal by being a two-way system of communication. Safety communications include: Supervisors, Committees, Training, Written Communications, and campus Policies & Procedures.
Supervisors
Supervisors are responsible for communicating with all workers about safety and health issues in a form readily understandable by all workers. All department personnel are encouraged to communicate safety concerns to their supervisor without fear of reprisal. Supervisors are responsible for ensuring that employees are given access to hazard information pertinent to their work assignments. Information concerning the health and safety hazards of tasks performed by department staff is available from a number of sources. These sources include, but are not limited to, Safety Data Sheets (SDS), equipment operating manuals, the Department Safety Coordinator, EH&S, campus libraries, container labels and work area postings.
Safety Talks/Tailgate Meetings
Safety talks can be used to supplement training materials, as safety meeting hand-outs, and as resources when conducting new work activities. These discussions provide valuable information on a variety of topics, including laboratory and chemical safety, worker safety and pest control. These resources are available on our Resources webpage.
Safety Committees
One way in which management can encourage employee participation in their workplace safety program is to create a Safety Committee. The committee can help share the responsibilities of implementing and monitoring the safety program.
Several committees provide forums where employees can freely and openly discuss safety together with members of campus administration. These include the: Campus Risk and Safety Committee, Science Safety Committee, Art Safety Committee, Palm Desert Safety Committee, Teamster and Facility Services Safety Committee (See Appendix C for committee charters).
Information about the meeting dates/times/locations, minutes, and charters, can be found on our Safety Committees webpage
Campus Risk and Safety Committee
The Campus Risk and Safety Committee (RSC) is the steering committee to manage and communication campus wide Risk and Safety issues. The committee provides leadership and guidance for CSUSB Risk & Safety program and committees, deal with issues, polices and initiatives that affect the entire campus.
The Campus Safety Committee membership is composed of chairs of safety committees and representatives from campus organizations. The committee meets quarterly and meeting minutes and other safety-related items are posted online at https://www.csusb.edu/ehs. The key functions for the committee include but are not limited to:
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Review annual Risk and safety goals and objectives;
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Develop major performance indicators - and track campus performance;
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Provide leadership and guideline to various committees;
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Support and communicate risk and safety message across campus;
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Provide periodic report to upper management
Special Safety Committees
Specialty safety committees are established to focus on and promote safety awareness, build enthusiasm for safety programs and reduce/prevent injuries at the local level. ISEM safety committees report to Campus Safety Committee. Following is the list of the current organization level ISEM committee:
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Science Safety Committee
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Art Safety Committee
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Teamster and Facility Services Safety Committee
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Palm Desert Campus Safety Committee
The Special Safety Committees have the ongoing responsibility to monitor IIPP implementation, to assess compliance with applicable regulations and campus policies, and to evaluate necessary corrective actions at the organization level. The Special Safety Committee meets at least quarterly and includes representatives from various departments of the target organization units. Each department has a designated representative on the committee. The Safety Committee chair may rotate periodically.
The key responsibilities of the committees include:
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Serve as an organization liaison to assist safety program implementation;
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Review quarterly compliance scorecard;
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Review the results of periodic, scheduled workplace inspections to identify any needed safety procedures or programs and to track specific corrective actions;
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Review the summary of all incident investigations;
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Review organization injury data and develop organization specific plan to reduce incident and employee injuries;
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Review supervisors’ investigations of accidents and injuries to ensure that all causes have been identified and all hazards have been corrected in a timely manner;
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Where appropriate, submit suggestions to department management for the prevention of future incidents;
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Review alleged hazardous conditions brought to the attention of any committee member, determine necessary corrective actions, and assign responsible parties and correction deadlines;
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When determined necessary by the Committee, the Committee may conduct its own investigation of accidents and/or alleged hazards to assist in establishing corrective actions;
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Submit recommendations to assist department management in the evaluation of employee safety suggestions.
Meeting Minutes
Safety Committee shall prepare and make available to the campus written minutes of issues discussed at the meetings. The Committee meeting minutes must be documented and maintained on file for at least one year.
Safety committee action item documentation and tracking
Health and Safety concerns identified during the committee meetings should be addressed in a timely manner to maintain a safe and healthy working environment and be in compliance with Federal, State and local rules and regulations and CSU policies and procedures.
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Campus Safety Committee meeting minutes serve as a documentation of tracking compliance and action taken. Environmental Health and Safety department should maintain a master list of all health and safety issues identified during the Safety Committee meetings.
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Issues regarding health and safety concerns or compliance are presented at scheduled campus safety committee meetings and are assigned to committee members with a 30 day timeframe for assessment and resolution. The safety committee member will serve as a liaison between the safety committee and the responsible party for the corrective action.
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If the issue affects more than one responsible party, the allotted 30 days can be extended as long as there is a written plan or procedure to ensure resolution within a timely manner with prior acknowledgement from all parties.
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If the 30 day timeframe has expired or no response/update is provided by the next campus safety committee meeting, EH&S should prioritize and evaluate the issue and status. If needed, EH&S will pursue corrective actions by engaging upper management. The responsible parties should routinely inform EHS of the progress and notify EH&S when the issue is resolved. EH&S will document the completion date on the master list and report it back to the committee during the next Safety Committee meeting. The safety committee meeting minutes shall be updated accordingly.
Communications Resources
EH&S
Environmental Health & Safety (EH&S) provides the campus with the following written communications available online on our Resources page. Examples include Brochures, Fast Facts, Handouts, Posters, Signs and Videos
Websites and Emails
Websites
Websites with real-time safety information and resources are available:
Emails
Messages are periodically sent to staff, faculty, and students using the campus Listserv systems.
Safety Data Sheets
Safety Data Sheets (SDSs) provide information on the potential hazards of products or chemicals. SDSs are available on our EH&S Safety Data Sheets page and over the Internet from a variety of sources. To assist with locating and uses SDSs, EH&S provides fact sheets, websites, and training.
Equipment Operating Manuals
All equipment is to be operated in accordance with the manufacturer’s instructions, as specified in the equipment’s operating manual. Copies of operating manuals should be kept with each piece of equipment in the department. Persons who are unfamiliar with the operation of a piece of equipment and its potential hazards must at least read the operating manual before using the equipment. Training should also be sought from an experienced operator or supervisor.
Hazard Assessment - Identification and Control
Hazard identification and control is an ongoing process and is fundamental to the effectiveness of the IIPP. Supervisors are responsible for hazard assessment for their assigned work areas and EHS is responsible to provide technical support to the supervisors.
Hazard assessment process - Integrated Safety and Environmental Management (ISEM)
Systematically integrate health, safety, environmental considerations, and sustainable use of natural resources into all activities is an effective method of reducing accidents and employee injuries. Five core safety and environmental management functions provide the necessary framework for any activity that could potentially affect faculty, staff, students, visitors, the public, or the environment. The functions are applied as a continuous cycle with the degree of rigor appropriate to address the type of activity and the hazard or environmental aspect involved. Following is a brief summary of the 5 steps
ISEM process:
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Define the Scope of Activities
Goals and programs are translated into activities, expectations are set, tasks are identified and prioritized, and resources are allocated.
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Analyze the Hazards
Hazards and environmental aspects associated with the activities are identified, analyzed, and categorized.
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Develop and Implement Hazard and Operational Controls
Applicable standards and requirements are identified and agreed upon, controls to prevent/mitigate hazards and aspects are identified, the safety and environmental parameters are established and controls are implemented.
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Perform Activities within Established Controls
Readiness is confirmed and activities are performed safely and in compliance with applicable regulations and policies.
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Provide Feedback and Assure Continuous Improvement
The appropriate parties obtain feedback on the adequacy of controls, identify opportunities for improving the definition and planning of activities, conduct departmental and independent oversight and, if necessary, participate in regulatory enforcement actions. As a complement to departmental management, the campus EH&S offices may be contacted to provide safety and environmental assistance, consultation, and independent oversight functions.
PPE hazard assessment
PPE hazard assessment shall be performed for non-office type of jobs. PPE is not required for office environment
Lab PPE hazard assessment
PPE hazard assessment will be completed using an online hazard assessment tool, RSS assessment.
Non-lab PPE hazard assessment
Non-lab PPE hazard assessment will be completed by the supervisor using PPE hazard assessment form (See Appendix D).
Hazard Reports
All Employees are encouraged to report unsafe conditions and practice in their work areas to their supervisor, Safety Committee Members and EH&S. Employee may also report an unsafe condition or hazard using the Hazard Report form available online https://www.csusb.edu/ehs, anonymously if desired. The "Hazard Report form” should be filled out when a referral is made to the Safety Committee as a result of a condition discovered during an inspection for which the responsible supervisor could not determine an immediate remedy.
Inspections / Audits
Regular self-inspections of work areas, warehouse, hazard waste storage, shops, and laboratories must be conducted by the supervisors. Supervisors are responsible for self-inspection and EHS is responsible for other inspections. By law, the first of these inspections must take place when the department first adopts the IIPP. The inspections, and corrective actions, should be noted on the corresponding inspections/audit checklists available online at https://ehs.ucop.edu/inspect. Corrective actions generated during these regular inspections will be supplemented with additional inspections whenever new substances, processes, procedures, or equipment introduced into the workplace represent a new occupational safety and health hazard or whenever supervisors are made aware of a new or previously unrecognized hazard.
EH&S periodically evaluates the inspections/audits, and provides reports to departmental and campus management on the inspection results and implementation of corrective actions.
Correcting Unsafe / Unhealthy Conditions
Unsafe or unhealthy working conditions, practices or procedures shall be corrected in a timely manner based on the severity of the hazards. Generally, supervisors are responsible for identification and correction of hazards that their staff and/or students face and should ensure that work areas they exercise control over are inspected at least annually. Supervisors should check for safe work practices with each visit to the workplace and should provide immediate verbal feedback where hazards are observed. Supervisors of affected employees are expected to correct unsafe conditions, including chemical spills, as quickly as possible after discovery of a hazard. Small spill can be cleaned by the department. For large spill, Supervisor is responsible to contact EHS for assistance. EHS will coordinate the spill cleanup activities for large spills.
Procedures
Specific procedures that can be used to correct hazards include, but are not limited to, the following:
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Tagging unsafe equipment with “Temporarily Out of Service” signs and providing a list of alternative tools or procedures for employees to use until the item is repaired.
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Stopping unsafe work practices and providing retraining on proper procedures before work resumes.
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Reinforcing and explaining the need for proper personal protective equipment and ensuring its availability.
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Barricading areas that have chemical spills or other hazards and reporting the hazardous conditions to a supervisor or Building Coordinator.
Imminent Hazards
If an imminent hazard exists, work in the area should stop, and the appropriate supervisor must be contacted immediately. If the hazard cannot be immediately corrected without endangering employees or property, all personnel need to be removed from the area except those qualified and necessary to correct the condition. These qualified individuals will be equipped with necessary safeguards before addressing the situation.
Accident Investigation
Injury Reports
Employees who are injured at work must report the injury immediately to their supervisor. Students who are not employees who are injured or involved in an accident should report the incident to their instructor. In either case, if immediate medical treatment is needed, seek medical treatment first. The injured party will be taken to the appropriate hospital or medical facility.
Supervisor should report immediately to EH&S (909)437-3144 [email protected] following the procedures in Appendix B “Report severe injuries and fatalities” any work related:
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Fatality
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Injury or illness which requires inpatient hospitalization (for a period in excess of 24 hours), or in which an individual suffers a loss of any member of the body or any serious degree of permanent disfigurement
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Inpatient hospitalization does not include medical observation.
EHS shall report the reportable incident to CAL/OSHA San Bernardino Office (Tel: 909-383-4321) once the report is received from the supervisor.
The supervisor of the injured employee must work with designated department personnel to ensure that the CSUSB Injury and Incident Investigation report is completed within 24 hours (see Appendix C for incident investigation report form).
Incident Investigation
The supervisor is responsible for performing an initial investigation to determine and correct the cause(s) of the incident. Specific procedures that can be used to investigate workplace accidents and hazardous substance exposures include:
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Interviewing injured personnel and witnesses.
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Examining the injured employee’s workstation for contributing factors.
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Reviewing established procedures to ensuring they are adequate and were followed.
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Reviewing training records of affected employees.
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Determining all contributing causes to the accident.
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Taking corrective actions to prevent the accident/exposure from reoccurring.
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Recording all findings and actions taken.
The supervisor’s findings and corrective actions are documented onto the CSUSB Injury and Incident Investigation report (See Appendix C) and reviewed by the special safety committee and EH&S.
The special Safety Committee and EH&S will review each accident or injury report to ensure that the investigation was thorough and that all corrective actions are completed. When investigations and/or corrective actions are found to be incomplete, the accident or injury report will be routed back to the supervisor for further follow-up, with specific recommendations noted by the committee and EH&S.
Training
Supervisors are responsible for providing training to their employees:
- To all staff, faculty, students, and affiliates (new and existing),
- To all staff and faculty given new job assignments for which training has not been previously received,
- Whenever new substances, processes, procedures or equipment are introduced to the workplace and present a new hazard.
- Whenever there is awareness of a new or previously unrecognized hazard.
Employee safety training is provided at no cost to the employee and is conducted during the employee’s normal working hours on University time. Safety training may be presented by a knowledgeable supervisor, other department personnel, or by representatives from other relevant campus departments.
Initial IIPP Training
When the IIPP is first implemented, all department personnel will be trained on the structure of the IIPP, including individual responsibilities under the program, and the availability of the written program. Training will also be provided on how to report unsafe conditions, how to access the Safety Committee, and where to obtain information on workplace safety and health issues.
Personnel hired after the initial training sessions will be oriented on this material as soon as possible by the Safety Coordinator or appropriate supervisor. These individual training sessions should also be documented.
Training on Specific Hazards
All supervisors must ensure that the personnel they supervise receive appropriate training on the specific hazards of work they perform, and the proper precautions for protection against those hazards. Training is particularly important for new employees and whenever a new hazard is introduced into the workplace. Such hazards may include new equipment, hazardous materials, or procedures. Health and Safety training is also required when employees are given new job assignments on which they have not previously been trained and whenever a supervisor is made aware of a new or previously unrecognized hazard.
Required training
Training identified by regulatory agencies will be considered mandatory, and must be completed. Minimum safety training courses are outlined as follows:
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Non Laboratories
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Laboratories
(e.g., Research &Teaching Labs, Field Operations, etc.)
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Minimum Requirements
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Minimum requirements
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Minimum requirements
Depending on the activity of the personnel, additional courses must be completed per training matrix and/or the training Needs Assessment available at https://www.csusb.edu/ehs
All individuals shall complete either general Safety Orientation (within 30 days of hire), or Laboratory Safety Orientation (before beginning work in a Laboratory/Technical Area). This requirement does not apply to undergraduate students taking courses offered in the course catalog of that campus, unless the work occurs within a research laboratory/technical area.
Needs Assessment
Identification of required training shall be based on hazards (activities or tasks), and accomplished using a training needs assessment, hazard assessment, training matrix, accident / incident investigation report, job hazard analysis / job safety analysis, or any document that provides a risk assessment. The results of a training needs assessment (or equivalent) must be incorporated into a training matrix/plan that is implemented by the supervisor and individual(s). Training matrix/plans may be developed for a group of individuals (or by position) upon consultation with EH&S. Training plans must be developed before individuals assume a new job function, or a new task.
Training Records
Documentation of training shall include the following elements:
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Course name
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Name of participant(s)
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Name of instructor(s) or method of delivery (e.g., “Online”, or “Self-Paced”)
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Date
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Topics covered (or other way in which topics can be identified, such as through a course code)
Documentation may be recorded using the roster template in Appendix D “Training Record”, or online at https://csu.sumtotal.host/Core/dash/home/Home_San_Bernardino. Records shall be kept (at minimum) for five years after the training. Thereafter, data shall be maintained in an electronic database indefinitely. Record-keeping shall be decentralized; maintained by supervisors and/or departments who provide training. Records shall be identifiable, retained, and accessible. Data shall be centralized; maintained using an electronic database, such as a campus learning management system (LMS).
Recordkeeping
Documents related to the IIPP are maintained in a safe and convenient location for record keeping. Documents that should be kept on file at CSUSB include:
Campus Records
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Hazard Reports (or Reports of Unsafe Conditions or Hazards)
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Safety Committee meeting documentation
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Training records (database)
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Incident and Investigation Reports
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Exposure Records
Department Records
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Inspections/Audits, including the persons conducting the inspection, any identified unsafe conditions or work practices, and corrective actions.
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Safety meetings (agendas, minutes, handouts)
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Safety talks
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Authorizations & Permits (e.g., Confined Space permits, Hot work permits, Biological Use Authorization, Controlled Substance Use Authorization, Radiation Use Authorization, etc.)
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Training records (rosters, tests, training materials)
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Other
Safety Planning, Rules, & Work Procedures
Ensuring compliance
All personnel have the responsibility for complying with safe and healthful work practices, including applicable regulations, campus policy, and departmental safety procedures. Overall performance in maintenance of a safe and healthy work environment should be recognized by the supervisor and noted in performance evaluations. Employees will not be discriminated against for work-related injuries, and injuries will not be included in performance evaluations, unless the injuries were a result of an unsafe act on the part of the employee.
Standard progressive disciplinary measures in accordance with the applicable personnel policy or labor contract will result when employees fail to comply with applicable regulations, campus policy, and/or departmental safety procedures. Faculty members will be disciplined for unsafe practices in accordance with the Faculty Code of Conduct. Students not employed by the University will be disciplined for unsafe practices in accordance with the Student Code of Conduct. All personnel will be given instruction and an opportunity to correct unsafe behavior. Repeated failure to comply or willful and intentional noncompliance may result in disciplinary measures up to and including termination. | https://www.csusb.edu/ehs/occupational-health-and-safety/injury-illness-prevention-program/injury-and-illness-prevention |
Why is a Risk Assessment so Important?
Every cleaning contractor should have an accurate and up-to-date risk assessment in place for every job they undertake. A risk assessment is a vital part of preparing for any and every contract, however big or small. Risk assessments are a legal requirement, but the benefits reach far beyond just fulfilling an obligation.
What is a risk assessment?
A risk assessment is the process in which you formally identify any and all potential risks and hazards that may occur during a specific task. Every eventuality should be considered, even those that may appear unlikely to be encountered.
Why is it so important?
Performing a risk assessment is an imperative part of any occupational health and safety plan. Not only to identify and be aware of potential dangers but to formally identify the best ways to actively mitigate against them.
By making yourself aware of potential hazards, you can be better informed, and take the necessary precautions to keep your people safe. You can also, in turn, make sure your staff are well informed of any potential dangers and the measures they should be responsible for taking too.
Which tasks should be risk assessed?
All of the tasks that you require your staff to perform should be assessed individually, because they may incur different potential hazards which require separate interventions to allow the risk to be made acceptable.
By preparing a risk assessment for each individual task, you will also be able to identify the proper methods and the best equipment which will help to minimise such risk.
Who should know about the risk assessment results?
Of course, it’s important that your HR and Health & Safety people know about each risk assessment, and that a copy is always kept on file. However, perhaps the most important part of the process is to inform your employees of the findings.
It is vitally important to convey to your employees the potential risks associated with their jobs. It is equally important to ensure that they understand those risks and therefore appreciate the importance of following the correct procedures you set out for their own safety.
Ultimately, a comprehensive risk assessment is an employer’s best tool to help keep their staff safe and their business running carefully and efficiently. | https://tss-uk.com/why-is-a-risk-assessment-so-important/ |
It is important to ensure warehouse safety where there is risk of injury due to moving of people and goods. There are many ways to increase warehouse safety. One way is to ensure that the walkways are clean and clear of obstacles. This includes ensuring that there is sufficient lighting so that people can see hazards in the darkness. In addition, proper signage can help direct people to the appropriate areas. Another way to increase warehouse safety is to enforce safe work practices. This includes ensuring that people use the appropriate tools and equipment for the job, and that they follow safe work procedures. For example, if you are using forklift ramp to load and unload goods for warehouse it is great to have and HSE officer who can provide training. It is also important to provide adequate training so that people are aware of the hazards in the workplace. Finally, it is important to have a safety plan in place in case of emergencies. This includes having emergency procedures in place, as well as having adequate first-aid supplies on hand.
Ensure equipment is secure
Ensure fixed load carriers and lifts are fastened securely to the floor. Printers should be fixed to a stable base and not left on desks overnight. Be particularly vigilant with powered lift trucks: when not in use, both key and hand-trolley versions should have the brake on and be securely fixed to the rails.
Ensure equipment is safe to use
Check, check, and then check again that equipment is in full working order before letting workers use it. Set up a system to ensure that needed equipment is immediately available but downtime is kept to a minimum.
Proper Vehicle Maintenance and Safety
To prevent accidents involving vehicles and other heavy equipment around the warehouse, make sure only certified workers use them and follow strict guidelines.All workers in the warehouse should be aware of the guidelines for using vehicles and heavy equipment. Drivers must be certified and familiar with the terrain, and be aware of their surroundings at all times. All safety features on the vehicles should be used, such as turn signals and back-up cameras. Workers should also be aware of their surroundings, and stay clear of areas where vehicles are moving.
Shelving Safety
Shelving and racking safety is an important issue in the warehouse. Improperly installed shelves and racks can lead to serious safety hazards.It is important to ensure that your warehouse shelves and racks are installed properly to avoid any safety hazards. The improper installation of shelves and racks can lead to them collapsing, which can result in serious injuries.Here are a few tips to help ensure the safety of your shelves and racks:1. Make sure that the shelves and racks are properly secured to the wall or floor.2. Make sure that the shelves and racks are the correct size and weight for the items that will be stored on them.3. Make sure that the shelves and racks are properly balanced
Personal protective equipment (PPE)
Personal protective equipment (PPE) is important for all workers in the warehouse, not just those who are handling hazardous materials. All employees should be wearing PPE when working in the warehouse, regardless of the task they are performing. Some common types of PPE that should be worn in the warehouse include:-
Safety glasses
- Hard hats
- Ear protectors
- Gloves
- Safety shoes
When choosing the right PPE for the job, it is important to select equipment that will provide adequate protection for the worker. The wrong type of PPE can actually be more dangerous than not wearing any PPE at all. Workers should always consult with their supervisor to make sure they are selecting the right gear for the job. There are many different types of PPE available on the market, and it can be confusing to know which type is right for the job. The most important factor to consider when selecting PPE is the safety of the worker. Here are some tips for selecting the right PPE
-Choose equipment that will provide adequate protection from the hazards present in the workplace
-Make sure the PPE fits properly and is comfortable to wear
-Choose equipment that is durable and will last It is also important to remember that PPE is only one part of a safety program. Workers should always use caution when working with hazardous goods.
Signage
It's important to have clear signage around your warehouse to help with communication and safety. Signs can remind employees of safe practices and procedures to follow in the warehouse. Some common safety signs include:• "Walking Path" signs to indicate the safest path for employees to walk
• " No Loitering" signs to keep employees from congregating in areas that could be dangerous
• "Authorized Personnel Only" signs to let employees know which areas they are allowed to enter
• "Danger" signs to let employees know of any potential danger in the area.
Environment Precaution
Making sure that your warehouse is a safe place to work is important all year round, but it’s especially important to take into account seasonal factors. In the summer, be sure to consider the risk of heat stroke and provide employees with plenty of hydration. In the winter, make sure that everyone is dressed warmly, and be aware of potential safety hazards related to the cold weather. By taking these precautions, you can help ensure that everyone in your warehouse stays safe and healthy all year long. | https://www.ameeneng.com/blog/archives/03-2022/2 |
Employers are responsible for protecting employees against health and safety hazards on the job. Employees have the right to know about potential hazards and to refuse to perform work they believe is dangerous. Employees are also responsible for working safely with hazardous materials.
Every workplace has existing health and safety hazards. Some hazards are identified and easily corrected, yet other hazards create extremely dangerous situations that may pose a threat to employees’ health. Learning how to recognize and prevent workplace hazards is the best way to protect yourself.
