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Pruss, Alexander R. and Joshua L. Rasmussen. Necessary Existence. Oxford: Oxford University Press, 2018, pp. 223, $64, hardback. In Necessary Existence, Joshua Rasmussen (Assistant Professor of Philosophy, Azusa Pacific University) and Alexander Pruss (Professor of Philosophy, Baylor University) aim to defend the coherence and plausibility of the existence of a concrete being that exists of necessity, that is, a being that cannot fail to exist that can stand in causal relations (call this being “CNB” for short). While many of the ideas in the book have their origin in a series of previously published journal articles by Rasmussen, there is a great deal of new material in the book that will be of interest to those working in metaphysics and philosophical theology. The book is composed of nine densely packed chapters, each chock-full of rigorous, careful, and even-handed philosophical argumentation. A short review like this cannot possibly do justice to the clarity, creativity, and force of the philosophical arguments crafted in the book. Philosophical arguments in support of a CNB have played an important role in the history of Western philosophy, specifically as it pertains to arguments for theism. Such arguments commonly appeal to some aspect of contingent existence (events, facts, or things that exist but could have failed to exist), together with what are known as causal or explanatory principles, as grounds for inferring the existence of a CNB. What makes Necessary Existence so significant is the way it demonstrates the cogency of a variety of underexplored modal arguments leading to the existence of a CNB. The book begins with a helpful introductory chapter that situates the topic of necessary (concrete) existence within the context of contemporary analytic metaphysics and physics. In addition, the authors present the results of what they call the “Necessary Being” survey, an informal and interactive online survey (www.necessarybeing.com) designed by the authors to gauge ordinary intuitions regarding the concept of a necessary being. In chapter two, Rasmussen and Pruss employ a standard account of the nature and logic of metaphysical modality, what is metaphysically necessary and possible. The overall aim of this second chapter is to clearly state and minimally justify the particular modal system—system S5 (whose characteristic modal axiom is , i.e., if possibly necessarily P, then necessarily P)—that is assumed throughout the book and explicitly employed in many of the modal arguments for the existence of a CNB. For those without prior background knowledge in modal logic and metaphysics (and/or are unfamiliar with the sorts of symbols routinely deployed in symbolic logic), the chapter will prove challenging. After explicating and defending a more traditional argument from contingency in chapter three (with a barrage of refutations to standard objections from David Hume and Immanuel Kant), Rasmussen and Pruss turn in chapter four to what is arguably the most innovative aspect of the book, namely, the development and defense of a variety of modal arguments from contingency. Chapters four through six are devoted to the defense of two modal arguments from contingency in particular, “The Modal Argument from Beginnings” (4.2) and “The Weak Argument from Beginnings” (5.3) (including a novel contribution to the area of modal epistemology in chapter six). Due to space limitations, I will focus exclusively on “The Modal Argument from Beginnings” (MAB) for the existence of a CNB. MAB relies on the following modal causal premise: “for any positive state of affairs s that can begin to obtain, it is possible for there to be something external to s that causes s to obtain” (p. 69). From this modal causal principle, together with the premise that it is possible for there to be a beginning of the state of affairs being the case that there exist contingent concrete things, it follows not only that it is possible that a CNB exists, but that a CNB does in fact exist (by modal system S5 which I explicate briefly above). Note what MAB does not affirm: that the state of affairs being the case that there exist contingent concrete things must actually have an external cause or explanation. In employing a weaker causal principle than standard arguments from contingency, the authors contend that MAB avoids all the standard objections that are thought to weaken traditional arguments from contingency—e.g., MAB allows for the possibility of (i) an uncaused contingent thing, (ii) causal loops, and (iii) wholly “internal explanations” (p. 72). In chapter seven, Rasmussen and Pruss carve out a distinct pathway to the existence of a CNB, this time from the necessary existence of abstract objects (numbers, mathematical entities, sets, propositions, universals, etc.). Consider the following three assumptions: (a) necessarily, abstract objects exist; (b) necessarily, abstract objects depend on concrete objects; (c) possibly, there are no contingent concrete objects. If (a)-(c) are true, they together imply the existence of a CNB (given the S5 modal system). While Rasmussen and Pruss ably defend the necessary existence of abstract objects along Aristotelian or conceptualist lines, they acknowledge that the argument will carry little weight with those who stoutly reject the existence of necessarily existent abstract objects—i.e., nominalists who reject (a)—as well as those who are committed to abstract objects yet reject the claim that they depend on concrete objects—i.e., Platonists who reject (b). In chapter eight, “The Argument from Perfections”, the authors consider yet another argument for a CNB that is inspired by the work of Kurt Gödel. Call a “positive property” a property that confers some degree of value on its bearer. We can briefly summarize “The Argument from Perfections” as follows. Consider the property existing necessarily (N for short) and the property possibly causing something (C for short). Given several plausible assumptions (viz., that if A is positive, then ~A is not positive and if A is positive and A entails B, then B is positive) it follows that if N and C are each positive properties, then their conjunction, N&C, is possible (see the argument from reductio for this modal claim on p. 151). And if it is possible that a necessary being that can cause something exists, then such a being actually exists (again, given the modal system S5: possibly necessarily p implies necessarily p). The book concludes with a treatment of what the authors consider to be six of the most compelling objections to the existence of a CNB (the authors consider the objection—labeled “Costly Addition”—the most compelling, which states that an ontology without concrete necessary existence is less theoretically costly). The authors close the book with an appendix consisting of a “slew of arguments” (p. 195) for the existence of a CNB. While the arguments outlined in the appendix are merely argument-sketches (and not full-scale defenses of the arguments), there are no less than thirty-two additional philosophical arguments that, if sound, converge on the existence of a CNB. Readers of The Journal of Biblical and Theological Studies will perhaps benefit the most from the author’s sound rebuttal of historically influential arguments against the existence of a CNB from David Hume and Immanuel Kant. Chapter three considers and refutes five standard Humean arguments (the conceivability of non-existence, universe as necessary being, the plausibility of a conjunctive explanation of the universe, the fallacy of composition, no contradiction in there being an uncaused, contingent being) and two Kantian arguments against the existence of a CNB (that arguments from contingency rely on the ontological argument, existence is not a property). Much of contemporary theology has, for too long, lived in the shadow of Hume and Kant regarding the cogency of philosophical arguments for the existence of a necessary being. Rasmussen and Pruss are to be commended for not only subjecting these well-worn criticisms to withering critique, but for their constructive contribution and defense of the concept of concrete, necessary existence in philosophical theology and metaphysics.