Type of required employee safety training.
Protective equipment/tools needed within a particular job.
Another popular job analysis method that specifically identifies job hazards is called job hazard analysis. This technique focuses on job tasks as a way to proactively identify job hazards before an accident occurs. Job hazard analysis focuses on the relationship between the worker, the tasks, tools used, and the work environment. Data should reveal controlled hazards and uncontrolled hazards. After you identify both controlled hazards and uncontrolled hazards, you take steps to eliminate or reduce them to an acceptable risk level.
Stay tuned for next week’s topic on how JTA data is useful for EMPLOYEE RELATIONS. | http://www.techtransfer.com/blog/use-jobtask-analysis-jta-safety-health/ |
Post-COVID competence | Are your employees still health and safety aware?
For businesses, adapting to the full reopening of society will be a significant task. Amongst more immediate challenges such as return to work planning and wrestling with confusing government guidance, employers must also take the time to reflect on how the last 15 months have impacted their employees, both personally and professionally. This includes reviewing employees’ ‘competence’.
The Health and Safety Executive (HSE) describes competence as “the combination of training, skills, experience and knowledge that a person has and their ability to apply them to perform a task safely”. Other factors, such as attitude and physical ability, may also affect an employee’s competence.
In the words of Former HSE Chair, Judith Hackitt, competence is “the ability for every director, manager and worker to recognise the risks in operational activities and then apply the right measures to control and manage those risks”.
Like any other skill, over time, individuals’ health and safety competence may become ‘rusty’ if not exercised. If employees don’t apply this skill on a regular basis – as will be the case for homeworkers and those on furlough – they may quickly become out of practice. This can lead to complacency, and accidents may follow.
What’s more, the workplace may be different to how employees left it, and there may be new hazards present that they will need to be aware of in order to work safely.
Can employees still recognise workplace risks? Are the measures needed to manage those risks still being applied? In short, are your employees still in a position to do their jobs without causing harm to themselves and/or others?
If not, what support is needed to bring employee competence back up to pre-pandemic levels?
What the law says
Under the Health and Safety at Work etc Act (HSWA) 1974, all employers have a duty, so far as is “reasonably practicable”, to protect the health, safety and welfare of persons at work. As part of this duty, you must provide employees (as well as workers, contractors and self-employed people undertaking work for you) with the information, instruction and training necessary to undertake their job safety.
This will typically include the hazards and risks they may face, the measures in place to deal with those hazards and risk, and how to follow any emergency procedures.
The Management of Health and Safety at Work Regulations 1999 also require that employers carry out a “suitable and sufficient” risk assessment of their activities. This assessment of risk involves taking account of employees’ capabilities. This is all the more important because a worker’s competence affects not only their safety and that of their colleagues but also the safety of others, such as visitors, contractors and members of the public. Indeed, the HSE says employers must ensure anyone performing a task on their behalf has the competence to do so without putting the health and safety of themselves or others at significant risk.
Conducting the required risk assessments will help you decide what level of information, instruction, training and supervision you need to provide.
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Why competence needs revisiting
The coronavirus pandemic has had a significant impact on workplaces, systems of work and indeed workers themselves. As a result, employers should consider the various impacts of the pandemic and whether the competence of your employees has been adversely affected as a result.
Areas to consider include:
The economic impact
A House of Commons research briefing on the economic impact of coronavirus says: “The magnitude of the recession caused by the pandemic is unprecedented in modern times. GDP declined by 9.8% in 2020, the steepest drop since consistent records began in 1948 and the most in over three hundred years on some estimates.”
The unprecedented recession has forced many businesses into restructuring and rationalising their operations. Of course, in scaling back activities, there may be a health and safety impact. Restructuring may, for example, lead to fewer staff, less equipment and training budgets being squeezed. Employees may also be in new roles, with new risks. All of this may impact employees’ competence.
For this reason, any pandemic cost-cutting must distinguish between any ‘nice to haves’ and non-negotiable legal requirements. The HSWA’s requirement to provide employees with information, instruction, training and supervision falls into the latter category, and employers’ duty to ensure staff are competent isn’t conditional on the state of the economy.
Also, bear in mind that putting training on a backburner of things you can’t afford right now may actually prove more costly in the long run, as accidents can incur significant expenses in relation to investigation time, employee absences, productivity losses, personal injury claims and reputational damage, amongst other things.
The individual impact
Again, with so many workers returning to employers’ premises for the first time in many months, their ability to perform at pre-pandemic levels may have been impaired.
Clearly, when we haven’t done something for a while, we are liable to become less good at it. Accordingly, it may be necessary to consider refresher training, which may be overdue given many workers have long been absent from their normal working environment. If employees have specific qualifications, check that they haven’t expired.
Don’t forget those working from home, as these individuals still fall within the scope of the HSWA. Have you provided them with sufficient information, instruction and training to enable them to work safely without direct supervision? Have they been made aware of the specific health and safety risks associated with homeworking and good practice for managing them? Have they received DSE training? Do they know how to report any issues?
Finally, if you are amongst the 56% of UK firms planning to hire new staff, these individuals will also require a proper induction so that they are competent and risk-aware from day one.
The impact on workplaces and work systems
The pandemic has radically changed workplaces. Socially-distanced work stations, protective screens and one-way systems have become the norm. However, these COVID controls may have introduced new hazards or impacted existing risk assessments.
Similarly, workers have had to adapt their ways of working. Very few employees are still working in exactly the same way as before the pandemic. Systems of work have had to change to mitigate the risk of infection. Commonplace changes include social distancing, staff bubbles, intensified cleaning regimes and added PPE requirements.
Given things have changed so much, its vital that the risks are reassessed. The risk assessment needs to consider how things have developed in the workplace and how employees fit into the changes made. Not only will roles likely have changed but the physical layout may be very different. Workers may be doing unfamiliar tasks, either due to systems changes and/or restructuring. Are they competent to undertake them safely?
Don’t forget to communicate your risk assessment’s findings and how things have changed. Make sure workers know what’s expected of them, where further details can be found and who they can go to for guidance, and ensure any training provided takes these new working methods into account.
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Back to Basics is a new weekly feature that highlights important but possibly overlooked information that any EHS professional should know. This week, we examine falls in construction and how to prevent them.
Falls are a major safety issue in any industry, but especially in construction, where they are the leading cause of death. According to the Occupational Safety and Health Administration (OSHA), there were 320 fatal falls to a lower level out of 1,008 construction fatalities in 2018.
Since 2012, OSHA has partnered with the National Institute for Occupational Safety and Health and the National Occupational Research Agenda – Construction Section on a fall prevention campaign designed to raise awareness among workers and employers about common fall hazards in construction.
OSHA offers a variety of resources as part of its fall prevention campaign, which it breaks down into three steps:
- PLAN ahead to get the job done safely
- PROVIDE the right equipment
- TRAIN everyone to use equipment safely
PLAN
When planning projects that involve heights, employers must ensure the job is done safely by deciding how the job will be done, what tasks will be involved, and what safety equipment will be required, according to OSHA.
Safety equipment should be included in cost estimates for a job so that employers can ensure that they have all the necessary tools and equipment on site. For a roofing job, employers should consider all potential fall hazards, such holes or skylights and leading edges, and then plan and select the appropriate fall protection for that work.
PROVIDE
Workers who are 6 feet or more above lower levels are at risk for serious injury or death in the event of a fall, according to OSHA. Employers should provide fall protection for these workers and the right equipment such as ladders, scaffolds, and safety gear.
For roof work, if workers are using personal fall arrest systems (PFAS), provide a harness for each worker who needs to tie off to the anchor. Also, make sure the PFAS fits properly and regularly inspect it for safe use.
TRAIN
Train every worker on proper setup and safe use of equipment they use on the job. Employers must train works on how to recognize hazards on the job. OSHA provides training resources including fact sheets, toolbox talks, videos, and reports.
Ladder safety is crucial. Employees must be trained to properly use a ladder, including the following safety measures:
- Maintain three points of contact
- Place the ladder on level footing
- Always face the ladder
- Secure ladder by locking the metal braces at the center
- Don’t overreach
- Don’t walk the ladder
Scaffold safety is another important training area. Include safety measures such as the following:
- During setup, fully plank scaffolds, complete all guardrails, ensure stable footing and plumb and level
- Ensure proper access to scaffolds
- A competent person must inspect the scaffold before use
- Don’t climb over cross braces
- Don’t stand on guardrails
- Don’t use a ladder on a scaffold
To ensure roof safety, train employees to avoid fall hazards on a roof and properly use fall protection equipment. This includes the following safety measures:
- Ensure that harness fits and is not defective when using PFAS
- Always stay connected/tie off
- Ensure that all anchor points are safe
- Protect all holes, openings, and skylights
- Don’t sit or walk on skylights or other openings
Educational resources
OSHA provides a slew of educational materials and resources for workers and employers, including posters, wallet cards, publications, fact sheets, and a phone app. | https://ehsdailyadvisor.blr.com/2021/08/back-to-basics-keep-up-with-fall-prevention/ |
They’re one of these most common features on construction sites and in industrial settings — and one of the most inherently dangerous. Workers take them for granted, failing to give them a second thought. They reach to impressive heights, but far too little attention is paid to their connections to the ground. While they may be ordinary and utilitarian, they tend to fail in dramatic, newsworthy ways.
They are the platforms and climbing devices we describe as scaffolding. Although they may not get the attention they deserve from the workers who use them, the people who are responsible for those workers’ safety recognize the danger. That’s important, because nearly 4,500 workers are injured each year in scaffold-related incidents. As many as 50 workers actually die. No wonder OSHA puts such a strong focus on scaffold safety, with their inspectors making scaffold flaws one of their most-cited violations.
“Scaffolding” is a broad term that covers many different types of platforms and systems. Because the most common on construction sites and in manufacturing applications is the fabricated modular frame type that can be assembled into a variety of configurations for different heights and tasks, this article will focus on that type. However, most of the concepts and counsel incorporated here also applies to other types.
Training: the critical first step
It isn’t that scaffolds are any more or less inherently dangerous than other aspects of worksites. Safety issues surrounding scaffolds tend to be the result of a lack of awareness of the hazards they present, along with a lack of familiarity with the procedures that will minimize risk. Knowing both the potential hazards and the steps that can be taken to minimize those hazards will eliminate much of the potential for problems and injuries.
That’s why proper training is critically important for every worker who erects, inspects, maintains, or uses scaffolding on a worksite. Note that the list includes workers who “use” scaffolding. That includes workers who perform their tasks on or from the scaffold, as well as those who use scaffolding as a means to get to their own worksites. Simply put, nobody should be able to set foot on any part of a scaffold without proper training.
Some workers will react to that concept with surprise, or even contempt. “All I do is stand on the scaffold,” they’ll say. “Why do I need to be trained for that?”
One reason is that OSHA demands it. But the more important reason is to ensure their safety. They need to be made aware of correct use of the scaffold and how to handle materials and tools when working on it. Workers should be familiar with load ratings, and how those ratings might affect a particular task (such as whether the scaffold will safely accommodate a heavy piece of equipment along with their own weight). They need to be cognizant of fall-protection requirements and other safety features such as toe boards. They should be taught to look around to identify adjacent hazards, such as moving equipment, electrical wires, or hot pipes. Most of all, they need to understand the standard tagging system for scaffolds.
The other type of training is referred to as Competent Person training. Under safety regulations, a competent person is responsible for overseeing and coordinating all aspects of scaffolding. Those responsibilities include ensuring that they are erected, moved, dismantled, and maintained properly, and that all workers who perform tasks on the scaffold fully understand the correct safety procedures. For example, the competent person has to decide whether the workers who are assembling or dismantling the scaffold will need fall protection while performing those tasks.
Training should be updated whenever substantial changes are made to the scaffold’s structure or to the tasks that are being performed.
Read and follow all directions
Scaffolds seem to be fairly simple structures, and it’s not unusual for workers to start slapping them together without any extra thought, assuming that all systems and applications are exactly the same. That isn’t the case.
Each scaffolding system is engineered differently. Interchanging components from other systems or manufacturers may look safe, but it also may compromise the scaffold’s structural integrity. That can lead to anything from a slightly unstable work surface to an actual collapse. Unless the manufacturer specifically indicates that the components are compatible and can work together, don’t mix them.
A rule of thumb is that scaffolds will become unstable once the overall height reaches four times the length of the shortest part of the base. However, that rule applies only when the scaffold has been properly assembled, has been set on the correct base, and is in plumb. Going beyond that limit – even for a task that takes just a few minutes – is inviting trouble. Additionally, extreme weather conditions may rule out the use of an otherwise safe scaffold.
Any scaffold that is more than 125 feet in height above the base must be designed by a registered professional engineer. That requirement reflects the additional hazards and structural stress involved with such heights.
Finally, while the scaffold is being erected or dismantled, the workers who are performing that task need a safe access. Typically, that is either a stair tower or a bolt-on ladder. Workers who are accustomed to scrambling up the side braces during assembly are often surprised by (and resistant to) that requirement.
Create a firm foundation
Even the most carefully engineered and assembled scaffold will be unsafe if it doesn’t have a firm foundation. It’s common for workers to believe that simply adjusting the legs to the right height will prevent problems from occurring, but the bigger issue is what is supporting those legs.
Scaffolds must always be set on a firm foundation, so if the surface below the legs doesn’t offer sufficient strength to withstand the weight and stress, steps must be taken to compensate. Depending on the specific condition of the surface, that may include the use of mud sills or base plates. Any bracing must be properly secured to ensure that it will not become loose once under stress.
One way to enhance the safety of scaffolds is to consider the need for scaffolding when staging construction projects. With many projects, outdoor features such as sidewalks, driveways, and parking areas are often the last items to be constructed, because the architects and construction managers want to limit potential damage.
However, pouring sidewalks, slabs, and other elements early in the project means that you’ll have solid, level surfaces for scaffolds. Any minor damage to those surfaces that is caused by the scaffolds is easy to repair, and the cost of those repairs is usually clearly offset by the time and trouble saved when erecting scaffolds — not to mention the substantially lower risk of injury resulting from a collapse.
If the scaffold needs to be tied into the structure, proper procedures must be followed. Simply tying the scaffold in place with wire may be an accepted practice among workers, but it violates OSHA regulations.
Check the hazards at the beginning of every shift
Construction sites are places of constant change. A scaffold that was safe a month ago may have become unsafe because of something that was constructed nearby, or because of a task that is now being performed in an adjacent area. That is why hazard analysis needs to be an ongoing process. In addition, scaffolding hazards vary with the nature of the tasks being performed and the operating environment.
Typically, the biggest hazard is falls, which explains the rationale for requiring guardrails or some type of fall-protection equipment on scaffolds that are at least ten feet above the ground or next level.
Because most scaffolds are constructed from metal components, contact with live power lines may create an electrocution hazard. That’s especially true when workers are using metal strapping or tools in close proximity to the lines. Overhead equipment poses a hazard for head injuries.
Access to and from the scaffold can create its own set of hazards, because the potential for slips and falls increases as workers ascend or descend from the scaffold. If the elevation difference between a scaffold and an adjacent surface is greater than 24 inches, a ladder or a step must be used. This requirement is frequently neglected on movable scaffolding. OSHA rules prohibit using the scaffold’s bracing as a point of access or ascent. If the scaffold includes stair-type ladders, they should include handrails, rest platforms, and treads to reduce the possibility of slipping. Hook-on or attachable ladders must be designed specifically for the scaffold and positioned so that they do not cause it to tip.
Finally, weather conditions can create or contribute to hazards. A platform that becomes wet or icy creates a risk for skips and falls. Icicles that form on portions of the structure above the scaffold may thaw and suddenly drop on workers.
Use and document a tagging system
The most common way to inform workers about the safety of a scaffold is to use color-coded tags. At the beginning of each shift, a competent person inspects the scaffold and attaches one of three tags. A green tag signifies that the scaffold has been inspected and is safe for use.
A yellow tag sends the message that the workers can use the scaffold only under certain conditions. As an example, a yellow tag may mean that the workers need to be aware of a specific trip hazard, or may need to use fall protection. A red tag makes it clear that nobody can occupy the scaffold because it’s not ready for use, or because there’s a problem with it (or the environment).
Placing the tag is only part of the process. In OSHA’s eyes, if you fail to document that you performed the inspection and placed the tag, that never took place. Besides meeting the legal requirements, having clear documentation will also help you deal with the insurance company if an incident occurs.
Inspect and inspect again
Scaffolds must be inspected at least once a day by a competent person. If the structure of the scaffold or its surrounding area have been altered, or if weather conditions change, it should be re-inspected.
When performing those inspections, focus on the tasks that will be performed that day, and verify that the scaffold will provide a safe platform. The inspection should include the work platform itself, as well as the integrity of the entire structure.
If the work environment involves multiple shifts, a competent person should conduct his or her own inspection for the benefit of the workers on that shift. If he or she notices a yellow or red tag from the previous shift, that person should determine whether the tag is still needed.
Above all: respect scaffolding
We tend to think of scaffolds as simple structures, but they actually depend upon complex engineering and the balancing of different forces. That’s why the companies that design and build them invest so heavily in engineering – and why it’s so important to ensure that the people entrusted to oversee them on jobsites receive adequate training.
By respecting that complexity and ensuring that all employees involved with their erection and use are properly supervised, supervisors will be able to reduce the number of injuries and equipment damage caused by scaffold-related incidents. | https://safetymanagementgroup.com/solid-foundations-for-scaffold-safety/ |
The University Environmental Health and Safety Department shall conduct or shall sponsor training sessions for employees. The Environmental Health and Safety Department shall determine when training programs are to be held, their frequency, subject matter and the location so all employees may participate. All department heads shall encourage their employees to attend safety sessions, allowing time away from their job to attend the sessions. Training records shall remain on file within the Environmental Health and Safety Department for a minimum for three (3) year or until next training date if greater than three (3) years.
Procedures For Setting Up A Training Program
Safety Training for New Employees (Preventive Maintenance Program)
New employee training is a key component to the safety program as well as the equipment management program. The following safety checklist is only a guideline to assist supervisors to identify those new employee training requirements. If changes are made to equipment and or work processes, employees must receive additional training.This document is to be signed by the supervisor and the employee and returned to the safety department upon completion.
Safety Training for Employees
The purpose for employee safety training is to establish a systematic method of teaching employees to perform the required tasks in a safe and efficient manner. There are four (4) primary objectives in employee safety training:
1. To teach employees hazard recognition and methods of corrective action.
2. To involve employees in accident prevention.
3. To Motivate employees to accept their safety responsibility.
4. To provide employees information on accident causes, occupational health hazards and accident prevention methods.
Steps in Conducting Employee Safety Training
Select appropriate training topics and schedule training by priority. Eleven training topics are recommended as essential to each college or facility.
Safety Program Objectives
Rights and responsibilities of the employee
Authority and responsibilities of the supervisor
Safety policy/rules
Accident and near miss accident reporting
Job safety analysis
Accident experience and trends
Drug testing and substance abuse
Blood borne Pathogens
Sexual Harassment
Hazard Recognition and Control
Types of hazards
Preventive measure
Inspection procedures
Recording and reporting
Immediate temporary controls
Emergency First Aid Procedures
Recognizing first aid emergencies
Gaining control
Emergency care
Emergency Response Procedures
Alarm systems
Evacuation routes
Fire extinguisher training
Personal Protective Equipment
What to use
When to use
Storage area
How to check, inspect and maintain
Material handling
High risk jobs
Proper lifting
Proper carrying
Slips, Trips, and Falls
Recognizing potential problems
Minimizing exposure
Unsafe Environmental Conditions
Outside (heat, cold, wind, rain, hurricanes, tornadoes)
Inside (noise, dust, vapors, fumes)
Other (fire, bomb threats)
Good Housekeeping Practices
Tools and equipment
Vehicles
Yards
Work from Elevations/Use of Ladders
Preventing a fall
Falling safely
Safe Vehicle Operation
Pre-operational inspection
Control of common hazards
Rules of the road
Defensive Driving
Hazard Communication
Right to know
SDS
GHS Labeling & Pictograms
Develop a lesson plan for each training session. A complete lesson plan should include the following:
Title: Clearly identifies the topic.
Objectives: States what the trainee should know or be able to do at the end of the training period. A well written objective limits the subject matter, is specific and stimulates thinking on the subject.
Estimated Time of Instruction: States the length of the training sessions. Ample time should be allowed to thoroughly cover the subject.
Materials: States materials to be used in training including equipment, tools, charts, slides, films, etc.
What the Instructor Will Do: Give the plan of action. Indicates the method of teaching (lecture, demonstration, class discussion, etc).
What the Employee Will Do: Indicates how employees will apply the material the training session.
Evaluation: Establishes an assessment method (test, discussion, demonstration) for determining whether the training objectives are achieved.
Assignment: Provides employees an opportunity to apply the material on the job.
See sample lesson plan.
Safety Training for Supervisors
The immediate job of preventing accidents and controlling work hazards falls upon the supervisor because safety and production are part of the same supervisory function. Some objectives of the safety training for supervisors are as follows:
1. To involve supervisors in Nicholls’ accident prevention program.
2. To establish the supervisor as the key safety person in each unit.
3. To help supervisors understand their safety responsibilities.
4. To Provide supervisors with information on causes of accidents and occupational health hazards and methods of prevention.
5. To help supervisors gain skill in accident prevention activities.
Suggested Safety Topics for Supervisors
Safety and the Supervisor – Relationship between safety and productivity.
Know Your Accident Problems – Elements of an accident (unsafe acts, unsafe conditions), accident investigations, measurements of safety performance, accident costs. Human Relations – Employee motivation, basic needs of workers, supervisor as a leader, alcohol and drug problems
Maintaining Interest in Safety – Committee functions, employee relations, supervisor’s role in off-the-job safety.
Instructing for Safety – Job instruction training, procedure for conducting job safety analysis.
Industrial Hygiene – Environmental health hazards, (lighting, noise, ventilation, temperature).
Personal Protective Equipment – Eye protection, face protection, foot and leg protection, hand protection, respiratory protection, protection against radiation
Industrial Housekeeping – Results of good housekeeping, responsibility of the supervisor.
Material Handling and Storage – Lifting and carrying, handling specific shapes,
hand tools for material handling, motorized equipment, hazardous liquids and compressed gases.
Guarding Machines and Mechanisms – Principles of guarding, benefits of good guarding, types of guards, standards and codes.
Hand and Portable Power Tools – Selection and storage, safe use of hand tools and power tools.
Sample Lesson Plan
Title: Personal Protective Respiratory Equipment
Objective: Employee will be able to properly use and maintain respiratory equipment.
Estimated Time of Instruction: ½ – 1 hour
Materials Needed:
1. Operating instruction manual
2. Respiratory Equipment
3. Work area diagram
4. Job safety analysis requiring use of respirators
What the Instructor Will Do:
1. Indentify on the work area diagram where and when respiratory equipment is needed.
2. Demonstrate:
a. Proper method of wearing respiratory equipment.
b. Procedure for replacing filter (if appropriate).
c. Procedure for cleaning and maintaining equipment.
3. Discuss:
a. Capabilities and limitations of equipment.
b. Gas inhalation symptoms.
c. Filter replacement – when and where.
1. Difficult breathing
2. Periodic
3. Safe area – refer to work area diagram
What the Employee Will Do:
1. Understand when respiratory equipment is necessary.
2. Understand gas inhalation symptoms and the capabilities and limitations of the equipment. 3. Put on and remove respiratory device.
4. Replace filter.
5. Clean respiratory equipment.
Evaluation:
1. Employee should explain
a. Capabilities and limitations of equipment
b. Where equipment is stored
c. When to wear respiratory equipment
d. When to change filter
2. Employee should demonstrate
a. Adjustment of straps
b. Sealing of mask
c. Filter not leaking
d. Cleaning of faceplate. | https://www.nicholls.edu/safety/safety-manual/training/ |
The health and safety of our staff and the protection of the environment are integrated into the values that constitute our Operating Philosophy. Sustaining such values requires interdisciplinary collaboration and shared responsibility amongst all departments therein. This policy serves as the foundation for the development of a safety and health management system. This system contains the following key program elements:
- Management leadership and commitment;
- Worker participation;
- Hazard identification and assessment;
- Hazard prevention and control;
- Education and training;
- Program evaluation and improvement.
This system is designed to provide staff with a sound, flexible framework for addressing safety and health issues in the workplace. The Environmental Health and Safety (EH&S) Department will facilitate this system through the shared governance process.
Scope and Audience
This policy applies to all Facilities Management and Campus Services (FMCS) staff (union/non-union, full-time, extra-help and students) as well as contractors (and subcontractors) and visitors that support FMCS operations.
Authority
The Associate Vice President (AVP) of FMCS has the authority to administer this policy. The AVP delegates responsibility for implementation and enforcement to the respective leadership of each department.
Application
Staff have the duty to engage in safe practices and behaviors for compliance with the following regulatory authorities which include, but are not limited to:
- Illinois Occupational Safety and Health Administration (OSHA)
- Illinois Environmental Protection Agency (EPA)
- Office of the Illinois State Fire Marshal (OSFM)
- Illinois Department of Public Health (IDPH)
- DeKalb County Health Department (DCHD)
- Illinois Department of Transportation (DOT)
- Illinois Department of Natural Resources (IDNR)
- Illinois Department of Agriculture (IDA)
- City and County of DeKalb and applicable drainage districts
- Illinois Capital Development Board (CDB)
Ensuring the successful implementation of this policy requires a commitment to safety and health and protection of the environment as a core value from all levels within FMCS. This requires active participation from all staff which includes:
- Maintaining active situational awareness by being aware of potential hazards and unsafe conditions in the surrounding environment;
Taking steps to minimize (and eliminate where possible) such hazards and potential unsafe conditions;
- Maintaining personal accountability for responsible environmental stewardship and engaging in safe behaviors and practices;
Actively participating and completing required safety training;
- Reporting potential violations and unsafe conditions through the respective chain of command and/or to other staff who may be impacted;
- Adopting and implementing applicable safety, health and environmental programs developed by EH&S;
- Promoting and encouraging sustainability through efficient and appropriate use of resources;
- Recommending improvements to support environmental health and safety activities and participating in these efforts;
- Being prepared for emergencies that may occur on campus;
- Requiring those who do business with FMCS to perform their work in a manner consistent with provisions outlined in this policy.
Roles and Responsibilities of FMCS Units
Department Leadership
Department leadership has the responsibility of ensuring operations therein are compliant with this policy. Specific responsibilities include:
- Ensuring operations therein are code compliant;
- Establishing, promoting, and maintaining a culture of safety within the department;
- Implementing programs and procedures specific to respective operations as needed;
- Responding to and facilitating the abatement of citations, deficiencies or hazards identified during safety and health inspections;
- Seeking guidance as needed from the EH&S Department.
Supervisors and Foremen
Supervisors and foremen have the responsibility for implementing and enforcing safety policies and procedures. Specific responsibilities include:
- Ensuring employees are provided with:
- Safety policies and procedures specific to the respective operation;
- Safety training;
- Proper tools, equipment and personal protective equipment (PPE) to carry out duties safely;
- Accessing and using resources (i.e. written safety programs, PPE hazard assessment form, job hazard analysis (JHA) form, permits, inspection checklists, etc.) developed by EH&S to implement respective safety and health programs;
- Maintaining documentation (i.e. training records, permits, inspection reports, hazard assessment, equipment records, etc.) for review during audits and regulatory inspections;
- Ensuring that assigned tools and equipment are properly inspected, tested and maintained;
- Ensuring that various life safety systems (i.e. fire alarm systems, gas detection systems, fume hood systems, emergency generators, etc.) within the purview of the assigned department are properly inspected, tested and maintained.
- Responding to and facilitating the abatement of citations, deficiencies or hazards identified during safety and environmental inspections;
- Seeking guidance as needed from the EH&S Department.
Employees
Employees are responsible for complying with this policy and applicable programs and procedures specific to their respective operations. Additional responsibilities are listed in the “Application” section of this policy.
Contractors (Subcontractors) and Visitors
All contractors and subcontractors who perform any service on NIU property are required to follow applicable local, state and federal regulatory statutes as well as the campus contractor safety program which is a mandated reference to this policy. See additional information on specific contractor safety requirements.
Environmental Health and Safety
- Generally speaking, the EH&S Department is responsible for providing technical expertise and compliance guidance to assist FMCS units comply with this policy. Specific duties and responsibilities include:
- Develop a variety of tools, resources and program documents (i.e. draft policies, guidance programs and procedures, educational materials, training modules, inspection templates, etc.) which are available at the Department of Environmental Health and Safety;
- Serve as the university representative during local, state and federal regulatory inspections;
- Provide effective safety training and education programs;
- Respond to campus emergencies (i.e. fires, spills, environmental releases, etc.);
- Respond to mold/indoor air quality complaints;
- Perform office ergonomic assessments;
- Participate and support various safety committee actions and initiatives;
- Develop and maintain various safety and health programs (i.e. program development, annual review, auditing and training).
- Examples of such programs include, but are not limited to:
- Occupational Safety and Health Environmental Management
- Aerial work platforms Asbestos management plan
- Accident prevention Hazardous waste
- Bloodborne pathogens Hazardous materials (shipping/trans)
- Confined space entry Spill pollution control
- Contractor safety Storm water management
- Fall protection Title 5 clean air act permitting
- Fire and life safety Underground storage tanks
- Food safety and sanitation
- Forklift safety
- Hazard communication
- Hearing Conservation
- Hot work
- Industrial hygiene
- Lockout/tagout
- Personal protective equipment
- Respiratory protection
- Scaffolds and ladders
- Administer the campus pest control program to manage pests, insects and vermin populations in campus buildings;
- Identify potentially hazardous conditions and unsafe practices through regular inspection and audit programs;
- Facilitate the inspection, testing and maintenance of fire suppression systems (i.e. sprinklers, standpipes, extinguishers and special hazard suppression systems) and fall protection equipment;
- Provide hazard assessments to assist project managers comply with applicable safety and health requirements during the capital improvement process;
- Provide daily forecasts and severe weather announcements to assist the university community prepare for severe weather events;
- Collaborate with faculty and students in the development of various safety and health projects to promote student career success.
- Submit annual reports to state and federal agencies in accordance with applicable regulatory requirements.
- Collaborate with various local, state and federal regulatory authorities on various emergency preparedness initiatives.
Compliance Management
Compliance with this policy and associated programs/procedures is a shared responsibility amongst all employees in FMCS. However, department leadership and supervisors/foremen play an important role by implementing and enforcing (as needed) provisions outlined in this and other applicable institutional policies.
All employees have the duty and authority to take action upon immediately identifying any the following conditions.
- Unsafe conditions/behaviors that may pose an immediate danger to the health, safety, or welfare of persons or property;
- Serious and/or repeated violations of institutional requirements or standards; or
- Clear or threatened violation of laws or regulations.
Such actions may include: mitigating the condition in the field with the appropriate persons involved, notifying the supervisor, and notifying the department safety committee so the safety committee can evaluate further as needed to prevent re-occurrence.
The EH&S Department will monitor the compliance process as a means to evaluate the effectiveness and quality of the department-specific safety and health programs. Tools used may include the following:
- Conducting department and/or program-specific audits;
- Conducting building inspections to inspect, sample, test or monitor conditions;
- Evaluating first reports of injury and injury/illness data;
- Performing incident investigations to determine the root cause of incidents and near-misses;
- Conducting safety behavior/attitude surveys.
The EH&S Department will provide results to the AVP of FMCS and department leadership so that department leadership can address identified areas of improvement.
Comments
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Published byJorden Hille Modified about 1 year ago
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Black Bear Dining Services’ Employee Training Prepared by Auxiliary Services Safety Office in conjunction with Safety & Environmental Management
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Overview Policies Employee Rights Employee Responsibilities Accident Reporting Violence in the Workplace Signs and Labels Kitchen Hazards Student Dining Employee Training
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Welcome to Black Bear Dining! This is a fun, fast paced working environment As a new employee, you need to be prepared to learn new jobs, recognize hazards and work safely Remember, when in doubt, ask your supervisor!
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Policies to Follow This training program is designed to provide you with an introduction to UMaine, state and federal policies and procedures necessary to provide a safe and productive workplace Black Bear Dining management team wants you to enjoy your job. They need your help to maintain a safe, clean and productive environment for all employees
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What Every Black Bear Dining Employee Should Know – Your Rights You have the right to a safe workplace free of serious hazards stop work and contact your supervisor when serious hazards are recognized information to protect you from the hazards that cannot be eliminated classroom or on-the-job training medical treatment if you are injured on the job access occupational medical and exposure records
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What Every Black Bear Dining Employee Should Know (continued) Responsibilities You have the responsibility to work safely and report unsafe conditions to your supervisor follow UMaine policies and procedures participate in all training notify your supervisor immediately of any injuries or near misses
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What Would You Do? As a new member of Black Bear Dining Services, it is your task to run the fryolator. Your supervisor asks you to put in a fresh batch of French fries while they tend to something else. You realize you were never trained to use the fryolator and do not know when to add the fries. Do you A. Add the frozen fries to the oil once it is boiling B. Find your supervisor and learn the proper technique C. Ask a co-worker D. Add the fries and then wait for the oil to boil Answer B: If you are not trained to Safely perform a task, make sure you inform your supervisor. They might not know you did not receive the proper training.
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What Would You Do? Bobby, a Black Bear Dining employee didn’t have enough time to do prep work before the dinner rush came in. Working quickly, trying to dice some vegetables, Bobby cut his hand. This could have been avoided by A. Wearing a cutting glove or using a finger guard B. Being more attentive with the given task C. Making sure the counter is at a comfortable height D. All of the above Answer D: All are effective ways at preventing knife injuries. Being properly trained is also a requirement.
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Kitchen Hazards The key is to recognize hazards and take action Common details to be aware of -slip, trip & fall hazards -sharp objects -burns & hot pans -knife cuts -over reaching -clutter & lack of proper labeling -swinging doors or sliding doors -self awareness & awareness of others -improper use of chemicals -strains & sprains -repetitive motion What is the most frequent top 5 injuries from this list? Remember to use proper cooking mitts or other appropriate tools for safe cooking tasks
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Top 5 Common Injuries Slip, trip and fall hazards are caused by grease or water on the floor objects obstructing walking paths Burns are caused by hot water fryer grease hot pans or steam Cuts are caused by sharp knives or other objects packaging Strains and sprains are caused by over-reaching heavy lifting Repetitive motion can cause injuries using the same muscles without proper equipment (that normally show up later in life)
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Accident Reporting To contact emergency personnel dial 911 or on a cell phone 581-4040. Contact your supervisor If you encounter what you suspect to be blood or other bodily fluids contact your supervisor. DO NOT attempt to clean up bodily fluids. Others who are trained in basic blood borne containment will attend to clean up. They are supervisors custodial teams
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Injuries and Reporting If you experience a small cut, bruise or abrasion use the First Aid Kit in your work area ask a fellow employee for assistance if you cannot attend to the injury yourself Inform your supervisor of all minor injuries
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Emergency Action Plan An Emergency Action Plan (EAP) describes the hazards present within a work area and the actions necessary for the safe, prompt & complete evacuation of employees, students & guests. You need to know where the emergency exits are located for your work area how to report an emergency where your Emergency Action Plan is located where Rally Points are located outside (of the building) know whom the dining staff authorized to stay behind to check the area
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Violence in the Workplace Definitions Physical Attack acts of aggression, assault or homicide Emotional Attack threats of violence, verbal abuse or excessive kidding, taunting, intimidation or stalking
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Violence in the Workplace (Continued) Black Bear Dining maintains a safe and comfortable place for all employees. It is important to recognize and react quickly to violence in the workplace. You can help by notifying your supervisor immediately if you have a problem notifying the Office of Equal Opportunity if you are uncomfortable talking to your supervisor Contact EEO at 581-1226 Black Bear Dining is a safe & fun place to work and often provides students with an opportunity to obtain their first job.
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Signs and Labels Chemicals (cleaning supplies) Food labels OSHA signs and labels Realize warnings or potential hazards What’s wrong with this picture? The chemical labels are unclear The workspace is messy Do you see anything else wrong?
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Hygiene You can practice good hygiene by Washing hands frequently Trimming finger nails Covering cuts and wounds properly Changing bandages frequently Using antibiotic ointment Wearing proper hair restraint Wearing proper foot ware Dressing accordingly (no loose clothing or jewelry) Following H1N1 protocol as directed by the University of Maine
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Knives As food service workers you should Always have knife training before using a knife Cut on a flat and proper surface Cut away from your body using cutting gloves and/or finger guards Clean knife at a wash sink closest to your work station and immediately return it to its storage area. Wash, rinse, sanitize and put away in the knife rack.
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Knives (continued) Walk with the knife pointed to the floor close to the body Place knife on the table if you must pass it to another employee Remember to properly put away and store knives after use Point cutting edge away from your hands when wiping down knives Lay knives flat and away from counter edge Receive on-the-job training prior to using knives
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Falls & Spills Clean up spills immediately Use wet floor signs when mopping Close drawers and cabinets Use sturdy ladder on a flat surface when obtaining Supplies from high shelves.
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Burn Prevention Guidelines Never leave pan handles over burners Make sure hot dishes are out of the way of others What is wrong with the picture below? Turn burners off after use Always use pot holders or oven mitts Tell your supervisor if there are not any pot holders or oven mitts in your area Use appropriate pathways in the kitchen
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Burn Prevention Guidelines (continued) Do not use the kitchen areas as shortcuts If passing behind someone in a kitchen let them know. Get proper training if using a steamer. Never pour water on a pan fire that contains grease Notify person cleaning pots if a pan is hot. Keep flammable materials away from ranges and stoves Do not put combustible objects (for example - napkins or towels) near the stove or open flames
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Dish Room Safety Keep walkways & work area free of clutter Keep slip resistant floor mats in place and keep clean Wear appropriate waterproof non-slip footwear Cool dishes and glasses before unloading from dishwasher Avoid steam – it can cause severe burns Open hot water faucets slowly to avoid splashes
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Dish Room Safety (Continued) Maintain kitchen hot water at or above 130º F if sanitizing with chemicals Arrange work spaces so it is easier to reach for routine supplies This will prevent over reaching and awkward back, shoulder and wrist postures Test water temperature in sink before sticking your hands into the water Spot mop only during busy times Wipe up spills immediately This is what a clean, dry work area should look like
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Dish Room Safety (Continued) Use care when using soaps, detergents, drain cleaners and other solutions & sprays These can cause skin and eye burns or irritations Be sure you are properly trained in the use of personal protective equipment Slipping and Burns are the most common dish room safety related injuries, how can they be avoided? A. By making sure your work area is dry B. Using less water C. Avoiding steam and splashing of hot water D. Both A and C Answer D: These are just two ways dish room injuries can be avoided. What others can you think of?
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Real Case Scenarios The knife somehow slipped from the hand and cut the right index finger Contributing Factors The employee was not wearing cut resistant gloves The employee was inattentive The employee did not have knife safety training Corrective Actions Wear cut resistant gloves Get knife training prior to using a knife. Concentrate on the work task rather than distractions and conversations with others while cutting. Look for options to reduce risk of knife cuts
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Remember You have the right to a safe work environment If ever in doubt just ask a supervisor This should be a fun learning experience, please don’t let an injury get in the way If you have any questions about this training program please contact 581-4483.
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Please click on the back arrow and then click on the test link to finalize and document this training. Have A Safe Day Thank you for completing this training Remember to Wash Your Hands and Kitchen Surfaces
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HEALTH & SAFETY POLICY
The Health Safety and Environment Policy is intended to serve as an Environmental Health and Safety guide for all personnel who are required to follow these policies and procedures when working for Ralcomm Ltd. We are committed to conducting business safely and to continually improving our policies and practices for the future. The policies are designed to meet and/or exceed all Government regulations, and oil and gas recommended practices. No activity is more important than protecting the Health and Safety of our employees, contract operators and our customers. Our commitment is to provide protection and maintenance of the health and safety (physical, psychological, and social well- being) of our employees. It is our goal to minimize our workers’ exposure to the risks and hazards associated with our operation.
Management and Supervisors
- Place the highest priority on the health and safety of the preservation and protection of the environment
- Conduct our operations in a way that protects the safety and health of our employees, public and clients
- Ensure of employees with regular and consistent job-related training
- Require participation in our safety program from all levels and employees of Ralcomm Ltd.
- Strive beyond compliance in our operations towards all applicable legal and regulatory requirements.
- Investigate incidents to determine root of cause and share learning’s
Workers
- Participate in safety training programs
- Wear and use all personal protective equipment
- Obey all safety rules; follow recommended safe work procedures, codes of practice, legislation and policies
- Notify management and supervisors of hazards and any unsafe work
- Refuse to do work when unsafe conditions exist or are not competent to perform the job
- Hold individuals answerable who choose not to perform their Health, Safety and Environmental responsibilities.
Accountability
Continuous Improvement
- Regularly audit our health and safety program to recognize areas for future improvement
- Take step to minimize, control and eliminate all identified hazards.
- Maintain safety statistics to track and identify development opportunities
- Monitor company carrier profile and driver documentation
Communication
- Ensure all employees are aware of their right to refuse work if they establish their work to be unsafe
- Notify employees of potential hazards on a continual basis
- Perform regular safety meetings to discuss safety issues, concerns and opportunities with our employees. | https://ralcomm.com/about-ralcomm/safety/ |
Working at Heights Course (WAH)
PURPOSE:
This Perth-based training course is designed for participants to gain the necessary skills to work safely at heights and is based on the National Unit of Competency: RIIWHS204E – Work Safely at Heights.
This comprehensive one day Work Safely at Heights course involves both theory and practical components and can be completed at our training centre in Perth.
Participants who are successful in the completion of the Working at Heights course will be at an advantage to secure operational roles within, but not limited to, the Mining, Construction and Building Industries.
WHAT DOES THE WORKING AT HEIGHTS COURSE INCLUDE?
On completion of this course, participants will have knowledge of the OHS, legislation and Australian Standards relating to working at heights and be able to:
- Identify the work requirements, procedures and instructions for the task;
- Be able to identify and control hazards;
- Fall arrest systems and Personal Protective Equipment;
- Perform work at heights.
Knowledge gained during the course
On completion of the course, each candidate will have demonstrated knowledge of the following when working safely at heights:
- names and functions of equipment, components and materials
- complying with equipment manufacturer’s instructions and specifications
- safe shifting and handling of tools and materials
- adhering to statutory and regulatory authority requirements
- the nature of work undertaken at heights/li>
- complying with heights safety systems
- the processes of providing for safe working practices
- using safety equipment/systems and considerations to facilitate working safely at heights
- complying with safe work methods
Skills performed during the course
To complete the course, each candidate must demonstrate the ability to competently perform the following tasks:
- locate and apply relevant documentation, policies and procedures
- demonstrate completion of working safely at heights that safely, effectively and efficiently meets all of the required outcomes on more than one (1) occasion including:
- accessing, interpreting and applying technical and safety information for working at heights
- assessing hazards and risk associated with working at heights and implement control methods
- selecting wearing and caring for personal protective equipment
- identifying required safety systems including fall protection and associated equipment
- checking that fitting, adjusting and anchoring of fall protection and associated equipment is correct
- performing work safely at heights
PREREQUISITES & COURSE REQUIREMENTS:
- Photo ID must be presented i.e. current drivers license or passport
- Basic English language and literacy skills
CERTIFICATION & WORKING AT HEIGHTS LICENCE:
On successful completion of the course persons will be issued with a KI Training and Assessing Certificate/Statement of Attainment and a Work Safely at Heights card. This course is a Nationally Accredited Course.
WHEN DO YOU NEED A WORKING AT HEIGHTS TICKET?
Anyone working on structures that include risk of a fall of two metres and above is required to have successfully completed a Working at Heights course.
WHAT IS THE DIFFERENCE BETWEEN ELEVATED WORK PLATFORMS (EWP) AND WORKING AT HEIGHTS (WAH)?
The skills and knowledge required to operate an elevated work platform are different to learning to perform work at varying heights in the workplace.
Elevated work platforms, such as operating scissor lifts and mobile boom type elevated work platforms, require training that prepares the worker to operate the machinery. KI Training and Assessing offer Elevated Work Platform training courses that teach workers how to safely operate elevated work platforms.
The Working safely at heights training course teaches workers how to perform work at varying heights in the workplace. This course is designed to instill the knowledge and precautions in the workplace where, for example, workers may be stepping up onto a ladder and therefore need to know about how to prevent falls.
HOW LONG IS WORKING AT HEIGHTS VALID FOR?
Work at Heights Safely licence does not have an expiry date. When to update or refresh your WAH training mainly depends on the site procedures involved and your employer’s policies. The currency period most employers require for this unit of competency is about 2 years. If you’d like to update your training, skills and knowledge, KI Training and Assessing offer Working At Heights Refresher Courses.
Full course content
The course includes five main work elements. Successful candidates must demonstrate that they can competently perform the full requirements for each element.
1. Identify work requirements
1.1 Access, interpret and apply height safety procedures and ensure the work activity is compliant
1.2 Inspect site to determine layout and physical condition, condition of structures, prevailing weather conditions, equipment requirements and potential hazards
1.3 Adhere to WHS requirements
1.4 Identify, select and check safety equipment for serviceability
1.5 Identify, manage and report potential risks and hazards
2. Identify work procedures and instructions
2.1 Consult with authorised personnel to select materials, tools and equipment and check for serviceability
2.2 Select, wear and care for personal protective equipment
2.3 Inspect/install fall protection and perimeter protection equipment
2.4 Identify approved methods of moving tools and equipment to work area and minimise potential hazards associated with tools at heights
2.5 Ensure safety system has been installed correctly
2.6 Select and install appropriate signs and barricades
3.Access and install equipment
3.1 Consult with authorised personnel to ensure anchor fall protection and associated equipment is correctly fitted and adjusted
3.2 Ensure all required equipment is installed
3.3 Use recommended methods to access work area for people, tools and equipment
3.4 Locate tools and materials to eliminate or minimise the risk of items being knocked down
4.Perform work at heights
4.1 Check access from ground to work area and ensure it is safe
4.2 Keep fall equipment in place and adjusted appropriately for movement during work
4.3 Undertake manual handling of materials and equipment
4.4 Locate materials and equipment ensuring that they are safely secured and distributed
4.5 Check safety system periodically for compliance
4.6 Monitor risk control measures to ensure that they are effective and appropriate
4.7 Reassess risk control measures, as required, in accordance with changed work practices and/or site conditions and undertake alterations
5.Clean up work area
5.1 Consult with authorised personnel to ensure safety system is dismantled and removed
5.2 Clear work area and dispose of or recycle materials
5.3 Clean, check, maintain and store tools and equipment
Maximum Participants: 12people
Next dates for this course are: | https://kigroup.com.au/training-course/short-courses/work-safely-at-heights-wsh/ |
To achieve its goal of safe transportation of hazardous materials (HazMat), the Pipeline and Hazardous Materials Safety Administration (PHMSA) within the US DOT requires any person who performs a function involving the transportation of hazardous materials within the US to receive training on the safe and proper execution of those functions. It is you as the HazMat Employer who must certify that the training and testing – that’s right, testing is required – of your HazMat Employees is sufficient to comply with the regulations. With this responsibility to train, test, and certify the training of applicable employees, it is important for you to know what the regulations are and how you must comply with them.