https://jbtsonline.org/review-of-necessary-existence-by-alexander-r-pruss-and-joshua-l-rasmussen/

Implement Linear Regression in R (single variable) Linear regression is probably one of the most well known and used algorithms in machine learning. In this post, I will discuss about how to implement linear regression step by step in R. Let’s first create our dataset in R that contains only one variable “x1” and the variable that we want to predict “y”. #Linear regression single variable data <- data.frame(x1=c(0, 1, 1), y = c(2, 2, 8)) #ScatterPlot plot(data, xlab=’x1′, ylab=’y’,xlim=c(-3,3), ylim=c(0,10)) We now have three points with coordinates: (0;2),(1;2),(1;8) and we want to dar the best fit line that will best represents our data on a scatter plot. In the part 1 I will implement the different calculation step to get the best fine using some linear algebra, however, in R we don’t need to do the math as there’s already a bult-in function called “lm” which computes the linear regression calculation. So, if you just want to use the linear regression function straight away and don’t go through the different step to implement a linear model you can skip the part 1 and go to the part 2. I’d still recommand to undertsand how the algorithm works than just using it. Part 1: Linear regression (with linear algebra calculation) In order to find the best fit line that minimizes the sum of the square differences between the left and right sides we’ll compute the normal equation: #Output vector y y = c(2, 2, 8) #Input vector x1 x1=c(0, 1, 1) #Intercept vector (it is simply the value at which the fitted line crosses the y-axis) x0<-rep(1,nrow(y)) #Let’s create my Y matrix Y <- as.matrix(data$y) #Let’s create ny X matrix X <- as.matrix(cbind(x0,data$x1)) #Let’s compute the normal equation beta = solve(t(X) %*% X) %*% (t(X) %*% Y) The result of the normal equation is: 2*x0 +3*x1 The best fit line equation is : 3×1+2 (remember x0 is always 1) With R we can use the lm function which will do the math for us: fit <- lm(y~+x1) We can compare in R if our variable fit and beta are equivalent. fit: beta: Plot the best fit line: abline(beta) or abline(fit) We now have our best fit line drwan on our scatterplot btu now we want to find the coefficient of determination, denoted R2. In order to calculate the R squared we need to calculate the “baseline prediction”, the “residual sum of squares (RSS)” and the “Total Sum of Squares (SST)”. Baseline prediction is just is the average value of our dependent variable. (2+2+8)/3 = 4 The mean can also be computed in R as follows : baseline <- mean(y) or beasline <- sum(y)/nrow(y) Residual sum of squares (RSS) or (SSR/SSE) is the sum of the squares of residuals (deviations predicted from actual empirical values of data). It is a measure of the difference between the data and an estimation model. A small RSS indicates a good fit of the model to the data. Let’s implement the RSS in R: #We first get all our values for f(xi) Ypredict<-predict(fit,data.frame(x1)) #Then we compute the squared difference between y and f(xi) (Ypredict) RSS<- sum((y – Ypredict)^2) #which gives ((2 – 2)^2 + (2 – 5)^2 + (8 – 5)^2) = 18 Total Sum of Squares (SST) or (TSS) is a statistical method which evaluates the sum of the squared difference between the actual X and the mean of X, from the overall mean. SST<-sum((y-baseline)^2) #baseline is the average of y We can now calculate the R squared:

https://datakuity.com/2017/03/06/implement-linear-regression-in-r-single-variable/