First, you should review 49 CFR 172, Subpart H since it includes everything you need to know about the applicability, frequency, and content of HazMat Employee training. You may also review the training information available on thePHMSA website. There are the following five types of training that may be required:
- General Awareness Familiarization Training
- Function Specific Training
- Safety Training
- Security General Awareness Training
- In-Depth Security Training
General Awareness/Familiarization Training is required for all HazMat Employees. It must provide familiarity with the Hazardous Materials Regulations (HMR) and enable the HazMat Employee to identify a hazardous material using the hazard communication methods: shipping papers, placards, labeling, and marking.
Function Specific Training is required for all HazMat Employees. This training must instruct each HazMat Employee how to perform their specific job function(s) in compliance with the regulations. This may include: the completion and signing of shipping papers (including the Uniform Hazardous Waste Manifest), the loading or unloading of hazardous material packages from a vehicle, the transfer of bulk quantities of hazardous materials from a tank truck or railroad tank car, the preparation of hazardous material packages for shipment, and more. If applicable to your operations, training per the requirements of the International Civil Aviation or the International Maritime Organization for the shipment of Dangerous Goods may be provided in lieu of training on the requirements of the HMR.
Safety Training is required for all HazMat Employees. This training must address the potential hazards posed by the HazMat in use at the facility. It must also instruct the HazMat Employees in the ways they and their employer can provide protection from these hazards, the emergency response procedures of 49 CFR 172, Subpart G, and accident avoidance.
Security General Awareness has been required for all HazMat Employees since March 25, 2003. This training must include the following:
- Awareness of security risks associated with hazardous materials transportation.
- Awareness of methods to enhance transportation security.
- How to recognize and respond to possible security threats.
In-Depth Security Training is required only for applicable HazMat employees of companies that are required to have a DOT Security Plan. DOT Security Plan applicability can be determined at 49 CFR 172.800(b). Note that the conditions to determine applicability changed effective October 1, 2010; you can read more about that here. An applicable HazMat Employee – one who requires In-Depth Security Training – is one who: handles hazardous materials covered by the Plan, performs a regulated function related to the hazardous materials covered by the Plan, or is responsible for implementing the Plan. Training must include:
- Company security objectives.
- Organizational security structure.
- Specific security procedures.
- Specific security duties and responsibilities for each employee.
- Specific actions to be taken by each employee in the event of a security breach.
Training required by OSHA, EPA or other agencies may suffice to fulfill the DOT training requirements above. In other words, you don’t need to train your employees on the same material twice as long as the training addresses the specific components outlined above. Whatever you do, be sure to retain the required documentation to prove you conducted the necessary training and testing.
The purpose of training is to increase awareness of safety and regulatory requirements. It is hoped that the resulting awareness leads to fewer HazMat transportation incidents and related injuries/fatalities. Effective training can do much more than meet the regulatory requirements however, it can provide your HazMat Employees with the information and the tools they need to perform their job functions safely and more efficiently. Don’t take my word for it, read on the PHMSA website about its PHMSA Training Requirements. | https://danielstraining.com/the-five-types-of-hazmat-employee-training/ |
Although it is a common practice for employees to perform work while standing on ladders, it puts them at risk for injuries and should be discouraged.
A senior building maintenance employee was working on a building that was undergoing renovations. The job included the installation of an emergency exit light above a doorway. The maintenance employee was positioned on a 10-foot fiberglass stepladder. As he was rechecking the 110-volt electrical wiring using a multi-meter tester, he experienced a strong electrical shock sensation. He was reaching above and behind the light at the time and fell approximately 8 feet to the floor. He sustained a fractured left heel, as well as a compression fracture of his lower back. This employee was hospitalized, according to the OSHA accident report.
Workplace falls are a serious safety concern for employers, whether injuries occur on the same level or from elevated work surfaces. This is due to the fact that injuries resulting from workplace falls often affect multiple body parts -- such as backs, knees, ankles, wrists, and heads -- and require longer recovery times, or worse yet, cause fatalities.
Based on a study conducted by the Bureau of Labor Statistics for 2006, the median days away from work for falls to a lower level was 14 days -- the second-longest non-fatal injuries involving days away from work, behind repetitive motion injuries. The three most common types of injuries were:
• Fractures, which resulted in workers being out of work the longest, 28 days;
• Sprains and strains, which resulted in a median of eight days away from work; and
• Bruises and contusions, which resulted in four days away from work.
Although many factors contribute to workplace falls (such as wet floors, poor lighting, cluttered aisles, ladder/ scaffold collapses, and improper use of equipment), most fatal injuries are the result of falls to a lower level. As an employer, it is your responsibility to keep employees safe. Focusing on jobs that involve high risks and taking steps to minimize exposure to hazards with the greatest potential to cause severe injury or death is key to reducing occupational injuries and illnesses.
What can you do to protect employees from falls at elevated heights?
Provide Proper Equipment Select equipment that meets your needs. Conducting an assessment of your facility and deciding what type of equipment is necessary to accomplish required tasks is an important first step. Portable ladders vary in design and sizes, so looking at the construction, care, and use of wood or metal ladders can ensure safety under normal conditions.
Think about height. As you walk around your facility, consider the height employees are expected to reach to perform maintenance tasks or repairs. OSHA is very specific when it comes to ladder lengths:
• Stepladders must not exceed 20 feet in length.
• Single ladders or individual sections of ladders must not exceed 30 feet in length.
• Two-section ladders must not exceed 60 feet in length.
• Trestle ladders must not exceed 20 feet in length.
If the height of a platform from which employees are expected to work is beyond the ladder length requirements, consider providing powered lifts, such as scissors lifts or aerial lifts, to protect employees from falls.
When selecting the height of a ladder, make sure to consider the highest standing level on the ladder. You can find this information on the label. Also, consider the working length that is needed to permit the required 3 feet that must be above the upper access level. Never allow makeshift ladders constructed out of chairs, benches, or boxes to be used.
Think about weight. When selecting a ladder for your facility, consider the working load, which includes the weight of the user and the materials and tools the ladder will have to support. Checking the labels on commercial ladders for duty ratings to find out the maximum weight capacities will help determine the types of ladders that must be purchased.
Ladders have been designed in five duty classifications:
• Type IAA Special Duty rated at 375 pounds
• Type IA Extra Heavy-Duty rated at 300 pounds
• Type I Heavy-Duty rated at 250 pounds
• Type II Medium-duty rated at 225 pounds
• Type III Light-duty rated at 200 pounds
You should also consider how often the ladder will be used and ensure it is not overloaded. Keep in mind that portable ladders are designed to hold one person at a time, so two employees should never be on a ladder simultaneously.
Think about job activity. Provide portable ladders to enable employees to reach working platforms. Although it is a common practice for employees to perform work while standing on a ladder, it puts them at risk for fall-related injuries and should be discouraged.
In addition, consider the types of jobs that must be performed. A ladder placed near power lines should be made of wood or fiberglass because metal ladders conduct electricity.
Think about maintenance. Keeping equipment in good condition requires care and maintenance.
Inspect ladders when they are first purchased and periodically before they are used by employees. It is important to look for damage to rails, rungs, connections, and overall structural defects.
Employees should be aware that proper handling and care of a ladder is necessary. For instance, store ladders in a safe area, on racks, and protect them from exposure to heat, corrosives, oils, and grease. If a ladder is damaged, take it out of service until it has been repaired by either the maintenance department or the manufacturer or is discarded.
Require Fall Protection Requiring employees to use the right tools for the job is a critical element of safety. One of these tools is the use of fall protection systems when working on elevated surfaces. Fall protection systems serve one of two basic functions:
• They prevent or restrain a worker from falling or
• They safely stop or arrest a worker who falls.
Guardrails are the primary fall protection system for general-industry applications because they prevent employees from falling to lower levels. In addition, toeboards are often included to prevent the fall of materials to a lower level and to keep an employee’s feet from slipping over an edge.
However, OSHA has determined that other systems can be used if guardrails are not feasible or impractical, such as:
Handrail and stair rail systems, which provide a handhold for support and assist employees going up or down stairways, ramps, or other walking/working surfaces. Stair rail systems protect employees from falling over the edge of an open sided stairway.
Designated areas, used to warn employees when they approach an unprotected side or edge.
Hole covers. Guard floor openings of a least 2 inches in size to prevent employees from falling to a lower level. They must be capable of supporting the maximum intended load.
Safety net systems. Designed to catch employees who have fallen off a work surface, they bring falling workers to a stop before they contact surfaces or structures below.
Ladder cages, which fasten to a ladder’s side rails, to one side rail, or to other structures, enclosing the employee in the climbing area of a fixed ladder.
Ramps and bridging devices allow the safe passage of employees, vehicles, or both between different surface levels or over gaps.
Personal fall arrest systems stop an employee after a fall from a working level. A system consists of an anchor, connector, body harness, and lanyard and may include deceleration devices, lifelines, or some combination of these.
Before making a decision on a fall protection system, think about the hazards in your facility that must be eliminated. Evaluate the features and benefits of each system and choose the best approach for protecting employees from falls.
Train, Train, and Train Again Communication is the key to helping employees understand the hazards associated with elevated work surfaces, as well as the necessary precautions they must take to stay safe. To do this, it is important to communicate information in a way that helps them understand it, apply it, and remember it. This takes planning on your part and the ability to focus on meaningful information that will help employees make informed decisions about their behaviors.
Training topics to cover:
Proper use of a ladder. Employees should know the proper construction, use, placement, and care in handling ladders, as well as the maximum intended load-carrying capacities.
Hazards of stairs and elevated work surfaces. Employees need to understand how to prevent slip and fall accidents on stairs by:
• Using handrails
• Making sure materials being carried are not blocking the line of view
• Keeping stairs free of clutter and water
• Reporting unsafe conditions promptly, including broken stair treads, floor boards, or handrails
Use of fall protection systems. Employees should know the correct procedures for erecting, maintaining, and disassembling the fall protection systems being used.
Consider the Bottom Line Taking the necessary precautions on the front end to prevent slips, trips, and falls from elevated work surfaces can help to reduce injuries that can significantly impact workers’ compensation costs, lost work time, and employee morale. Although workplace safety depends on many factors, being proactive and recognizing and eliminating known hazards, as well as training employees, are important steps you can take to avoid the fall that no employee wants to take.
This article originally appeared in the October 2008 issue of Occupational Health & Safety.
As organizations digitalize and remote operations become more commonplace, the number of lone workers is on the rise. These employees are at increased risk for unaddressed workplace accidents or emergencies. This guide was created to help employers better understand common lone worker risks and solutions for lone worker risk mitigation and incident prevention.
Use this handy buyer's guide to learn the basics of selecting online safety training and how to use it at your workplace.
Use this checklist as an aid to help your organization return to work during the COVID-19 pandemic in a safe and healthy manner.
Learn to make informed decisions while searching for SDS Management Software.
Risk matrices come in many different shapes and sizes. Understanding the components of a risk matrix will allow you and your organization to manage risk effectively.
Episode 113
Featuring: | https://ohsonline.com/articles/2008/10/avoiding-the-fall.aspx |
How to reduce the risk of workplace lifting injuries
Injuries caused by incorrect manual handling and lifting activities are one of the leading contributors to work-related musculoskeletal disorders (MSDs), which account for around a third of all workplace injuries.
While it is not possible to avoid all manual lifting, there are measures that you can put into place to reduce the risk of injury, such as safety training, medical check-ups, an optimised work environment and ergonomic lifting equipment to aid handling.
Training
Ensure employees receive adequate training on proper lifting techniques. Inform workers about the risk factors and how injuries can occur, making sure that this training is adapted to their specific work environment and tasks. You should also let workers know how to report injuries and what to do in the event of an accident. A trainer should assess new staff to identify any concerns and ensure they are lifting safely.
How to lift safely
- Plan before lifting. Assess the weight of the load; if the weight is not clearly marked, test it by moving one corner. If in doubt about the weight, do not lift the goods: use a lifting aid or get help from another worker. Make sure you have a clear path and somewhere to set the load down.
- Adopt a safe and stable lifting position with your feet slightly apart and close to the object, one slightly in front of the other to maintain balance. Centre yourself in front of the load.
- Get a good grip on the load using both hands. If you start to lose your grip, set the load down safely and reposition yourself before lifting again.
- Bend your knees and lift straight up. Let your legs do the most work.
- Keep the load close to your body.
- Avoid twisting or leaning sideways. Keep your shoulders and hips aligned. If you need to turn, make sure you move your feet first so that you turn your entire body.
- Put the load down safely by bending your knees. If it is necessary to position the load precisely, do so once you have placed the load down
- If you are lifting with a partner, make sure that you lift and put the load down at the same time. Remember that communication is key.
The work environment
Even where lifting is unavoidable, there are numerous steps you can take to make the work environment and the tasks as safe as possible for workers.
- Improve the workplace layout by reducing carrying distances and ensuring workers have a clear path from A to B without obstructions, slopes or steps.
- Prevent workers from having to twist or stoop to lift the load by providing lifting aids that raise goods so that loads only have to be moved on one level; keeping loads close to the body between shoulder and knee height will reduce the risk of injury.
- Reduce load weights and sizes by splitting goods into smaller packages wherever possible.
- Make sure workers can get a good grip on the goods by fitting handles to the packaging.
- Ensure that deadlines are achievable so that workers do not push themselves to the point of injury, and provide frequent breaks.
Lifting equipment
Using material handling equipment and mechanical lifting equipment will reduce the amount of manual handling necessary and put less strain on workers. Depending on the tasks, this could include anything from sack trucks and box dollies to pallet trucks, work positioners and lift tables. Remember that it is not just the weight of the goods that poses a risk but also the frequency of the lifting and the position from which the goods need to be moved, so lighter duty lifting aids such as trolleys and dollies are as important as forklifts and pallet positioners. Staff will need to be trained on how to use the lifting aids safely.
Medical assessments
Ensure employees who frequently perform manual handling tasks receive regular medical check-ups. Make sure that workers have the physical strength to perform the tasks required. Encourage employees to report early symptoms of MSDs so that action can be taken to prevent further injury. | https://www.ajproducts.co.uk/blog/ergonomics-in-the-workplace/how-to-reduce-the-risk-of-workplace-lifting-injuries |
In 1983, the Minnesota Legislature passed the Employee Right-to-Know (ERTK) Act, requiring employers to develop written training programs for their employees regarding the hazardous substances, harmful physical agents and infectious agents they are routinely exposed to in the workplace. To guide employers with creating these training programs, Minnesota OSHA underwent public rulemaking to add Chapter 5206 to the Minnesota Rules, which spells out the required contents of the program, including training, labeling and additional information.
In brief, the written program must include:
- A plan for providing training to employees prior to initial or change in work assignment or conditions, and annual refresher training, including an outline of training content;
- Methods for making ERTK information, such as material safety data sheets (MSDSs), readily accessible to employees in their work areas;
- A description of how labels, placards and signs will be used to identify hazardous materials or work areas where harmful physical agents are generated at levels approaching regulatory limits;
- A list of hazardous substances and agents present in the workplace; and
- The methods used to inform employees of the hazards of infrequent tasks and unlabeled pipes.
Policy
Central Lakes College is dedicated to provide safe and healthful facilities for students, faculty, staff, visitors, and comply with State and Federal Occupational Health and Safety requirements. As part of this effort CLC has collected material safety data sheets (MSDSs) from our vendors for hazardous chemicals, ensured that containers are labeled and signs are present in the hazardous areas. Employees are trained about the hazardous materials, harmful physical agents and infectious agents they are exposed to on the job.
This program applies to all work operations in our college where staff, faculty and students may be exposed to hazardous substances, harmful physical agents or infectious agents under normal working conditions or during an emergency situation. Faculty, staff and students all share responsibility for minimizing their exposure to hazardous conditions.
The Environmental Health and Safety Officer is the program coordinator for the Employee Right to Know Program. The Health and Safety Officer will review and update the program, as necessary. Copies of the written program may be obtained from the Office of Environmental Health and Safety.
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Training
Supervisors are responsible for ensuring that employees under their supervision have been properly trained on the hazards of the substances and equipment they use. The Office of Environmental Health and Safety will support supervisors in meeting the training requirements.
Everyone who works with or is potentially exposed to hazardous chemicals, harmful physical agents or infectious agents will receive initial training about the Employee Right-to-Know standard and the safe use of those chemicals or agents prior to work assignment. A program has been prepared for this purpose and is outlined below. Whenever a new hazard is introduced, additional training will be provided. Training updates will be performed at least annually and may be brief summaries of information included in previous training sessions. Office of Environmental Health and Safety will coordinate with the Human Resource Department to ensure new employees are included in this program.
3.1Training plan – The employee right-to-know training will include:
- A summary of the Employee Right to Know standard and this written program;
- Chemicals and physical agents present in their workplace operations;
- Physical and health effects of the hazardous chemicals or physical agents;
- The chemical and physical properties of the hazardous materials.
- The physical hazards of chemicals (e.g., potential for fire, explosion, etc.);
- The health hazards associated with exposure to chemicals, harmful physical agents and infectious agents.
- The procedures to protect against the health hazards.
- The work procedures to follow to assure protection when cleaning up incidental spills and leaks of hazardous chemicals;
- The location of the MSDSs and instructions about how to read and interpret the information on labels, MSDS.
- Training records are maintained online by CLMI with a brief summary or outline of the information that was included in the training session. Refresher training is conducted annually.
4.List of hazardous chemicals
Each department is responsible for maintaining the list of hazardous substance in their work area and also providing the copy of the list to Environmental Health and Safety. EHS will update the list as necessary and maintain the master list. The list of chemicals identifies all of the chemicals used in work areas. The list of hazardous substances corresponds to the list of Material Safety Data Sheets (MSDS) and Safety Data Sheets (SDS). Staff can access the MSDS online by simply clicking on MSDS icon on their desktop.
5.List of harmful physical agents
The Environmental Health and Safety Officer will work with each department to maintain the list of the harmful physical agents that are present in the workplace in amounts approaching regulatory limits through equipment use, product handling, etc. Heat, cold, noise, ionizing radiation and nonionizing radiation sources will be identified for each work area. Department and area supervisors, directors and others with supervisory responsibilities are responsible for informing EHS of any harmful physical agents used in areas under their control or supervision.
Page Break6.List of Harmful Infectious Agents
The Environmental Health and Safety Officer will work with the Department’s Program Coordinator to create a list of infectious agents that workers are routinely exposed to in the course of assigned work. This includes the college nurse who has potential exposure to bloodborne pathogens. For further information, see the Bloodborne Pathogens Exposure and Sharp Injury Policy 5.5.
7.Safety data sheets (SDSs)
Safety data sheets provide specific information about that chemical. The Department coordinator will maintain a binder or access the SDS online about every substance on the list of hazardous chemicals identified in their area.
The Department coordinator is responsible for notifying Environmental Health and Safety when a new SDS is received with the new products. Once notified, the Environmental Health and Safety Officer will update the online SDS database with the current information. The Environmental Health and Safety Officer will contact the chemical manufacturer or vendor if additional research is necessary or if an SDS has not been supplied with an initial shipment. All new materials to be brought into the facility must be cleared by the program coordinator.
8.Labels and other forms of warning
The supervisor or the department head at each department will ensure all hazardous chemicals in their area of responsibilities are properly labeled and updated as necessary. Manufacturer’s container labels should be left on the containers if possible and must list, at a minimum, the chemical’s identity, the appropriate hazard warning, and the name and address of the manufacturer, importer or other responsible party.
If transfer of chemicals from a manufacturer’s container into another container is done, the new container must have a label that identifies the chemical identity and any appropriate hazard warning. Immediate-use containers, which are containers of hazardous substances remaining under the control of one employee and that are emptied during the same work shift, need not be labeled.
OSHA has updated the requirements for labeling of hazardous chemicals under its Hazard Communication Standard (HCS). As of June 1, 2015, all labels will be required to have pictograms, a signal word, hazard and precautionary statements, the product identifier, and supplier identification. A sample revised HCS label, identifying the required label elements can be reviewed by clicking on the links below.
https://www.osha.gov/Publications/HazComm_QuickCard_Labels.html
9.Labels for a hazardous chemical must contain:
- Name,Address and Telephone Number
- Product Identifier
- SignalWord
- Hazard Statement(s)
- Precautionary Statement(s)
- Pictogram(s)
Pipes or piping systems do not have to be labeled, but their contents will be described in the training session.
The Department supervisor will ensure equipment or work areas that specifically generate harmful physical agents at a level that may be expected to approximate or exceed the permissible exposure limit or applicable action level are posted with the name of the physical agent and the appropriate hazard warning.
Receptacles containing potentially infectious materials must be labeled in accordance with the Bloodborne Pathogens and Employee Right to Know Labeling Requirements.
- 10.Non–routine tasks
When employee are required to perform hazardous non–routine tasks, a special informative session will be conducted by the Department supervisor to inform them regarding the hazardous chemicals they might be exposed to and the proper precautions to take to reduce or avoid exposure. MSDSs will be available online about the hazardous chemicals used. The Department coordinator is responsible for ensuring this training is provided.
- 11.Contractors at theworkplace
If a contractor has its employees working at the facility, Environmental Health & Safety in conjunction with the Physical Plant Director and Department coordinator will:
- Provide the contractor with location of MSDSs for the hazardous substances its employees may be exposed to while working at the facility;
- Inform the contractor of any precautionary measures that need to be taken to protect the employees during both normal working conditions and in foreseeable emergencies; and
- Inform the contractor about the labeling system used in the facility.
Environmental Health & Safety or the Physical Plant Director will request the contractor to provide the appropriate hazard information concerning chemicals that they intend to us on CLC premises.
- 11.Frequency of training
The Environmental Health and Safety officer along with Department supervisor will review CLC employee training program on a regular basis and will advise management regarding initial or annual refresher training needs. Retraining is also required whenever a new hazard is introduced into the workplace. As part of the assessment of the training program, the Environmental Health and Safety officer will obtain input from employees regarding the training they have received and their suggestions for improving it. This review will be performed annually; necessary revisions will be made to ensure currency and applicability.
________________________________________ ________________________
Program coordinatorDate
________________________________________ ________________________
Reviewed byDate: | http://www.clcmn.edu/college-policies/5-3-1-employee-right-to-know-2/ |
Physiotherapy (also known as physical therapy) is a health profession concerned with the assessment, diagnosis and treatment of disease, dysfunction and disability through physical means. It is based upon principles of medical science, and is generally held to be within the sphere of conventional (rather than alternative) medicine.
Physiotherapists use manual therapy, exercise, and modalities such as Transcutaneous Electrical Nerve Stimulation (TENS), ultrasound, acupuncture, traction, Acu-stim, muscle stimulation, and heat and cold.
Client privacy and confidentiality are of the utmost importance at Back On Track. Our therapists provide exclusively one-on-one service in private, individual treatment rooms, ensuring focused care in a safe, private environment. This allows clients to feel comfortable discussing their problems and concerns, as their privacy and confidentiality is assured. Our evidence based practice, and client and injury specific therapies will ensure you confidently move toward your goals safely and in a timely fashion.
Your first physiotherapy session will last one hour and include an injury and client specific assessment. Your physiotherapist will discuss your goals, your injury, and offer information with respect to your role in your recovery. All subsequent treatment sessions are 30 minutes in length, with one-on-one service, in private individual treatment rooms – guaranteeing the face-time with your therapist that you need. | http://backontracknl.com/services/ |
After a year of working from home, many employees who are now back in the office have reported difficulties with adapting to the situation. Along with a lengthy commute and the associated expense, unacceptable noise levels in the office are top of the list.
As a result, companies have noticed the early indication of a downward trend in productivity and concerning reports of reduced employee well-being. Employers will need to invest in workspaces to ensure the safety, comfort and productivity of their workforces or face a concerning decline in productivity over the next year.
New concerns for employees returning to work
A recent study surveyed 2000 adults and was conducted by the Institute of Facilities Management. The survey was sent to employees who had been working from home and had now begun their return to the workplace.
A quarter of those surveyed worryingly said they had not seen any changes to the office and facilities at all upon their return. This includes no changes to the layout of their workspaces and no attempts made to reduce sound or provide quiet work zones. Of most concern this also means they saw no attempts at all in the workplace to help them meet social distancing guidelines.
A third of all respondents reported that they are now unhappy to share a bank of desks with co-workers.
These results prompted the Chief Executive of the Institute of Workplace and Facilities Management, Linda Hausmanis to say: “As we move into new modes of working, businesses must adapt physical spaces, working culture and supporting technologies.”
Many reported that they felt less productive in the office and struggled to cope with the myriad of distractions they now faced.
They cited the main issues as:
1. Poor internet connections
2. Overheard and distracting conversations
3. A lack of facilities to hold video conferencing meetings
From the results of the report, it is evident that younger workers are struggling more with the return to shared offices. What can businesses do to support their staff?
Can the shared office survive?
Alongside the Institute of Facilities Management report another recent poll from YouGov found that a majority of workers (57%) would like to continue to work from home for part of the week.
Many companies have adopted an official hybrid work model that enables staff to work from home for several days per week and asks them to return to the office for key meetings. The likes of Global giant companies like Apple and Google both have CEOs who cite collaboration and a lack of creativity as the main casualties during the pandemic and from September 2021 a return to the shared workplace is their preferred outcome for all staff.
In their staff communication Apple referred to a hum of activity, creativity, and collaboration that a return to the office will bring. But how can creativity happen if staff are feeling unhappy and not safe in the office? Companies now have an opportunity to create specific spaces for collaboration and discussion whilst ensuring privacy, safety, and security for all employees.
When the office feels too noisy to work in!
As the research above shows though, the creative utopia CEOs dream of may not just happen as might have been the case in the past for many businesses. The opportunities for creativity and collaboration will need to be supported with workspaces that make employees feel comfortable.
Leaving the peace and quiet and freer timetables of working from home, staff report feeling frustrated and resent the constant distractions they experience in the noisy office.
A recent article in WIRED magazine interviewed a woman who said she was astonished at just how loud her open plan office was after 16 months of working from home. The constant interruption and overheard private conversations led her to feel uncomfortable and longing to return home.
Others spoke of the now almost impossible task of holding a video conferencing meeting at their desks when they are surrounded by distracting noise. Added to this they reported that they are unnerved by the potential for their own conversations to be overheard during the calls. This has led staff to book meeting rooms in which to hold their online meetings!
The desire for privacy only met by working in a meeting room just isn’t sustainable in most shared workplaces.
Constant interruptions + noise = stress
Research shows that these feelings of frustration in a noisy office directly impacts mental health that in time can lead to constant stress. Stress in turn impacts productivity and so too does the constant interruptions those returning to the office in 2021 report.
The bad news is humans don’t even have to physically keep stopping work for our performance to be impaired. Just the mental capacity and actions our brain must perform to block out sound distractions leads to a decline in performance. Even simple tasks become difficult to conduct when dealing with acoustically varying sounds – such as overheard conversations, traffic noise and music.
What is the solution?
Simple additions to the working day such as noise cancelling headphones can help. Or reducing the number of occupants in any one space to reduce the noise levels and distractions. With most offices however this isn’t practical and it’s also not a long-term solution to creating a quiet work environment, relying on individuals to put on headphones.
With these issues in mind ezoBord has created a range of desk dividers and screens that reduce background noise and improve speech intelligibility to help teams work without distractions.
ezoBord acoustic desk dividers work with almost all desks regardless of their dimensions and give a sense of privacy and security that people returning to work crave.
The newest concept from ezoBord – “Hoody” is a mobile sound reducing workstation and desk dividing system that ensures a sense of privacy and enclosure. It can be used as a single workstation, or there are options for banks of desks.
You can find out more information and download technical specifications for Hoody here. | https://www.ezobord.com/2021/09/24/how-do-you-deal-with-a-noisy-workplace-in-2021/ |
ONLINE/PHONE PSYCHOTHERAPY SESSIONS
During this period of time of the Coronavirus (COVID-19) I have expanded my psychotherapy practice to include online and phone therapy. This includes both individual therapy and couples therapy.
This is a great opportunity for you to be able to do the work of psychotherapy at a safe distance. Online/phone therapy does feel different from face to face therapy. For some these differences can be positive, feeling more comfortable in your home surroundings, not having to commute to get to the session and feeling freer to share feelings online rather than face to face. For others the differences are not so positive, these can arise if you don’t feel so comfortable in using technology or if you are in a busy household with limited privacy.
I would suggest if you are considering psychotherapy and are unsure if working online or by phone is a good option for you give me a call and talk through your concerns. If you decide to go ahead we will schedule an appointment.
Platform
My current preferred online service is Zoom. This is an encrypted service and is free for you to access and download.
A video on how to use Zoom is here :
https://support.zoom.us/hc/en-us/articles/201362193-Joining-a-Meeting
If we are using zoom I will send you an email before the session which contains a meeting number. Please make sure I have the correct email before the session. When you open Zoom, it will ask you to enter the meeting number so that you can join me.
You will need to download the Zoom App if you are using a smart phone or tablet.
If we have any technical difficulties where we cannot connect or the audio or video is not working I will phone you on your mobile phone.
Preparing for Online Therapy
In order to get the most out of online therapy these are things to take into consideration:
- You should do all that you can to find a private and undisturbed place for our sessions. If you feel confident that you cannot be overheard, you will be able to engage in the session more fully. You may need to be creative about finding confidential space, perhaps even sitting outside in the car, if you have one. (You will also need to ensure that any vulnerable members of your household have adequate care and supervision for this time.)
- In the event that we lose our connection due to technological difficulties, I will always attempt to reestablish the connection. If this is not possible, I will contact you by an alternative method (eg email or phone) to either continue the session or reschedule.
- We will both agree not to make any kind of recording of sessions conducted remotely.
- Turn off other devices (such as phones, TV) during our session to minimize distractions.
- Set up a space where you can sit comfortably for the duration of the session, preferably with your device supported hands-free and set up so that you remain clearly visible with adequate lighting and without needing to make adjustments as we talk. Your computer or mobile is positioned at a sensible height so that I can clearly see your face and that the camera is at eye level.
- Ensure that you will not be disturbed for the duration of the session and that the door to the room you are sitting in is closed.
- If possible use headphones for the session as it is easier for us both to hear each other.
- Set up your mobile or desktop with Zoom before the session commences. This includes having your microphone and video turned on.
- Do not drink alcohol or take drugs before any session.
- It is helpful if you refrain from eating or drinking (other than water) during the sessions and commit to the agreed timings and session duration.
- Please put all other activities aside so that you can focus on the session.
- Any contact by email or telephone in between sessions will be limited to practical arrangements and information only. Sensitive and personal material should be kept for the session itself. I will not accept from you invitations or any other form of contact via social media.
The agreement with regards to confidentiality remains unchanged on the online sessions. I will go through these with you in details in the first session.
I will require 24 hours notice if you wish to cancel or postpone an agreed session otherwise I will have to charge the full cost of the session.
Individual Sessions: €60
Couples Sessions: €80
Payment can be made directly by bank transfer to the following account on the day of the session or through Revolut transfer. | https://karenmurphy.ie/online-therapy/ |
Does online therapy work?
26/6/2020
Many of us have adapted to working from home in recent months, in most cases quite abruptly. I had a sudden switch from seeing all of my clients face to face one week, to meeting everyone over video call the next. Disorienting to say the least!
I had previously worked with some clients online where they regularly travelled abroad, and so the logistics of video sessions were not new to me. However it has been strange to be working entirely remotely when human connection feels such a crucial element of therapy. Talking to other therapists there are differing opinions out there about the suitability and value of online working, with some viewing it as an exciting and flexible way of working and others feeling it’s a poor substitute for in-person work. This position seems to depend on the individual therapist and their client group.
I feel very thankful that most of my clients have been able to switch to video sessions and I am finding this way of working very rewarding now I have settled into it. I enjoy the flexibility of it for me and my clients, and I’m interested in the new challenges and material it throws up. To suddenly be in my clients’ living rooms, bedrooms, kitchens, etc. is strange, as is inviting clients into my space, complete with cats making cameo appearances. It is simultaneously more intimate and less so.
Online working demands creativity and adaptability. Some people don’t have a private space they won’t be overheard in, and so we might do sessions where they are outside and walking around, or even do the sessions on video using the chat function so clients can type so they are not overheard. It’s not for everyone, but I’m finding it can work really well.
I know I will return to meeting clients in person again in the future, and I’m really looking forward to that- the easy connection, the quality of being present, being able to read body language cues. But I think I’ll also retain online working for clients who prefer that, not seeing it as a second-best way of working, but as a valid space in its own right.
Leave a Reply. | https://www.jltcounselling.co.uk/blog/does-online-therapy-work |
Palace Augubio is a 4-star luxury accommodation to stay in Split.
The property is set 10 minutes' walk of the city center. Such Split sights as Kastel Gomilica and Poljud Stadium are all within reach.
Palace Augubio provides guestrooms fitted with satellite TV, climate control, a safe, a dressing area and soundproof windows. The soundproof rooms feature bathrooms with a bathtub, a hairdryer and slippers.
Zlatana Vrata and Diocletian's Palace Hostel Restaurant are located within 100 meters away.
Within a 10-minute walk guests will find Split train station. The hotel is set 20 minutes' drive from Split airport.
The on-site comforts include a storage room, a designated place for smoking and a news stand.
Guests will appreciate beauty therapy, waxing and facials offered at the hotel. The hotel provides hiking, bowling and cycling for an active pastime.
Hotel Policy
- Children and extra beds
- One child under the age of 6 may stay at the price of EUR 30 per person per night in an extra bed. | http://palace-augubio.split-dalmatia-hotels.com/?currency=21 |
L'Arveyron Hotel offers a family accommodation in a ski area of Chamonix.
Major Chamonix sights, such as Reserve naturelle des Aiguilles Rouges and Mont Blanc are located nearby. The distance between Chamonix city center and the property is 2 km.
For a pleasant stay in Chamonix L'Arveyron Hotel offers 27 guestrooms complete with complimentary Wi-Fi, a safe, a balcony, a dressing area and soundproof windows. The guestrooms look out on the garden. These soundproof rooms feature bathrooms fitted with a bathtub, a shower and a hairdryer.
Residents can try dishes of regional cuisine at the restaurant. Guests can eat at le Caveau and Eden Restaurant, situated within a 10-minute walk of the venue.
The facilities as a free private car park and a safe deposit box are offered for guests.
The hotel caters to families with cribs and meals. Guests will take advantage of mountain biking, snow skiing and hiking available on site. | http://larveyron.rhone-alps-hotels.com/en/ |
Ross Rehabilitation provides quality Paediatric Occupational Therapy services within southern Ontario.
Our occupational therapists determine which developmental challenges children face, as a result of their disability, by completing a comprehensive assessment and compiling a report outlining the functional implications on their occupational performance in school, play and self-care. Following this, individualized therapy programs are developed directed at improving the functioning of the child within his/her environment. We believe in working closely with the child’s family and multi-disciplinary care team during both the assessment process, as well as during implementation of the therapeutic program.
Our therapists are able to conduct Attendant Care Needs Assessments, as well as retroactive Attendant Care Needs Assessments, in order to identify age-appropriate deficits in self-care due to injuries sustained in motor vehicle accidents.
Prior to a child’s discharge from the hospital, we provide a comprehensive assessment, education and recommendations for services and equipment aimed at minimizing risks, improving function, and reducing the anxiety related with this important transition. Ensuring a safe and accessible environment upon discharge is crucial in ensuring a successful transition.
Individual treatment is directed toward improving the functioning of the child within his/her home environment, school setting, and/or community. Our team’s extensive experience in various physical, neurological, and psycho-social disabilities ensures that the best quality rehabilitation is provided. Treatment is client centered, personalized, and evidence-based. We advocate for medically reasonable and necessary occupational therapy treatment. Ongoing functional assessments are conducted through the course of treatment to ensure treatment goals are being met and the program is adjusted accordingly. Occupational therapy sessions are provided either in-clinic or at home, and a collaborative approach with the child’s multi-disciplinary team and school resource team is taken to ensure gains are adaptive.
Education, support, and empowerment of the child’s family is critical to the successful implementation of any therapeutic program. Our therapists work closely with the family of the child to ensure continuation of therapeutic gains, and to address any concerns or needs that may arise.
Ms. Natalie Heath holds a Master of Occupational Therapy with specialization in paediatrics and has been with Ross Rehabilitation for five years. With more than a decade in practice, she has extensive experience in assessment and treatment of a wide range of paediatric developmental, neurological, and psychosocial disabilities, both in private practice and in community-based organizations. Ms. Heath works closely with our staff occupational therapists and rehabilitation therapists to deliver exceptional paediatric therapy services.
Ross Rehabilitation is accepting new clients under auto-insurance, private pay and extended health benefits. Please call us at (905) 777-9838 to speak to one of our experienced therapists, or to make an appointment. | http://rossrehab.com/services/paediatric-occupational-therapy-services/ |
Continuing its mission to provide high quality care in a family-like atmosphere, Altenheim Senior Living expanded its suburban Cleveland campus with a new memory assisted living and therapy rehab center additions following Planetree Principles of person-centered care and design.
The two-story memory assisted living is designed as a highly therapeutic environment to adapt to the changing needs of memory care residents by ensuring safety and security while supporting their functional abilities through meaningful activities, stimulation, and socialization. The 38 private suites, in six households, each have their own living room and either an enclosed four-season room or a separate porch with direct access to the outdoors. Located on each floor is a residential household kitchen with multiple dining rooms, a multi-sensory room, as well as other amenities to ensure maximum independence in a safe residential and therapeutic environment. | https://www.ccharch.com/work/altenheim-senior-living--memory-assisted-living |
The David and Lorraine Cheng Library of the William Paterson University of New Jersey seeks to provide a safe, clean, learning environment conducive to study and activities in support of instruction, academic collaboration and scholarly research. In addition to observing University standards and policies, all users are expected to respect the rights and property of others and to treat library resources, facilities and collections with care and respect. Community users are welcome in the Cheng Library for the purpose of using Library resources and services.Appropriate Conduct by Patrons Required
- Patrons shall be primarily engaged in activities associated with the use of a university library while in the building. Although open to the public, library resources are primarily for the use of students, faculty and staff. Patrons engaged in activities that are inconsistent with the stated purpose of the Library and who are disruptive to other patrons or staff will be required to leave. In light of the overall demand on limited resources, during peak times priority will be given to those engaged in university activities and those engaged in casual use may be asked to relinquish the resources they are utilizing. All patrons are expected to follow the instructions of Library staff in regard to the use of the library. If necessary, Library staff will contact Campus Police and/ or the Dean of Students to enforce these guidelines.
- Patrons shall respect the rights of other patrons and help preserve a quiet environment suitable for study and research. Patrons shall not harass or annoy others through noisy or boisterous activities such as loud conversations, monologues or singing. Patrons shall refrain from disruptive activities including playing audio equipment so that others can hear it or by behaving in a manner which can reasonably be expected to disturb other persons.
- Patrons shall not interfere with the use of the Library by other patrons, or interfere with Library employees’ performance of their duties.
Personal safety is a priority and patrons are expected to wear appropriate clothes and shoes. Patrons whose body hygiene is so offensive as to constitute a nuisance to other persons shall be required to leave the building.Use of Specially Designated Areas of the Library
- The second floor of the Library has been designated a quiet floor and the second floor reading room in the front of the Library is an “Extra Quiet Study” space.
- Group study rooms are not soundproof and users are expected to be courteous of individuals in adjacent areas. Groups working together in the common area and in the Group Tech Center are expected to speak in normal conversational tones.
- Conversation conducted in a reasonable and normal volume is to be expected at the various service desks.
Cell phone conversations may take place in the outer lobby, the Friends Room, Group Study Rooms and in the first floor corridor near the elevator. Cell and mobile devices should be set to silent modes when patrons are in the Library.Other Concerns
Individuals responsible for damaging, defacing or stealing library materials, equipment or property will be reported to the Campus Police and/or the Dean of Students.Patrons are also expected to conform to University policies as stated in the Student Handbook http://www.wpunj.edu/dotAsset/136348.pdf. In addition, the following Library policies apply:
- Patrons must leave the Library promptly at closing time or during a fire alarm or emergency situation
- Commercial solicitation is prohibited.
- For their safety, children must be supervised.
- Permission to take photographs or videos must be received in advance from the Dean of Library Services. | http://www.wpunj.edu/library/library-appropriate-use-guidelines.html |
Pets are allowed. Charges may apply.
Activities
- Racquetball
Internet
-
Free! WiFi is available in the hotel rooms and is free of charge.
Parking
-
Free! Free private parking is available on site (reservation is not needed).
Services
- Daily Housekeeping
- Shared Lounge/TV Area
- Fax/Photocopying
- Currency Exchange
- Honeymoon Suite
- Laundry
- Meeting/Banquet Facilities
General
- Designated Smoking Area
- Air Conditioning
- All Spaces Non-Smoking (public and private)
- Heating
- Soundproof Rooms
- Safe
- Family Rooms
- Facilities for Disabled Guests
- Non-smoking Rooms
Languages Spoken
- Hungarian
- English
Check-in
2:00 PM - 9:00 PM
Check-out
5:00 AM - 10:00 AM
Cancellation/
prepayment
Cancellation and prepayment policies vary according to room type. Please enter the dates of your stay and check what conditions apply to your preferred room.
Children and Extra Beds
All children are welcome.
Free!
One child from 0 to 3 years stays free of charge when using existing beds.
There is no capacity for extra beds in the room.
Pets
Pets are allowed. Charges may apply.
Groups
When booking more than 5 rooms, different policies and additional supplements may apply.
Cards accepted at this property
Hover over the cards for more info.
The Fine Print
Review score
Based on 70 reviews
-
Cleanliness
8.3
-
Comfort
7.8
-
Location
8.2
-
Facilities
7.6
-
Staff
8.3
-
Value for money
8
-
Free WiFi
8.1
-
Breakfast
5.7
Show reviews from:
Sort by: | http://www.villas.com/hungary/zala/nagykanizsa/aparthotel-oazis.html |
All our rooms are well furnished, comfortable and soundproof, are equipped with private bathroom with shower, safe, satellite TV, direct dial telephone, hair dryer and terrace.
The hotel offers spacious double rooms with a large double bed for two people or twin beds. There is also the opportunity to accommodate an extra bed for adult or child.
Heating for the winter season. | https://hotelportofino.it/en/rooms.html |
The 2-star Villa Mary is situated a mere 4.8 km away from Aquaworld Aquarium & Reptile Rescue Centre.
Villa Mary is located within 10 minutes' walk from the center of Stalida. There are golf courses, restaurants and cafés in the area.
The hotel rooms are soundproof and come with climate control, cable TV with on-demand movies, a private balcony, a wardrobe and high ceiling. The rooms offer guests the sea view. An electric kettle, a fridge and kitchenware are also provided for self-catering.
Offering Greek meals, Golden Beach is around 150 meters away.
Villa Mary is around 30 minutes' drive from Nikos Kazantzakis airport.
The facilities as a safe deposit box and a car park are offered for guests.
Important notice
Check-in:from 14:00 hours
Check-out:until 08:00-12:00 hours
- Children and extra beds
- One child under the age of 6 may stay free of charge when using existing bedding.
- There are no extra beds provided in a room. | http://villa-mary-stalida.creteislandhotels.com/en/ |
During your stay at the EUTUXIA ROOMS & STUDIOS complex you will experience the authentic Cycladic hospitality in an environment representative of the island tradition of Sifnos.
Our facilities include a breakfast room, where we also serve traditional recipes (food and pastries) for our guests to taste the special tastes of our island, which has tradition in gastronomy.
In the beautiful garden of our complex, stands out the built-in barbecue with the oven - barbecue, where every Sunday we cook the most famous traditional food of Sifnos.
Chickpeas in the oven, which we offer free of charge to all our residents to experience the delights of the local cuisine.
Bathroom
Private Bathroom- -Bidet -Toilet -Bathtub or shower -Towels -Linens -Hairdryer -Toilet paper.
Room Amenities
Extra comfort- -Socket near the bed- Clothes rack.
Front Desk Services
Private check-in/out -Baggage storage- Express check-in/out.
Cleaning Services
Daily housekeeping -Suit press Additional charge -Ironing service Additional charge -Dry cleaning Additional charge Laundry Additional charge.
Miscellaneous
Air conditioning Heating -Soundproof rooms -Family rooms Non-smoking rooms.
General
Air conditioning -Hypoallergenic -Tile/Marble floor -Soundproof -Private entrance -Heating.
View
Ocean view -Garden view -Landmark view -City view -Inner courtyard view.
Outdoors
Sit back and relax Sun deck -BBQ facilities -Terrace -Garden -Balcony -Outdoor dining area Patio. | https://eutuxiasifnos.com/services/ |
Reach workshops are designed to be interactive, with students being actively engaged at all times; they are not presentations. As achieving the outcomes of our workshops depends on student participation, it is vital that all students feel safe to contribute in a confidential and accessible space.
CHOOSING YOUR SPACE
Generally, Reach needs a large, open, carpeted classroom, with enough chairs for all students. The room needs to be large enough to comfortably seat students in rows of chairs with a space in front for the facilitators to speak. The space should be enclosed, with minimal interruptions; students and/or staff who are not in the workshop should not be entering/moving in and out of the workshop space.
Below is an annotated diagram of how the space should be set up:
HOW YOU CAN HELP CREATE AN OPTIMAL ENVIRONMENT
- Remind students to put their phones on silent/away in their bags
- Close or seat students away from windows if it’s noisy outside.
- Communicate with other staff and/or put a sign on the door/s of the workshop space explaining the need for a quiet space with no interruptions.
- Ensure there is enough seating for all students and staff.
WHY IS THE RIGHT SPACE IMPORTANT?
Engagement and connection
- Our sessions are far from anything ‘presentation style’ and one of our main goals for each session is to have interactive participation from every single student.
- Having a smaller number of students enhances facilitators ability to engage with each student, and for as many students as possible to speak up and contribute.
- The number of students per workshop is capped to ensure maximum engagement and impact.
- Rapport is built more quickly and effectively when students are seated in chairs; our facilitators stand and move around the room during the workshop, and having students at a similar height promotes a more equal power dynamic between students and facilitators.
Safety to be open and honest
- Confidentiality is vital to creating safety in our workshops; in order to speak openly and honestly, it’s important that students feel comfortable that they cannot be overheard by others who are not in the workshop.
- Mobile phones should not be in use during the workshop, to ensure that conversations in the workshop are not recorded and/or distributed.
- Windows and doors should be closed.
- Staff and staff and students who are not in the workshop should not be present and/or moving in and out of the workshop space.
Accessibility and comfort
- A quiet and comfortable environment enhances the ability of all students to hear and attend to the workshop, particularly students who are neurodivergent, hard of hearing, or those with sensory processing issues.
- The space should be carpeted to ensure the best possible acoustics and reduce noise levels.
- Chairs are generally more comfortable and accessible than sitting on the floor, particularly for students who use mobility aids.
WHAT IF YOU DON’T HAVE THE IDEAL SPACE?
We understand that no space will be ‘perfect’, and we are happy to work with you on creative ways to enhance the space you do have wherever possible.
If you have any questions or concerns about your space or any of the requirements above, please contact a Reach Education Manager: | https://www.reach.org.au/workshop-space-requirements/ |
Everyone has a part to play in keeping James Branch Cabell Library the right kind of environment for people trying to concentrate on their work.
So says the librarian who oversees public services and building operations. She reminds patrons that while the lower level, first and second floors allow conversation, the third floor is a quiet floor. The fourth floor is for silent study.
“Despite the large number of classes and events we hold in the library, most noise complaints we receive stem from people talking on the third or fourth floors, or speaking loudly in study rooms on those floors. These glassed-in rooms are not soundproof,” said Laura W. Gariepy, associate university librarian for research and learning.
On the fourth floor, there should be no talking at all.
Looking for the most silent spaces? They tend to be areas on the fourth floor behind sound barriers/closed doors. These areas are the Graduate Student and Faculty Research Center, the Silent Reading Room, and the area beyond the Art Browsery and behind glass doors that includes the stacks.
The lower level, first and second floors are collaborative and conversational work environments. Cell phone conversations and quiet conversations are allowed. But, patrons should not yell or disturb others. | https://www.library.vcu.edu/about/news/2019/know-and-honor-the-noise-level-rules-for-cabell-library.html |
An exciting position has become available for a part-time Clinical Psychologist (BAND 7 OR 8a) to join our friendly team based in Tynemouth and work in other regional locations as appropriate.
The successful candidate will earn £46,000 to £56,000 Pro Rata (depending on experience) working 3 or 4 days per week (22.5 or 30 hours per week). If you are an experienced Clinical Psychologist looking to join a growing private mental health practice in the North East of England, then this is a fantastic opportunity.
Role Requirements
- Doctoral-level training in Clinical Psychology as accredited by the British Psychological Society.
- Registered with HCPC
- Doctorate level knowledge of research methodology, research design and complex, multivariate data analysis as practiced within the clinical fields of psychology.
- Experience of specialist psychological assessment, formulation and treatment of clients presenting with a broad range of issues.
- Clinical and interpersonal skills to independently deliver, to the level of excellence and influenced by relevant guidance and frameworks, psychological assessment and treatment in a variety of modalities.
- Have the ability to gain the trust and confidence of patients and successfully guide them through treatments and interventions to effective outcomes and completion.
- Motivation to work independently as well as closely and collaboratively in a multi-disciplinary team.
- The necessary physical stamina and emotional resilience to consistently perform the duties to the standard required
- You will be eager to take ownership and responsibility for delivering your work and will be self-driven, results-oriented.
- You will be able to demonstrate excellent time management and organisational skills, combined with the ability to prioritise your workload in a balanced and flexible way.
- You will be passionate about providing high-quality customer care and committed to developing the practice in line with the Company’s vision, mission and values
- Two or more years post-qualification experience
- Previous experience of working within an Adult and Child Mental Health setting will be strongly favoured.
- Previous experience working in a private mental health setting
Role Responsibilities
- Deliver a range of assessments and treatments to patients with moderate to complex mental health issues. Responding promptly to referrals to undertake assessments and put in place an effective therapy programme for assigned clients using appropriate and relevant psychological interventions.
- Facilitate therapy sessions within the given field of therapy, ensuring activities and interventions continue to meet the needs of the client and are consistent with the provisions detailed in the client’s therapy plan.
- Facilitate remote therapy and face-to-face therapy (where it is safe to do so in a covid secure environment).
- Manage an assigned caseload within agreed timescales and performance requirements, ensuring regular interaction and communication with clients, professional colleagues and clinical staff.
- Maintain accurate and up-to-date records in the form of case notes, case files, clinical reports, case management software and other associated documentation, in accordance with company policy.
- Be responsible for respecting patient confidentiality at all times and for security and accuracy of assigned patient records, data and information.
- Present and share relevant information and knowledge concerning assigned clients with professional and clinical colleagues at regular team meetings.
- Keep abreast of latest research and development within your given field of psychology.
- Evaluate, test and implement new techniques, methods and interventions which will improve and/or enhance therapy services within the company.
- Undertake any other duty that management reasonably requires of the role.
Company & Values
Select Psychology is passionate about improving mental health and making a real difference to people’s lives. We are a team of mental health professionals including Clinical Psychologists, CBT therapists, Counsellors and Family Therapists with the mission of providing excellent mental health services to and helping people to make positive changes to their lives.
Our work is broad-ranging and includes work with adults, children and adolescents, including face to face therapy sessions and those delivered using online video chat. We have a diverse team of Clinical Psychologists, using a range of approaches for clinical work, including CBT, CAT, ACT, EMDR and cognitive assessments.
We welcome new team members who have values that also align well with Select Psychology’s own values to:
- Be passionate and dedicated to our cause
- Be honest, open and transparent
- Listen, understand and work together
- See solutions not barriers
- Pursue excellence through continuous improvement
Benefits
- Company Pension
- Flexibility on clinic hours
- 24 days holiday + bank holidays (pro-rata)
- Supervision and training provision
Why should you apply?
- The chance to join a growing organisation with a focus on quality outcomes
- To become part of a caring, professional, hardworking team
- To make a positive impact on someone’s life
- This is an opportunity for those who may wish to work in a salaried position in the private sector or those who are interested in working with us on a self-employed basis (this can be discussed upon review of application).
How to apply
Please submit your CV and a covering letter as soon as possible to be considered. | https://www.jobsinpsychology.co.uk/jobs/clinical-psychologist-129 |
Opening back up for private sessions:
one-to-ones and private groups around Essex
Please get in touch to find out more - I'll take time to discuss with you the best location and any particular needs for you or your group.
7/15/2021 0 Comments
Summer 2021 Update
Some things cannot be forced, some things cannot be rushed. Watching these wild flowers grow steadily over the past few months, practicing patience and curiosity with every visiting glance, feeling joy at each bud and awe at each bloom, I’m reminded of the power of patience and steadiness. Each flower, bee, butterfly and hoverfly takes its turn, has its entrance and exit, it’s pauses and rests. 🌸 🐝
And so I’m taking a couple of months break from guiding sessions, hoping to reassess and announce new dates later in the year. I’ll keep you posted, and if you’d like to be added to my mailing list then get in touch [email protected]
Any gift vouchers and pending bookings (there’s only a couple of you now) will be honoured for the remainder of 2021 and for all of 2022 💚
(All is well. It’s simply a decision based on various personal circumstances within the context of our current times to make the best possible choice to keep everyone safe, healthy and happy. I’ll be reassessing at the end of August, see how things have shifted and I’ll also be double vaccinated by then too! ☺️)
7/2/2021 0 Comments
Awaken to Nature Podcast
Thanks to Michael for inviting me to chat on his brilliant "Awaken to Nature" Podcast.
Listen to our conversation here:
https://www.awakentonature.com/podcast
"COMMUNITY, CONNECTION and COMPASSION are important values that she brings to the work she
does. They are also strong themes in our wide ranging conversation, which starts off with Ruth sharing a
story about how she landed up in ICU a few years ago.
She shares her story of recovery which included visits to a woodland she explored as a child. You will hear
how that woodland rekindled her connection to nature and how it helped give her a new found appreciation
for its healing power.
Ruth's journey to becoming a Forest Therapy Guide included her own healing experience, which included
learning to manage PTSD symptoms through nature connection.
We talk about the various experiences of lockdown and the impact it has had, we talk about Polarisation, a
term we hear a lot more these days. One of the antidotes to this state in society is Reciprocity, a core
principle in Shinrin Yoku, Ruth shares her thoughts on what it means and how to go about developing a
reciprocal relationship with nature.
She also shares some great tips on how to go about maintaining human and nature connection and why it is
important for us to do so.
Ruth believes that through community and the human connection it creates, we can find more meaning and
purpose which ultimately leads to a more fulfilled life."
4/19/2021 0 Comments
Mental Health Awareness Week
In support of Mental Health Awareness Week, Nature and Therapy UK are holding free Shinrin Yoku Walks around the country.
Find your local walk here.
2/1/2021 0 Comments
Living Well in Lockdown E-book
The wonderful Charlotte from Oat Kitchen has curated a beautiful new e-book, with all profits going to
FareShare UK who redistribute food, that would otherwise have gone to waste, to vulnerable groups and those in need around the UK.
Living Well in Lockdown 2.0 is a collection of wellbeing practices and 40 incredible mouthwatering recipes.
I'm very excited to have donated some words and photos, alongside many inspiring contributors.
You can download it via the link below, and all donations will help Fareshare UK.
https://www.oat-kitchen.co.uk/e-book
Almost accidentally, I started a project curating voices and stories of nature connection and meaning via the medium of Instagram Live!
Titled "What Does Nature Mean to You?" and asking each person 3 key questions, I've enjoyed some wonderful conversations with conservationists, authors, writers, artists, therapists, chefs, coaches, adventurers, well-being practitioners and more, from the UK and further afield such as the USA and India. Conversations full of inspiration and common themes, each told in their own way.
It's been nourishing and grounding, during our second lockdown here in the UK, to be connecting to other humans whilst reminding ourselves of the important of connecting to nature in various ways and paths.
I've yet to work out what I'll do with this beautiful collection of voices, yet to see where this chorus leads me... but in the meantime you can catch up on the conversations over on Youtube or at @forestcloudsnaturetherapy on Instagram.
With a huge thanks to Tommy at Mindful Walks in Wales connecting to me Jane Dunford at the Guardian, I was lucky enough to be listed in the Observer magazine article "20 outdoor adventures for autumn".
A wonderful opportunity, that has now lead to quite a few email enquiries so please do forgive me if I am a little slower to reply to you this week!
9/22/2020 0 Comments
We're all just human... right?
I’m definitely not always calm and “zen” like, as sometimes people ask me... not at all. In fact often quite the opposite, which is why I’m lucky I know what helps me and what tactics might give me some breathing room to find that headspace to invite calm in if only for a moment.
I’m very grateful to have learnt that time spent in nature and particularly doing forest bathing & mindful activities can help soothe my busy mind and stressed out body. I don’t always do it, I don’t always make time for it, but I’m getting better at forgiving myself and sending myself compassion and kindness... then inviting myself to do the things that help when things get tough. Day by day, it’s all we can do don’t you think?
7/17/2020 1 Comment
Nature Immersion Course
I'm really excited to be bringing you my next 4 week long nature experience ... cultivating connection and compassion.
£90 per person
Payment can be made via paypal or bank transfer
ONLY 5 SPACES AVAILABLE
Nature sessions will be 5.30pm - 7.30pm: Mon 7th, 14th, 21st, 28th Sept in Leigh On Sea
Contact me for more information and to book your place
Course Detail:
Week 1 - we'll look at introductions to the practice and each other, before exploring grounding with and connecting to nature through the senses, with a focus on sound
Week 2. - diving further into grounding in nature, exploring touch and vision using practices including forest art creation
Week 3 - continuing our journey, working together with the trees, and exploring words, stories, poetry & haiku as a way to connect and express
Week 4 - exploring smells, exploring energy and our relationships to nature whilst looking at compassion practices, and ending with a final tea ceremony
Every day throughout the course you will receive daily emails with invites and suggestions for your daily practice, including some short recordings of meditation practices.
7/16/2020 0 Comments
Covid-19 Safety Update
It's been a while since I've updated the blog, I confess to not really using it and instead using Instagram and Facebook for updates. However I wanted to pop on here and update you on the measures I am taking in order to support participants in feeling safe on sessions during the Covid-19 Pandemic.
Whilst all sessions are outdoors and therefore relatively easy to maintain social distancing guidelines whilst enjoying the fresh forest air, it is important that as a guide I stay up to date with current advice, and do my best to let you know what things will look like.
- For now all group sessions will have no more than 5 participants, with me guiding that makes a maximum of 6 people at an event.
- I will include in my introduction a health & safety talk that sets out social distancing of 2m between every one, ensuring we all know what that looks like.
- We will agree a simple safe signal we can all use to communicate we need more space. Although being outside it is easy just to take a step back, it is important we agree a common language to empower us and give us permission to communicate our needs in this situation.
- Invitations and exercises will all be solo activities, no pair or partner work.
- The final tea ceremony will also be simplified, with clients asked to bring their own cups should they wish to participate.
- We won't be sharing any equipment, and all activities will remain optional and therefore clients can judge their own comfort levels and choices too.
- I'll also carry hand sanitiser with me at all times.
- I'm also offering private group and one-to-one sessions if that feels more suitable to you.
- I've updated my risk assessments, and ensured to have studied the latest Covid Awareness Course as advised for Holistic Therapists and Practitioners. I'll endeavour to keep up to date with latest guidelines and measures to be taken.
- You are very welcome to message me with any questions or queries regarding the above or any other concerns. | https://www.forestcloudsnaturetherapy.co.uk/news |
Sara Galgani MSc, CTA (P), UKCP reg.
I am a qualified and registered psychotherapist with the UK Council for Psychotherapy (UKCP) which is a national association of psychotherapy organisations and individual practitioners. I am a Certified Transactional Analyst (CTA) and a member of...
Nicky Gething
Is life difficult for you at the moment? Often a life event is the catalyst to start reflecting on our lives. We may want to learn more about ourselves, gain insight into our thoughts and feelings, improve the quality of our lives and relationships,...
Mimi Chan MBACP
I understand that sometimes life can become overwhelming. I offer a safe, confidential space for you to explore your personal issues and work with you collaboratively to try to work through them.
Dr Patapia Tzotzoli, BSc (Hons), MSc, MPhil, DClinPsy - HCPC & EuroPsy reg'ed
I imagine a world where we understand and openly embrace mental health in our lives, because the relationship with our mental health determines the quality of our lives and those of others.
Lisa Williams MBCAP CHP(NC) MPLTA
I am a qualified counsellor registered with the BACP- (British Association of Counselling and Psychotherapy) I Practice Integrative counselling which combines cognitive, humanistic and psychodynamic methods of counselling as well as hypnotherapy. I...
Rebecca Neeld
I offer counselling / therapy to both individuals and couples. I have many years of experience working with the NHS and privately. Together we will try to work out an understanding of your difficulties and develop more helpful ways of relating.
Jilly MacPherson. Child Psychotherapist. MA. MA. PgDip. MBACP( Accred.)
I'm Jilly MacPherson, a psychodynamic child & adolescent psychotherapist and a specialist in infant, children's and young people's emotional and mental health issues. I am registered with & accredited by the BACP.
Vesna Mandic-Bozic UKCP
A qualified Counsellor/Therapist with over 20 years of experience, I work with individuals and couples, offering short term and longer term work. Daytime and evening appointments are available during week days
Robert Hill MSc. reg UKCP MBACP
I am a fully qualified and accredited counsellor and psychotherapist with many years of experience working with clients from a wide variety of cultures and backgrounds. I have worked as a counsellor/psychotherapist in the NHS, the education sector...
Michael Carter MSc MBACP Reg. FDAP
Problems can be obvious, but also sometimes difficult to recognise and impossible to share. I have been a therapist for many years and time has taught me to vary my approach to match the individual's need, whether it be short term for solving...
Owen O'Kane
Individual therapy for teenagers 16 + and adults. Published best selling author of Ten to Zen. Regular contributor to press and media for mental health discussion. Former NHS Clinical Lead for Mental Health Therapy rooms in the peaceful setting of...
Mary Russell Senior Accredited Member BACP
Experienced and well qualified Counsellor in Ham. Specialising in relationship issues.
Jo Taranowski - Dip. Counselling MBACP
I am a qualified counsellor offering specialist support with anxiety, depression, bereavement and transitions at a reasonable cost to ensure counselling is accessible. A humanistic approach to support change, enhance emotional health and well being.
Annabelle Hird, MBACP
Supporting those with struggling with anxiety, depression, self-esteem, identity and relationship issues to learn where there is the possibility for change and how to manage what cannot be changed.
Carmen Rendell
Are you ready to make a change for yourself? I'll help you manage your psychological, physical, spiritual and emotional self to be able to make changes for the life you want.
Jonny Wheatley
Do you ever get the feeling you should look after yourself better? I offer sessions which are an opportunity to stop,take a moment for yourself. I can help with those feelings of stress anxiety. Peace, positivity and prosective in this busy world
Shefali Agrawal, MBACP Reg. (Accredited), Individual and Couple Counsellor
Are you experiencing difficulty in understanding and making sense of life and relationships? I am an integrative counsellor helping people with concerns such as anxiety, stress, depression, relationship issues and other psychological difficulties.
Jill Threadgold Reg. MBACP FCIPD
As a counsellor, psychotherapist & coach, I seek to understand each client's unique experience, offering a safe environment within which to explore life's challenges. I have worked in the NHS & voluntary sector along with 20yrs corporate experience.
Nisa Shah, Masters Degree, MBACP
I work with a unique combination of eastern and western approaches. I provide a safe, supportive environment in which you can explore and find your own way and insights into your life. I place equal emphasis on mind and body and explore lifestyle...
Kate Harvey MSc, BACP, UKCP
Experienced counsellor and Psychotherapist offering therapy to individuals, couples and teens. We work at your pace to gain insight and change. I work effectively with depression, anxiety, relationship issues, self esteem, grief, wellbeing & more
Janet Daniel, MBACP (Senior Accred & Reg), MSc, Pg diploma counselling
A warm welcome. I offer talking therapy to individuals and couples, specialising in relationship difficulties, low self esteem, anxiety, depression, and walk & talk therapy in Bushy Park. I offer an introductory telephone meeting free of charge.
Phoebe Fuller BACP(Sr Acc): individuals and couples
Arranging to see a counsellor/psychotherapist can be a daunting prospect however it can be helpful and rewarding to talk with someone who has nothing to do with the rest of your life.
Tania Turner BA (Hons) , MBACP(Accred) Integrative Relational Counsellor
My aim is to create a warm confidential safe space for you to feel respected, heard, understood and supported, enabling you to find meaning in your difficulties. My belief is that Counselling can improve your self-awareness and in doing so will help...
Jayne Gregory, M.A., Bsc (Hons), UKCP
Many people experience low self-esteem, depression or anxiety. Therapy can assist in resolving these issues. I have over 10 years clinical experience in the NHS, charity sector and private practice, working with both young people and adults.
Lucy Barker BA MBACP
We all have our own unique story and a history we cannot change, but the goals of therapy remain the same: to build awareness, to feel that we have the freedom and power to choose an onward path, to feel accepted as we are and to explore what it is...
Emily Richardson Anxiety and Depression Counsellor/Psychotherapist
I am an integrative counsellor, this means that I draw from different approaches to counselling to work with you to gain a deeper understanding behind what you are struggling with such as depression, anxiety, or feeling alone or stuck in life or in...
Emma Furr MA, MBACP (Reg) Counsellor
Hello, my name is Emma Furr and I am an experienced and qualified BACP registered counsellor and psychotherapist. My private practice is Star Therapy based in the Richmond and Twickenham area. Counselling and psychotherapy can provide a safe,...
Patsy Bolton Senior Accredited Counsellor
COUNSELLING For in depth help - or briefer assistance.In a world of innumerable stresses it can be an achievement to balance necessary priorities and still leave time for you. The problem is, that without personal breathing space for self- care and...
Christopher Zach BA Hons UKCP registered
I am a fully-qualified analytical psychotherapist and counsellor, registered with the United Kingdom Council for Psychotherapy. Based in Twickenham, I work with individuals and couples, in short-term and open-ended therapy, weekdays and evenings.
Faye Kinirons, Psychotherapist, MBACP
I offer an exploratory space to make sense of the things that get in the way of you living your best life. An opportunity to develop self-awareness, and a deeper understanding of the ways in which you relate to both yourself and others.
Organisations
Richmond AID Counselling Service
Richmond AID’s low cost counselling service is available to anyone over the age of 18 years in the local community. The service operates on Wednesday evenings in Teddington, where we provide the privacy and quiet you need to explore your issues. We...
South West London Postnatal Counselling Service
The Postnatal Counselling Service has supported parents for over ten years with issues such as a difficult birth, changes and conflicts your relationship, postnatal depression and anxiety and parenting difficulties. it is safe and confidential.
Richmond Music Trust Music Therapy Service
Richmond Music Trust is an established provider of music therapy to children and adults with a wide range of needs. We offer 1:1 and small group therapy sessions from our therapy rooms in Twickenham and Kingston and also on an outreach basis to...
Search help
For the most accurate results, please enter a full postcode into the search box so we can determine your exact location. If you type in a town name or the first part of a postcode the results will be ordered by distance from the centre of that town. | https://www.counselling-directory.org.uk/town/ham-surrey |
I am a Chartered Counselling Psychologist (HCPC registered and BPS accredited) and have had extensive experience in the NHS, private and charity sectors. I work with a variety of clients in various stages of their lives from a range of religious, social and cultural backgrounds. The client and I would work collaboratively together to create a treatment plan tailored to the individual including their type of therapy, length of treatment, and goals.
The first session would be an initial assessment to discuss why the individual has come to therapy, their historical background, what their therapy goals are, what therapy might look like and whether this is the right treatment for them. I normally recommend around 6 sessions which we would review later on and they have the option to continue if we felt they would benefit from continuing.
Engaging in therapy is a highly personal experience which involves a lot of trust on the client’s part. Finding the right therapist for an individual can be a bit anxiety provoking as they will want to find the one that is safe, confidential, professional, well-trained, they can have a good therapeutic relationship with, and who works well for them. I aim to provide a safe environment in which clients will feel they are able to discuss their issues and worries without judgment. I am a flexible and creative practitioner who brings a containing experience to the therapy. I put the therapeutic relationship at the forefront of the therapy as it is this that can facilitate the most helpful environment, allows the client to just be themselves, and feel like they are having a genuine and honest interaction with the therapist.
I work with adults from various life stages, backgrounds, faiths, and difficulties. Because of this, I aim to provide an integrative approach to tailor the sessions to the individual and that takes elements from several therapeutic approaches such as Humanistic Therapy, Existential Therapy, Psychodynamic Therapy, Cognitive-Behavioural Therapy (CBT), Dialectical-Behavioural Therapy (DBT), and Mindfulness.
In sessions we would look at not only what is going on for the client currently but take into account where they have come from in their backgrounds and history and also what their goals and aspirations are for the future. Sessions would take the form of discussions between the therapist and client to understand the issues and worries better and can also include some psycho-educational learning and teaching of skills for specific issues.
I have worked for many years in mental health and also special needs. Since 2012, I have worked in the charity sector, private sector, and within the NHS. I have worked in two community mental health and recovery services (CMHRS) within the NHS as well as an inpatient hospital within the private sector. This has allowed me to have experience across a variety of diagnoses and presentations.
I have a special interest and expertise in working with LGBTQIA+ individuals especially with gender related issues.
I abide by the code of ethics, conduct and professional practice stated by the British Psychological Society (BPS) and Health and Care Professions Council (HCPC).
Qualifications:
• Practitioner Doctorate in Psychotherapeutic and Counselling Psychology (PsychD, University of Surrey).
• BSc (Hons) in Psychology (University of Exeter).
Areas of interest
Patients - 18 years and over.
Specific conditions or issues treated:
Anxiety, Panic, Stress, Depression, LGBTQ+ Issues, Personality Disorders, Gender Identity Dysphoria, Emotional Difficulties/Dysregulation, Relationship Issues, Anorexia, Bulimia, Binge-Eating Disorder, Other Specified Feeding or Eating Disorder (OSFED), Life Transitions, Low Self-Esteem, Suicidal Thoughts and Feelings, Self-Harm, and Work Related Issues.
A treatment plan is mutually agreed depending on the needs of the patient and can include any of the following modalities of therapy:
Psychodynamic psychotherapy
Humanistic Person Centred Therapy
Cognitive-Behavioural Therapy (CBT) - e.g. Five Factor model, Behavioural Activation, Assertiveness skills, Boundaries, Thought Diaries, Unhelpful Thinking Styles, etc.
Dialectical- Behavioural Therapy (DBT) - Interpersonal Effectiveness skills, Emotion Regulation skills, Mindfulness skills, and Distress Tolerance skills.
Medical secretaries
- Sabrina Coxon
- 07817 700091
- [email protected]
(Additional) Languages spoken
- German - Fluent
Qualifications
- PsychD in Psychotherapeutic and Counselling Psychology University of Surrey 2016
Additional training
- Dialectical-Behavioural Therapy The Association of Psychological Therapies 2019
Post treatment communication
Following treatment of a Bupa member, I will communicate with GPs in line with Department of Health, GMC and appropriate professional bodies guidelines. | https://www.finder.bupa.co.uk/Consultant/view/248545/dr_sabrina_coxon |
Hotel Public Jam
The 2-star Hotel Public Jam offers a comfortable accommodation with 17 rooms to stay in.
Hotel Public Jam lies in the vicinity of a castle, a temple and a theater as well as National Bunraku Theater, which is 1100 meters away. The distance between Osaka city center and the property is 4 km.
The hotel's soundproof rooms are appointed with satellite TV, wireless internet, a private safe, a personal computer and a trouser press. They offer bathrooms fitted with a bathtub, a shower and a hairdryer.
International meals are served at the restaurant. Guests can dine at President Chibo Miyakohotel Osakaten and Saikaramen located within a 5-minute walk of the property.
Hotel Public Jam is set a 25-minute drive from Itami airport.
There are free self parking, a storage room and a safe deposit box available on the premises. | http://public-jam.allosakahotels.com/en/ |
Having a well written and well presented CV is key to landing the position you want, therefore spending that extra bit of time ensuring the key points are covered concisely but with enough detail to spark interest, is very important.
You should always think about the first impressions people will get when viewing your CV, as it is a fact that most clients or recruiters will not read each CV in great detail. It must therefore catch peoples’ attention, with an accessible layout and clearly show where your talents and interests lie.
After your Name and Contact Details, your CV should then cover your academic & professional qualifications, and your work experience.
It is also optional to include a short profile, describing your key skills & a brief overview of your work experience, at the top of the CV after Name & Contact Details. This should include points that will capture the attention of the reader and should be short and to the point. This should always be adapted to the profile of the role you are applying for.
Qualifications should include details of school, university and any professional qualifications attained, the grades obtained and institutions attended. These should be listed in reverse chronological order.
Work Experience:
Positions must be listed in reverse chronological order and you should always include the name of the organisation, the dates of your employment, your job title and, if you feel necessary, a brief overview of the organisation…industry sector etc.
Concisely explain the nature of your role, skills utilised and any achievements you deem important and useful for future employers.
The most recent positions should contain more detail as these will be more relevant to your job search, whilst older positions should be summarised. You should also be prepared to highlight different aspects of your experience and skills when applying for different roles, to draw clients’ attention to specific aspects that are relevant to each job role.
Interests & Achievements:
Now, when it comes to Interests, Achievements and the Personal section…do not fall into the trap of entering into too much detail. It is perfectly fair to include leisure interests and it is definitely worth mentioning any personal achievements that will show the type of individual that you are, but don’t be too keen on adding extras to this section to bulk it out...it simply isn’t necessary. This section should always be placed after your Work Experience.
Things to Avoid:
There are some points to avoid when writing your CV:
All candidates will be thoroughly checked out before submitting to roles to ensure the quality of service we provide and therefore all information you provide us with must be accurate, or it could harm your prospects further down the line.
Savantor services are tailored to Client needs based on our core service areasSpecialist Resourcing Payments Strategy Platform Transition Operational Efficiency
Consulting and contracting roles in the payments, mobile and banking arena within the UK and across EuropeView more
Find out more from our Savantor brochures, MarketEye back copies and Industry opinionCollateral Market Eye News & Views Sign Up to receive MarketEye
"Savantor brought an effective blend of European acquirer market expertise and transaction processing solution design. Their experts quickly forged strong working relationships with our team. We enjoyed working with them to create our future acquirer strategy."
Mikko Hyttinen, SVP - Lending Services - OP-Pohjola Group - Finland
"Savantor did a superb job in confirming what we believed was an area of weakness. The detail we now have will enable us to agree internally what we need to do to improve structure, control and income. Nationwide management were very impressed with the quality of the Savantor team."
Adam Slater, Senior Manager - Banking - Nationwide Building Society - UK
"The expertise provided by Savantor has greatly helped us evaluate our risk position and to take the right steps in managing our future risks. Strong, disciplined planning and an ongoing willingness to work closely with our staff played an enormous part in making this a very successful well-delivered project which will greatly help us in achieving our business goals."
Mark Healy, Chief Risk Officer - NEOVIA Financial - UK
"OP-Pohjola Group has used Savantor in both acquiring and issuing for platform/service provider research, RFI/RFP processes and subsequent contract negotiations. Savantor's approach and commitment have always been very professional and transparent. They have been of great help for the company in providing us important insights and background information beyond vendors sales speeches."
Kai Lindstrom, Head of Acquiring - OP-Services Ltd - Finland
"Execution at its best. We're delighted that this project has been truly outstanding and received an award from 'The Banker'. Savantor provided crucial expertise that helped us keep all our promises in terms of delivery. The scheduling, planning and control regime throughout was excellent."
Chris Mason, Director - Commercial Cards EMEA - Citi - UK
"After searching extensively for the required industry expert in a complex litigation, Savantor was identified to have the necessary industry knowledge and expertise on a range of complex issues. Savantor provided clear advice and was able to quickly hone in on the key issues, but most importantly, generating pragmatic winnable answers."
Gavin Ingram, General Counsel & VP Strategic Planning - Global Blue - Asia Pacific
"Savantor did an outstanding job of the review and I received nothing but positive feedback on the interaction with our management team."
Jeff Guthri, COO - Moneris Solutions - Canada
"Working close with Savantor's professionals over the years in the payment arena. I appreciate the skills and knowledge these guys have and will surely engage with them when opportunities arise. The current engagement with Savantor is full to satisfaction and beyond."
Idsert Walta, Head of Banking Categories - Nordea - Scandinavia
Send us a support request and one of our specialists will be in contact to assist you.
Register your CV with us and gain access to a range of job opportunities through our online job search portal. | https://www.savantor.com/cv-tips.asp |
1. Who are you?
1.1.Your Information will be processed by Bappeda Kabupaten Wonosobo, with its principal place of business at Jalan Merdeka No.1 Wonosobo, Jawa Tengah, Indonesia (“Bappeda Wonosobo”/”we”/ “us”/”our”).
1.2. Any reference in these Terms to “you”/”your” means you, the user of the App.
2. What information do we collect about you?
We may collect and process the following data about you:
first and last name
username
password
email address
location
photo
user type
sector of employment
organisation or personal URL, if applicable
alternative App account login, if applicable
push notification option
preferred SDG goals
in-App view data
in-App buttons or links selected
mobile network operator
device model, manufacturer, operating platform (android) and operating system version
time zone
2.1. information that you provide by registering to use the App, editing your user profile, or using the App. More specifically:
2.1.1 to register for the App you must provide the following mandatory information: your full name, your email address and password or, if you are using Facebook, Google or other alternative platform to register, your log-in details for the relevant platform; and
2.1.2 you may also provide the following information at your discretion: a username, and a URL
2.2 information that other users provide about you when they use the App;
2.3 details of your use of the App and the resources that you access including;
2.4 information about the device that you access the App from (such as your mobile network operator and device model);
2.5 if you contact us or report a problem with the App, we may keep a record of that correspondence; and:
2.6 details of your location will only be as detailed as your full street address in order to find relevant actions near you. Please note: NO GPS coordinates will be stored permanently by Us.
How will we use your information?
2.7. We will use Your Information to:
2.7.1 ensure that content on the App is presented in the most effective manner for you and your device;
2.7.2 ensure that we provide personalised and relevant content to you;
2.7.3 create and make your user profile viewable by other users of the App;
2.7.4 to allow you to participate in the interactive features of the App;
2.7.5 Deliver you more relevant content, in the case of your location data; and
2.7.6 notify you about changes to the App and provide you with notifications regarding:
Actions activities (users joining/liking/sharing your actions).
User specific goal news, or other news based on your preferences
3. Will we transfer your information overseas?
No. All of Your Information will be processed within Indonesian Economic Area.
4. Will we share your information with third parties?
4.1 Save as set out in this section, we will not normally share your information with third parties unless you consent however we may disclose Your Information if we are under a duty to do so in order to comply with any legal obligation, or in order to enforce or apply the App terms and conditions
4.3 We may, from time to time, share anonymised user data with our SDG Partners.
5. How will we protect your information?
5.1 All information you provide to us is stored on our secure servers. Where we have given you (or where you have chosen) a password for the App, you are responsible for keeping this password confidential. We ask you not to share your password with anyone.
5.2 Unfortunately, the transmission of information via the internet is not completely secure. Although we will do our best to protect Your Information, we cannot guarantee the security of your data transmitted to our site; any transmission is at your own risk. Once we have received your information, we will use appropriate procedures and security features to prevent unauthorised access.
6. Can you access or change the information we hold about you?
6.1 Yes, you have the right to request a copy of the information that we hold about you. If you would like to do so, or to find out more about how your data will be used, please contact us via the details in section 8 below. We may make a small charge for this.
6.2 We want to make sure that Your Information is accurate and up to date. If you would like us to correct or remove information you think is inaccurate you can contact us via the details in section 8 below.
8. How can I contact you?
8.1.1. by email at [email protected]; or
8.1.2. write to us at Jalan Merdeka No.1 Wonosobo, Jawa Tengah, Indonesia 56311.
8.2. We hope you will be happy with the way we handle your information but if not you have the right to complain to the Information Commissioner if there is a problem – for more information visit www.ico.org.uk
This policy was last updated on 2 September 2019 and supersedes any previous policy.
Copyright © 2019. All rights reserved. All copyright, trademarks and other intellectual property rights are the property of their respective owners and should only be used with their express permission. | https://bappeda.wonosobokab.go.id/privacy-policy-sobo-aksi/ |
We are committed to protecting the privacy of our Users.
By visiting our Website (supercarers.com) or accessing our Platform (app.supercarers.com), you are accepting and consenting to the practices explained in this policy. It applies to both Care Seekers and Care Givers, and, with regard to transparency provisions according to General Data Protection Regulation (GDPR), to other individuals whose data we may process except for our employees.
All your Personal Information shall be used in accordance with the General Data Protection Regulation (GDPR). For the purposes of the GDPR, Super Carers Ltd is the data controller, where you are visiting or using our services through our Website (supercarers.com) or accessing our Platform (app.supercarers.com).
The basis for the processing of your data
SuperCarers processes your data for the performance of the contract that you have entered into for the use of the SuperCarers service and that is governed by our Terms and Conditions, and/or in order to take steps at your request to enter into this contract.
In addition, some data is processed based on SuperCarers’ legitimate interest, notably web and app analytics for the purposes of enhancing web and app performance, website logs etc. to prevent fraudulent or other malicious activities, website visitor logs for cybersecurity and/or error tracking purposes.
We may ask for your consent in other cases where we process your data. Such consent can be revoked at any time by contacting us at [email protected].
1. Policy Updates
2. Information collected
2.1 Personal information
Personal Information is information that could potentially identify you individually. We may collect, store and/or use the following types of personal information:
-
Information that you give to us. This might be that which you provide via forms on; the Website, the Platform, or provide by e-mail, over the phone or other such means.
-
This includes information provided for the purpose of registering for or using our service, in searching our Website or Platform, in subscribing for our services (email notifications and/or newsletters) or for any other reason. This includes but is not limited to;
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Contact information: your name, email address and phone number
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Information about the Care needed: the type of Care, the address where the Care is required and the name of the Care Recipient.
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Information relating to any transactions made through the platform, including but not limited to booking or providing the Care and corresponding financial and credit card and billing information.
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Stripe notifies us whether your transaction Payment has been successful or not, and might communicate some details on issues, for example if a payment fails due to insufficient funds or other reasons.
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Information provided on health and/or medical conditions, experience requirements, and personal preferences.
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In addition Care Givers may record information about Care provided, Care Seekers and Care Recipients in the course of their service delivery, which is connected to your account and other personal information provided. This information may be stored and made available to other Care Givers booked for the purposes of best serving you.
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Special categories of personal data like health data, which merit higher protection, will be processed for health-related purposes only where necessary to achieve those purposes for the benefit of care recipients, in particular in the context of the management of health pursuant to contract with a health professional and subject to suitable safeguards. Care Givers health information will be processed in terms of ensuring Care Seekers and Care Givers own security when providing the services.
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Ratings and reviews provided – about services provided through the platform, including about the Care Givers.
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We may also receive and store information about you from third parties, involved in or connected to the Care, such as Social Services.
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We may receive and store information about you where you interact with us through social media. This will include personal information that is available on your profile such as; name, location and work details.
If you call our phone lines, calls are recorded for training and monitoring purposes
2.2 Personal information relating to Care Recipients
This might be where the Care Seeker and the person receiving the Care (the “Care Recipient”), is not the same person, and as such you might disclose personal information about them.
2.3 Additional personal information collected for Care Givers
If you are using the Website/Platform to apply or join as one of our registered Care Givers, we will collect and store further personal information, including but not limited to:
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Information you supply to us during the application process and thereafter. Personal data such as:
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qualifications, professional skills and other experiences (CV), personal preferences (activities of daily living you enjoy or animal preferences), nationality, languages, results of background checks (see below) and any other personal data which you disclose to use for use in your profile.
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A photograph of your face, which we may take for you and display on your profile to Care Seekers. A photograph of your face is required in order that the Care Seeker can know who the person they are booking is and identify them when letting them into their home. This is important for the safety and security of Users.
- Supplemental information about you from third parties, for example results of background checks carried out by Onfido including and not limited to; Enhanced DBS (criminal records check including spent convictions), identity and right to work checks. The results of these checks will be shared with us by Onfido. Information obtained for the purposes of verifying your work history and reference checks or that information obtained by way of face to face interview.
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Information might be provided; directly from you; from a third party hiring platform or job board, which you uploaded a CV or other personal information to; or, where you have been referred to us to work through the platform; or engaged with us via social media channels. We will not use data from the open internet in this regard; we will only gather information about you where you have previously intended to let us know. Personal information collected from social media channels may include that which is detailed on your profile such as; name, location, work details.
We may collect data and feedback from clients and reference it against your profile as this is important for the safety of Users. This information will not be publicly available on your profile.
2.4 Other Information Collected – technical and technology information as it relates to your data:
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We may collect and store certain information automatically through technology each time you visit the Website or Platform. This is typically designed to help us learn and improve the way we serve you. Examples of this information include the following:
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information about how you interact with the Website/Platform - the computer or device used for access, the internet protocol (IP) address used to connect your computer or device to the internet, other connection information such as: browser type, version, location and language preferences, and your operating system
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information about your visit including: referral source, page visits, duration and navigation information, searches made, the full Uniform Resource Locators (URL)
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We also may receive information about you from other third parties we work with - such as any websites or social media platforms (for example, Facebook), other advertising and analytics networks, and other channels who link Your Personal Data to our Website/Platform.
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3. Using your Personal Information:
3.1 For All Users:
We and our representatives may use your personal information for the following purposes:
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carrying out our obligations under Our Terms & Conditions;
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authorising payments and/or a bill or receipt to or from you;
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administering and maintaining the account you hold with us;
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ensuring that Our Service is presented in the most effective manner for you and your computer or mobile device;
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providing you with information, products and/or services that you request from us, and other commercial communications;
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where you have consented and opted in to specific communications such as those for direct marketing purposes, information about other services or products which we feel may interest you;
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notifying you about a change to Our Service;
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requesting feedback on Services and to address and investigate service complaints that might arise or violation of any of our Terms, Policies or Standards; and
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to conduct troubleshooting, data analysis and internal reporting
We will not provide your information to any third parties for direct marketing purposes without your express consent.
3.2 For Care Seekers and Care Recipients - Additional Information:
We and our representatives may use your personal information for the following purposes:
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ensuring Care Givers can fulfil a booking;
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providing Care Givers with relevant details of the Care previously booked and the records of other Care Givers providing Care to the Care Recipient
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providing Care Givers with information stored on your account about: health and medical needs, experience requirements and other personal preferences including activities of daily living
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where you agree - to sharing your information with a third party Care services provider, such as a Care or nursing agency, for the purpose of meeting your requirements as a Care Seeker
Once you have completed your care request, we will share the following information with the suitable carers in order to find the best match for you: first name, first three digits of the postcode where care is required and the description of needs.
3.3 For Care Givers - Additional Information:
Where you have applied to join or have been accepted as a registered Care Giver on the Website/Platform, you submit personal information to us and for publication on our Website/Platform and as such we may use your information in accordance with our Terms & Conditions.
We may use this personal information in the following ways:
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inviting you to apply or to complete your application;
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to contact you in respect of an application to join the Platform – such as arranging an interview, induction or any training;
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to assess your CV, qualifications and any other information provided to ascertain your suitability to join the platform;
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to complete the registration process, including to contact third parties to obtain references on you;
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to provide you with information regarding job opportunities with Care Seekers that may be of interest to you based on the information we have collected;
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to monitor your ongoing compliance and administer your account including: criminal records information shared with us by Onfido, ongoing updates provided by the DBS update service, and updates to training and other compliance information
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to provide your profile to Care Seekers to facilitate a booking, which is available on the internet.
Customers can search for Carer Givers in their local area on our website, using a postcode search, and can view limited profiles of those in their area. The limited profile includes: picture, first name, surname (initial only), years’ experience in care, driving status, pet preference and languages. Customers will not receive any further details or contract details until you propose yourself to a job.
When you propose yourself for a job, your personal profile is made available to the family, which includes: full first name, surname (initial only), picture, summary key info and background checks info (DBS checked, driving or car status, languages, pet preference, public liability status, smoking or not), condition experience, services provided, qualifications and a map with a broad indication of where you live. Once the family receives the “shortlist of carers”, they may want to interview you; in that case, SuperCarers will share your contact details: phone number and email.
4. Retention of personal data
The Platform allows Users who are Care Seekers to connect with Users who are Care Givers and provides tools to help facilitate this process. As such it is vital, we retain personal data on Users and from closed accounts for as long as necessary to fulfil the purposes the data was collected for, including for the purposes of satisfying any legal, accounting, or reporting requirements and to comply with other obligations such as safeguarding Users, to the extent that it is permitted by Law.
We may delete accounts or specific information before account deactivation where we believe it may no longer be relevant or where an account has been inactive for more than a year.
If you have sent us an email or other correspondence, we will retain your information until we are satisfied it is outdated or no longer relevant, subject to your exercise of the right to erasure.
5. Disclosure of your information:
Subject to the need to perform the contract with you based on our Terms and Conditions and our legitimate interests, we have the right to share your personal information in some cases:
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in the event that we sell or buy any business or assets, in which case we may disclose your personal data to the prospective seller or buyer of such business or assets;
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if we are under a duty to disclose or share your personal information in order to comply with any legal obligation, or in order to enforce or apply such other terms as apply to our relationship, or to protect the rights, property, or safety of our customers, ourselves or others. This includes exchanging information with other companies and organisations for the purposes of fraud protection, credit risk reduction and relating to safeguarding issues.
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if we determine that such disclosure is necessary in connection with any investigation or complaint regarding your use of the Platform. Where we believe there is a safeguarding obligation this might include; Social Services, Adult Safeguarding Board of the relevant Local Authority, General Practitioner (GP), NHS clinicians or nurses, private consultants, specialists or other persons involved in your ongoing Care.
6. Cookies:
Certain parts of Our Website/Platform use “cookies” to keep track of your visit and to help you navigate between sections. A cookie is a small data file that certain websites store on your computer’s hard-drive when you visit such websites. Cookies can contain information such as your user ID and the pages you have visited.
Types of cookies used on SuperCarers:
SuperCarers uses different types of cookies. Permanent or persistent cookies are those that are not removed from your browser or computer after a session ends and you close your browser. These are used to recognise you as a User and for example remember the details about care requests made by a User to enable sign up functionality, should the User leave and return to the site. Session cookies enable us to track you while using our Website and for example make care bookings.
SuperCarers uses a number of third party services to embed content such as reviews and videos, and to help analyse site features and are primarily for own internal purposes. An example of this would be Google Analytics, which provides information, insights and reporting on the use of the Website.
7. Security:
Our Service has numerous security measures in place to protect the loss, misuse and alteration of information under our control, such as passwords and firewalls. We cannot, however, guarantee that these measures are, or will remain, adequate, but we have put in place suitable data security procedures; we do, take data security seriously and will use our reasonable endeavours to protect the integrity of your personal information.
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If you register to use Our Service, in particular if you have an account with us, you will be asked to create a password. You must keep this password confidential and must not disclose it or share it with anyone. You will be responsible for all activities that occur under your password. If you know or suspect that someone else knows your password you should notify us immediately at the address provided at the end of this Policy. If we have reason to believe that there is likely to be a breach of security or misuse of Our Service, we may require you to change your password or we may suspend your account until your identity has been verified and the account has been satisfactorily secured.
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Our Service may, from time to time, contain links to and from other websites. If you follow a link to any of these websites, please note that these websites have their own privacy policies and that we do not accept any responsibility or liability for these policies. Please check these policies before you submit any personal data to these websites.
Additionally, personal information and content requested may be transmitted electronically to addresses provided by you (email for example) and this is done so at your own risk and you understand these risks.
8. Storing Your Personal Data - where do we store it?
Your personal data may be collected, processed and/or otherwise transferred to a destination outside the European Economic Area (“EEA”) and in particular, the United States.
Data we collect from you is primarily stored on servers located in the EU/EEA, however in particular third party technologies and services we use may store data in the United States, which results in this transfer of information internationally outside of the EEA.
We will take all reasonable steps necessary to ensure that your data is treated securely and appropriately in accordance with this policy.
We have put the necessary steps in place to ensure all company laptops are encrypted and have appropriate protection against viruses, malware, ransom-ware and malicious code and are regularly updated.
9. Your rights:
- Applicable Laws - We are committed to protecting your privacy, and will only use your personal information in accordance with the General Data Protection Regulation, and the enacted version of the Data Protection Bill 2017, and the Privacy and Electronic Communications (EC Directive) Regulations 2003 together with any other laws applicable to the protection of personal data in force from time to time in England and Wales and any related regulations and guidance (as from time to time amended, extended, re-enacted or consolidated) and all subordinate legislation, regulations and guidance made pursuant to any of them;
You have the right to ask us not to process your personal data for marketing purposes. We will inform you if we intend to use your data for such purposes or if we intend to disclose your information to any third party for such purposes.
Access - You are entitled by law to ask for a copy of your personal Information at any time free of charge.
You have the right to obtain without undue delay the rectification of inaccurate personal data concerning you, including the right to have incomplete personal data completed e.g. by means of providing a supplementary statement.
You have the right to erasure of your data, which you can exercise by means of the deactivation of your account. We are not required to delete the information important for the establishment, exercise or defence of legal claims, or that we need to retain in order to comply with the law.
You have the right of restriction of processing, where the data is wrongfully processed but should not be erased for a reason listed in Article 18 (1) of the GDPR. Until a download option has been developed based on universally recognised standards, you may exercise your right of data portability by obtaining your data by sending us an email request.
You can exercise your rights at any time by writing to us at: Super Carers Ltd, 201-203 City Road, Old Street Works, EC1V 1JN, London, United Kingdom. Alternatively email us on [email protected].
10. Third party websites
11. Our Contact information
Data Protection Officer contact details: | https://supercarers.com/privacy/ |
Medical Research Institute (SAHMRI), we are committed to achieving innovative, ground-breaking health and medical research that fundamentally improves the quality of life for all people. The SAHMRI Clinical Trials Platform manages and coordinates national and international clinical trials in multiple therapeutic areas. The Director, SAHMRI Clinical Trials Platform will be responsible for leading and expanding clinical trial activity and capacity across disciplines and services. A focus will include clinical trials and new innovations in clinical trials. The Director will continue to develop a culture of research excellence and ensure that SAHMRI clinical trials activity is aligned with SAHMRI’s strategic plan as well as other state-wide and national initiatives.
About The Role
Key responsibilities include:
- Grow clinical trial research across SAHMRI themes
- Strategy and planning for the expansion of clinical trials and clinical research activity across SAHMRI themes in conjunction with SAHMRI’s Strategic Plan and research objectives
- Lead innovations in design of clinical trials, especially relating to recruitment and monitoring strategies
- Participate and/or lead grants and publications as appropriate to the expertise of the candidate
- Lead relevant strategic projects and change management initiatives
- Monitor and report on performance of strategic projects including the implementation of strategies to achieve objectives
- Participate in projects to continuously improve processes, tools, systems and organisation
- Ensuring the SAHMRI Clinical Trials Platform is fit for purpose and serves the needs of the different groups across the organisation
- Ensuring the SAHMRI Clinical Trials Platform is compliant with regulatory frameworks nationally and internationally and other relevant standards
- Ensuring the SAHMRI Clinical Trials Platform grows activity and is responsible for delivering against agreed budget outcomes
- Develop operational plans and associated performance measures and manage the execution and delivery of the plan
The successful candidate will possess the following key attributes:
- Doctoral qualifications in an area relevant to clinical research or clinical trial methodology/practice
- Proven extensive experience in the conduct of clinical trials and translational research
- Extensive knowledge of the clinical research and clinical trial environment in Australia
- Experience with the pharmaceutical and/or biotechnology industry
- Extensive project management experience including monitoring and reporting on performance
- Experience working collaboratively with relevant clinical, ICT and laboratory research operational teams to support clinical trials and research activity
- Effective management (including time management), negotiating and critical analysis skills
- Experience in quality improvement systems and activities
- Ability to write clear, succinct and accurate reports
- Interstate and international travel may be required
- DCSI Employment Screening may be required
Applications should include a cover letter that briefly summarises their relevant qualifications, experience, knowledge and skills, as listed in the Position Description.
For a confidential discussion and more information, please contact SAHMRI Deputy Director, Maria Makrides at [email protected]
Applications close: - Tuesday, 29 June 2021
Aboriginal and Torres Strait Islander people are strongly encouraged to apply
SAHMRI is a member of the Athena SWAN Science in Australia Gender Equity program. We have been awarded Bronze status for our commitment to advancing the careers of women, trans and gender diverse individuals in STEMM. | https://www.healthcaremedicaljobs.com.au/job/15973766/director-sahmri-clinical-trials-platform |
This Policy is designed to explain what information we collect, how we collect it, for what purposes and uses, how we might share or disclose it and what are your options concerning the information. Therefore, reading and understanding this Policy is the basis for making an informed decision as to whether or not you should access the Platform and its services.
By accessing and using the Platform and its services, you agree to be bound by this Policy. If you do not agree to any of the provisions as set hereunder in this Policy, please do not use the Platform or any of its services.
This Policy does not apply to other third-party websites that post different statements, regardless of whether the Platform links to them or not.
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NO USERS UNDER 13.
You must be 13 years old or older (the "Permitted Age") to use the Platform. If you are under the Permitted Age, please refrain from using the Platform and/or from providing us with any information. We do not knowingly collect information from users under the Permitted Age. If we become aware that we have collected personal information from someone under the Permitted Age, we will use reasonable efforts to delete it.
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WHAT INFORMATION DO WE COLLECT.
We collect the following information so that we can provide you with our services and in order to further improve your experience while using the Platform:
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Information You Give Us.
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Personal information: we collect your full name, postal address, email address, phone number, username, password, gender, age, credit card information, billing address and other billing related information, as well as other information you directly give us (for example, in your profile), or that you send to us (including, but not limited to, information sent to us when you connect and/or interact with the Platform through other third-party services or sites, such as Facebook and Google if your account settings on those sites allow this). You may also be required to provide a certificate proving that you are deaf or hard of hearing, and eligible to receive certain state sponsored services.
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Interpreter qualification and payment details: we collect information to confirm that you, the interpreter, possess the required skills required to provide our users with the services (for example, a document proving you are a certified interpreter, your years of experience in the profession, the languages which you can interpret), and payment or banking information required to facilitate the payments to you.
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User-generated content: we collect information that you submit voluntarily on our Platform such as comments, photographs, feedback on the video and audio quality of the call, reviews of the interpreter and any additional feedback you submit.
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Information We Get from Others. We may get information about you from other sources, for example, other users or social platforms (such as Facebook or Google - with which you can register or connect to the Platform - if your account settings on those platforms allow this). We may also get information about you from other users of the Platform, and anything we
receive from them may be combined with information you provide us. For example, users can give feedback on interpreters which we store in order to improve our services.
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Anonymous Information Automatically Collected. We automatically log anonymous information about you and the device (computer, mobile phone etc.) you use when using the Platform in order to improve our services and your experience. For example, when visiting our Platform, we log your device's operating system, browser type, browser language, and other general statistical information.
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Video Recordings. We may store recordings of the video calls created on our Platform in order to improve our services, provide you with technical support, monitor our service providers (for example the interpreters), and develop new products, or improve existing ones. The recordings will only be shared, used and/or viewed by our internal staff and/or our Company advisors. If we wish to use the recording for marketing purposes, we will first ask for your written consent.
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You can remove or block cookies from the Platform through your browser settings. You can also block cookies on most mobile devices under "settings". Please note that if you remove or reject our cookies, it could affect how our Platform works for you and/or prevent you from being able to access/use certain features.
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USE OF PERSONAL INFORMATION.
We use your personal information to provide you with the services on our Platform and to:
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Operate, maintain and improve our Platform and your experience;
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Send you information including confirmations, invoices, updates, security alerts, and support and administrative messages;
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Respond to comments and/or questions and to assist you with any technical support (establish and set up your account, verify or re-issue a password), log your activity and contact you;
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Protect, investigate and deter against fraudulent, unauthorized or illegal activity;
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Provide and deliver products and services that you may request;
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To protect you and/or other users and prevent any use of the Platform which is unlawful or against our TOU and/or Policy.
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To resolve disputes and troubleshoot problems, and:
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Send you marketing or other promotional emails if you agreed to these when signing up. You may ask to be unsubscribed at any time.
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SHARING OF PERSONAL INFORMATION
We may share personal information as follows:
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When you provide your consent. For example, you may let us share personal information with third parties or other users (such as the interpreters). Third parties are subject to their own privacy policies.
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When we do a business deal, or negotiate a business deal, involving the sale or transfer of all or a part of our business or assets. These deals can include any merger, financing, acquisition, or bankruptcy transaction or proceeding.
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For legal, protection, and safety purposes, for example:
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To comply with laws.
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To comply with lawful requests and legal processes.
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To protect the rights and property of the Company, its agents, customers, and others. This includes enforcing our agreements, policies, and TOU.
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In an emergency. This includes protecting the safety of our employees and agents, our customers, or any person.
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With third-party service providers in order to provide you with specific services and/or features. For example, if we use a third-party payment application.
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With third parties as part of the service. For example, when using the video calls or chat feature on the Platform to communicate with a representative of another company, the information that you are conveying will be delivered to that third party.
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We may also share general aggregated and/or anonymized data with others for their own uses. This information does not personally identify you.
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If you provide interpreter services through the Platform, we may publicly share some of your information, for example photos of you, to promote your service and/or the Platform on various third-party platforms.
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INTERNATIONAL USERS
Our main office is in the state of Israel. If you use the Platform outside of Israel, please note that your information will be saved, stored and processed in Israeli databases and will be governed by Israeli law. You are not required by law to provide us with any information. By using the Platform, you give your consent to the above and to any provisions under applicable data storage and usage laws in Israel.
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INTERNATIONAL TRANSFER OF INFORMATION
Due to the fact that some of the services are provided by third parties located in various locations worldwide, your information may be transferred to, and stored on, computers located at these other countries - outside of your country or legal jurisdiction (the "Transfer"). Additionally, the privacy laws of these countries may differ from those in your jurisdiction. You are not required by law to provide us with any information. By using our services and/or providing us with your personal information, you are giving us your consent to this Transfer.
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SOCIAL SHARING FEATURES
Our services may integrate with third-party social applications and/or services such as Facebook, Google, Instagram, Twitter etc. (the "Social Apps"). These Social Apps let you share information and actions that you take on our Platform, on the Social Apps. For example, an action you take on our Platform may be published on Facebook if your account has been set-up this way. Please check your privacy settings in your profile on the Platform (as is applicable), and the settings and privacy policies of the relevant Social Apps for more information about how they handle the data you share through them.
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PROTECTION OF INFORMATION
Your personal information is protected in several ways. For example, access to your account and personal information is available only through a password and unique username/user ID selected by you (or the password and username selected on the Social App through which you logged in). Additionally, your personal information is stored on secured servers of approved third-party service providers, and only selected personnel have access to them. Furthermore, the Platform is secured and encrypted with Secured Sockets Layer technology.
By creating an account, you agree to keep your password and user name in strict confidence and to not disclose such information to any third-party. Should you feel that your password or account has been compromised, please let us know immediately.
Although we use industry standard security measures to protect your personal information so that it is not made available to unauthorized parties, we cannot guarantee that the information submitted to, maintained on, or transmitted from our systems will be completely secure and any information you provide is your sole responsibility and subject to this Policy and our TOU.
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USERS' RIGHTS IN RESPECT OF THEIR PERSONAL INFORMATION
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In accordance with the applicable privacy law, you have the following rights in respect to your personal information:
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Right of access. You have the right to receive:
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confirmation of whether, and where, we are processing your personal information;
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information about the categories of personal information we are processing, the purposes for which we process your personal information and information as to how we determine applicable retention periods;
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information about the categories of recipients with whom we may share your personal information; and
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a copy of your personal information which we hold.
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Right of portability. You have the right, in certain circumstances, to receive a copy of the personal information you have provided to us in a structured, commonly used, machine- readable format that supports re-use, or to request the transfer of your personal data to another party.
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Right of rectification. You have the right to request that any inaccurate or incomplete personal information about you be rectified.
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Right to erasure. You have the right, in some circumstances, to request that we erase your personal information if the continued processing of that personal information is not justified.
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Right of restriction. You have the right, in some circumstances, to request that we limit the purposes for which we process your personal information if the continued processing of the personal information in this way is not justified, such as where the accuracy of the personal information is contested by you.
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Right to object. You have a right to object to any processing of your personal information where there are grounds relating to your particular situation. There may be compelling reasons for continuing to process your personal information, and we will assess and inform you if that is the case. For the removal of doubt, you can object to marketing activities for any reason.
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If you wish to exercise one of these rights, please contact us using the contact details at the end of this Policy.
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You may also review and edit your contact and profile information by logging into your account on the Platform and opt out of certain processing activities. Please note that we may not be able to provide some functionalities of our services to you if you opt-out of certain data collection activities.
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COMMUNICATIONS AND PROMOTIONS.
By signing up to our Platform, you agree to receive emails with promotional content related directly or indirectly to our services, including, for example, service suggestions and other news about products and services offered by us and our selected partners. You can opt-out of these communications at any time using the 'unsubscribe' link provided in them, or by contacting us by email, after which we will
no longer send you promotional emails. We may still send you non-commercial emails which are necessary in order to provide you with the services.
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This Policy may be changed occasionally. If we make any substantial changes, we may notify you by sending you an e-mail to the last e-mail address you provided, and/or by posting a notice of the changes on our Platform. Any changes will be effective upon the earlier of ten (10) calendar days following our email or ten (10) calendar days following our posting of the notice on our Platform. These changes will be effective immediately for new users of our Platform. Continued use of our Platform following notice of such changes shall indicate your acknowledgement of such changes and agreement to be bound by the terms and conditions of such changes.
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ABUSE OF PRIVACY AND CONTACT INFORMATION.
We take your privacy seriously. If you have any concerns, please let us know.
We welcome your comments and questions. You may contact us at: [email protected]
Last Updated: January 2021. | https://www.signnow.co.il/privacypolicy |
- Expired: over a month ago. Applications are no longer accepted.
Job Description
Company Description
Panum is seeking an experienced Business Analyst to serve an existing contract with our US Coast Guard client. The selected individual will provide documentation support, data management support and serve as the TASS point of contact.
This position requires and ACTIVE Secret Clearance
Roles and Responsibilities
- Provide documentation support services to CG-913 with HSPD-12implementation, to include implementation of the TASS, and recommend improvements as
- necessary
- Assist in developing briefings or other applicable documents for CG-9stakeholders regarding the status of the HSPD-12 program.
- Review HSPD-12 related documents (e.g. government-wide HSPD-12 system) and provide recommendations to CG-9 stakeholders.
- Provide recommendations for modification and insertion of Background
- Investigation (BI) language for relevant Coast Guard contracts in response to the requirements of HSPD -12.
- Provide assistance identifying stakeholders to ensure program continuity, coordinating meetings between stakeholders, and conduct research to help develop internal process guides.
- Maintain a workload tracking system (ex: Excel spreadsheet or MSACCESS database) documenting outstanding issues and resolutions that arise from daily operations of the TASS program.
- Coordinate the process review / version review of TASS documentation and support the CG in ensuring that policy and procedures are documented, approved, published on the web, and disseminated to all program participants/stakeholders in a timely manner.
- Create a communication plan for the dissemination, organization and maintenance of all relevant TASS communications.
- Communicate all TASS items with relevant stakeholders and staff as outlined in CG-approved Communication Plan.
- Organize and maintain USCG information (files, tracking tools, reports, etc.) in a logical, intuitive manner on a USCG-approved information system.
- Design, develop and populate a database for tracking and reporting HSPD-12 information on CG contractors.
Minimum Qualifications
- Minimum of a High School Diploma is required for this position
- 3 years analyst experience, USCG experience
- Must have an active secret clearance
- Must be knowledgeable in the requirements of HSPD-12
- Experience implementing new programs, have the ability to conduct research, draft procedures, and develop and conduct training.
- Familiarity with TASS is preferred
The Panum Group, LLC., established in 1997, provides unique expertise and innovative solutions that address federal customers’ greatest business and mission challenges. A culture of excellence through innovation and problem-solving has resulted in 100 percent growth in employees and revenue over the last three years. Panum provides program & project management, acquisition & contract management, business & strategy consulting and next generation information and communications technology services for more than 20 federal agencies. For more information, please visit www.panum.com.
Panum
AddressWashington, DC
USA
Industry
BusinessView all jobs at Panum
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WFP celebrates and embraces diversity. It is committed to the principle of equal employment opportunity for all its employees and encourages qualified candidates to apply irrespective of race, colour, national origin, ethnic or social background, genetic information, gender, gender identity and/or expression, sexual orientation, religion or belief, HIV status or disability.
ABOUT WFP
The United Nations World Food Programme is the world’s largest humanitarian agency fighting hunger worldwide. The mission of WFP is to help the world achieve Zero Hunger in our lifetimes. Every day, WFP works worldwide to ensure that no child goes to bed hungry and that the poorest and most vulnerable, particularly women and children, can access the nutritious food they need.
ORGANIZATIONAL CONTEXT
CARICOM works in 15 Member States and 5 Associate Members to create a community that is integrated, inclusive and resilient; driven by knowledge, excellence, innovation and productivity; a Community where every citizen is secure and has the opportunity to realise his or her potential with guaranteed human rights and social justice; and contributes to, and shares in, its economic, social and cultural prosperity; a Community which is a unified and competitive force in the global arena.
The WFP multi-country Office (MCO) in the Caribbean covers 22 countries and territories in the English and Dutch-speaking Caribbean region and implements multi-country technical assistance and capacity-strengthening for emergency preparedness and response (EPR). WFP Caribbean is strengthening regional and national capacities by supporting the CARICOM, CDEMA and national governments to improve EPR functions, while collaborating with bi-lateral organisations, UN agencies and other stakeholders to coordinate efforts in designing and implementing effective, cost-efficient and gender sensitive programmes and emergency responses to minimise the impact of shocks on vulnerable populations.
JOB PURPOSE
To support and contribute to the evidence base that supports food security policies and programmes for CARICOM member states and territories.
KEY ACCOUNTABILITIES (not all-inclusive)
- Lead/support the analysis of food security of existing and incoming data , surveys using statistical methodologies through analytical tools such as SPSS, STATA, R.
- Develop regional products to support food security analysis in the region – routine or ad hoc analysis
- Streamline the maintenance and usage of existing databases
- Support the design and provide recommendations for a platform to visualise a regional overview of price data. Contextualise market price data by capturing key insights along the whole value chain – from producers to consumers.
- Contribute to the development of projects and activities, plans and processes, ensuring alignment with wider WFP policies and guidance.
- Support the development of systems and tools for the monitoring and assessment of food assistance needs in line with innovative methodologies and best practice.
- Support the development of food security and vulnerability analysis and the preparation of timely reports on food assessment needs in line with wider VAM policies, processes and guidance to enable effective decision-making on the development of country strategy, policies and programmes.
- Provide assistance on the coordination of data gathering and monitoring systems ensuring that rigorous quality standards are maintained.
- Liaise with implementing partners (internal and external) to monitor ongoing projects, ensuring effective collaboration, timeliness and efficiency and highlight potential risks to project delivery.
- Support the capacity building of all stakeholders.
- Provide support to relevant partners that are focusing on food security and nutrition issues to enable sharing of experience, lessons learned and best practice.
- Other as required.
OTHER SPECIFIC JOB REQUIREMENTS
- Support the development of systems and tools for monitoring and assessment of prices in line with innovative methodologies and best practices.
- Identify gaps and strengths of existing systems and find opportunities for strengthening capacities for government partners. eg. expansion of existing systems – inclusion of more locations, digitalization of processes, refining reporting processes, sharing and use of data.
DESIRED EXPERIENCES FOR ENTRY INTO THE ROLE
- Demonstrated proficiency in the use of several statistical tools and methods for food security analysis.
- Developed practical expertise in food security analysis and mapping by participating in multiple assessments in countries, including the design, data collection and analysis.
STANDARD MINIMUM QUALIFICATIONS
Education
Advanced University degree in Economics, Food Security, Statistics, Data Science, Public Health/Nutrition, Geography or other related field, or First University degree with additional years of related work experience and/or training/courses.
Language
Fluency (level C) in English language is required.
TERMS AND CONDITIONS
Who Can Apply?
This position is open to nationals of Guyana and CARICOM member states and associate members. CARICOM Nationals applying for National positions outside of their home country bear sole responsibility for required actions or expenses related to relocation, accommodation, repatriation, and any other living expenses, etc. A CARICOM Skilled National Certificate is a pre-requisite for employment for successful candidates who are not from the country for which the position is advertised. Only shortlisted candidates will be contacted and advance to the next stage of the selection process.
Employment Particulars
- Type of position: Short Term. Full Time
- Type of Contact: Service Contract (SC-9)
- Duration on Contract: 12 months with the possibility of extension, based on organizational requirements.
- Duty Station: Georgetown, Guyana
- Remuneration: The salary for this role starts at GYD $388,613.33
DEADLINE FOR APPLICATIONS
The application should be submitted by January 27, 2023, at 23:59 Eastern Daylight Time. Please note that applications received after the deadline will not be considered and only short-listed qualified candidates will receive an acknowledgment.
Note: If you have any issues uploading documents or submitting the application, please send an email to [email protected].
Link to apply:
https://career5.successfactors.eu/sfcareer/jobreqcareer?jobId=291407&company=C0000168410P
WFP has a zero-tolerance approach to conduct such as fraud, sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. All selected candidates will be expected to adhere to WFP’s standards of conduct and will therefore undergo rigorous background verification internally or through third parties. Selected candidates will also be required to provide additional information as part of the verification exercise. Misrepresentation of information provided during the recruitment process may lead to disqualification or termination of employment
WFP will not request payment at any stage of the recruitment process including at the offer stage. Any requests for payment should be refused and reported to local law enforcement authorities for appropriate action.
How to apply
To apply, please create a personal account and fill out the profile form with your personal information at http://www1.wfp.org/careers/job-openings. If you are an internal applicant, apply through your E-Recruitment profile.
In the application form, ensure filling the mandatory sections, attach your CV, answer the pre-screening questions and agree on the legal statement before submitting your application. Selection of staff is made on a competitive basis on account of potential and performance. All applicants will undergo a rigorous process that includes screening against job requirements, a technical test, and a panel interview.
Note: If you have any issues uploading documents or submitting the application, please send an email to [email protected]. | https://breakingwide.com/food-security-analyst-service-contract-sc-9-guyana-at-world-food-programme/ |
At Squarespace, we empower people with creative ideas to succeed.
That means delivering beautiful software products to our customers. Technical Program Managers (TPMs) contribute to that mission by making shipping software easier and more predictable.
The Internal Engineering team is looking for a TPM (Individual Contributor) to partner with our engineers to plan and deliver technical projects that enable our award-winning Customer Operations team to reach their goals—today and as we scale. The work you ship will directly support the Customer Operations team’s commitment to providing world-class, 24/7 support to our millions of customers.
You will partner with Engineering Leadership and the Customer Operations team to build and deliver on a technical roadmap. Projects include revamping our customer support tool and customer-facing Squarespace Help website, implementing and supporting third-party integrations (e.g. Zendesk, Aspect), and ensuring we have systems in place to collect and analyze advisor and customer metrics. You will also partner with Engineering Leadership and stakeholders to identify opportunities for process and product optimizations. You will be the point of contact for project communication regarding status, schedule, and scope updates, as well as track risks, dependencies, and blockers.
Throughout your work, you will identify and coach Engineering and Customer Operations stakeholders on process improvements for technical project planning and delivery. You will also partner with other TPMs to provide everyone at Squarespace with a set of tools and workflows to manage technical projects more efficiently and seamlessly.
This role is located in New York and reports to the Internal Engineering TPM Team Lead in New York.
RESPONSIBILITIES
- Understand the strategic vision for both Squarespace and Customer Operations and use this information to create a technical roadmap and corresponding project scopes
- Understand relevant Engineering systems and architecture and use this information to draft technical requirements for your projects in collaboration with your Engineering partners
- Work closely with Engineering Team Leads to ensure our engineers deliver products and features that meet these stakeholder and technical requirements
- Demonstrate a passion for understanding, analyzing, and meeting the needs of your customer (Customer Operations) and serve as their voice to the engineers
- Lead delivery of cross-functional projects throughout all lifecycle phases (initiation, scoping, execution, release), change and risk management, and ongoing product maintenance
- Ensure that clear, accurate, and relevant information about major initiatives is available to the relevant stakeholders on-demand
- Establish excellent working relationships with all partners to ensure blockers and dependencies can be quickly identified and resolved
- Drive constant process improvements across Internal Engineering and Customer Operations teams with a focus on increasing organization, transparency, and efficiency
QUALIFICATIONS
- Proven track record of delivering cross-functional projects
- Firm understanding of technical architecture at previous companies
- Expertise in project management tools, such as Atlassian suite (JIRA, Confluence), and G Suite
- Ability to efficiently and effectively troubleshoot ambiguous challenges
- Commitment to fostering a culture of inclusion, collaboration, and trust
About Squarespace
Squarespace makes beautiful products to help people with creative ideas succeed. By blending elegant design and sophisticated engineering, we empower millions of people — from individuals and local artists to entrepreneurs shaping the world’s most iconic businesses — to share their stories with the world. Squarespace’s team of more than 800 is headquartered in downtown New York City, with offices in Dublin and Portland. For more information, visit www.squarespace.com/about.
Perks
- Health insurance with 100% premium covered
- Flexible vacation & paid time off
- Up to 18 weeks of parental leave
- Equity plan
- 401(k) plan with employer match
- Free lunch and snacks
- Squarespace sends engineers to speak at and attend the most relevant and impactful conferences throughout the year
- Dog-friendly workplace
- Gender Affirmation Surgery
- Education reimbursement
Today, more than a million people around the globe use Squarespace to share different perspectives and experiences with the world. Not only do we embrace and celebrate the diversity of our customer base, but we also strive for the same in our employees. At Squarespace, we are committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender, gender identity or expression, or veteran status. We are proud to be an equal opportunity workplace.
About Squarespace
Squarespace's platform empowers millions of people — from individuals and local artists to entrepreneurs shaping the world’s most iconic businesses — to share their stories and create an impactful, stylish, and easy-to-manage online presence.
Want to learn more about Squarespace? Visit Squarespace's website. | https://uncubed.com/jobs/squarespace/job/17322-technical-program-manager-customer-operations |
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