Calculus - Functions? #1. A cubic polynomial function f is defined by f(x) = 4x^3 +ax^2 + bx + k where a, b and k are constants. The function f has a local minimum at x = -1, and the graph of f has a point of inflection at x= -2 a.) Find the values of - hi calculus asap the graph of a piecewise linear function f, for -1 - Calculus 1. The function is continuous on the interval [10, 20] with some of its values given in the table above. Estimate the average value of the function with a Left Hand Sum Approximation, using the intervals between those given - calc let f be function given by f(x)= Ln(x)/x for all x> 0. the dervative of f is given by f'(x)= (1 - Ln(x))/x squared. a) write equation for the line tangent to the graph of f at x=e squared b) Find the x-coordinate of the critical - Calculus Use midpoints to approximate the area under the curve (see link) on the interval [0,1] using 10 equal subdivisions. imagizer.imageshack.us/v2/800x600q90/707/5b9m.jpg 3.157---my answer (but I don't understand midpoints) 3.196 3.407 - Calculus 1. The graph of f ′′(x) is continuous and decreasing with an x-intercept at x = –3. Which of the following statements must be true? A. The graph of f is always concave down. B. The graph of f has an inflection point at x = - Calculus Write the Riemann sum to find the area under the graph of the function f(x) = x4 from x = 5 to x = 7. - Calculus The area A of the region S that lies under the graph of the continuous function is the limit of the sum of the areas of approximating rectangles. A = lim n → ∞ [f(x1)Δx + f(x2)Δx + . . . + f(xn)Δx] Use this definition to - Calculus Use this definition with the right endpoints to find an expression for the area under the graph of f as a limit. Do not evaluate the limit. f(x)= 3+sin^2(x) 0 - Calculus Evaluate the Riemann sum for (x) = x3 − 6x, for 0 ≤ x ≤ 3 with six subintervals, taking the sample points, xi, to be the right endpoint of each interval. Give three decimal places in your answer and explain, using a graph of - Calculus The graph of a function f is shown. Let g be the function that represents the area under the graph of f between 0 and x. (a) Use geometry to find a formula for g(x). (b) Verify that g is an antiderivative of f and explain how this - Calculus integrals Find the value of the right-endpoint Riemann sum in terms of n f(x)=x^2 [0,2] You can view more similar questions or ask a new question.

https://www.jiskha.com/questions/1346115/write-the-riemann-sum-to-find-the-area-under-the-graph-of-the-function-f-x-x2-from-x

# Non-linear least squares Non-linear least squares is the form of least squares analysis used to fit a set of m observations with a model that is non-linear in n unknown parameters (m ≥ n). It is used in some forms of nonlinear regression. The basis of the method is to approximate the model by a linear one and to refine the parameters by successive iterations. There are many similarities to linear least squares, but also some significant differences. In economic theory, the non-linear least squares method is applied in (i) the probit regression, (ii) threshold regression, (iii) smooth regression, (iv) logistic link regression, (v) Box-Cox transformed regressors ( m ( x , θ i ) = θ 1 + θ 2 x ( θ 3 ) {\displaystyle m(x,\theta _{i})=\theta _{1}+\theta _{2}x^{(\theta _{3})}} ). ## Theory Consider a set of m {\displaystyle m} data points, ( x 1 , y 1 ) , ( x 2 , y 2 ) , … , ( x m , y m ) , {\displaystyle (x_{1},y_{1}),(x_{2},y_{2}),\dots ,(x_{m},y_{m}),} and a curve (model function) y ^ = f ( x , β ) , {\displaystyle {\hat {y}}=f(x,{\boldsymbol {\beta }}),} that in addition to the variable x {\displaystyle x} also depends on n {\displaystyle n} parameters, β = ( β 1 , β 2 , … , β n ) , {\displaystyle {\boldsymbol {\beta }}=(\beta _{1},\beta _{2},\dots ,\beta _{n}),} with m ≥ n . {\displaystyle m\geq n.} It is desired to find the vector β {\displaystyle {\boldsymbol {\beta }}} of parameters such that the curve fits best the given data in the least squares sense, that is, the sum of squares The minimum value of S occurs when the gradient is zero. Since the model contains n parameters there are n gradient equations: In a nonlinear system, the derivatives ∂ r i ∂ β j {\textstyle {\frac {\partial r_{i}}{\partial \beta _{j}}}} are functions of both the independent variable and the parameters, so in general these gradient equations do not have a closed solution. Instead, initial values must be chosen for the parameters. Then, the parameters are refined iteratively, that is, the values are obtained by successive approximation, Here, k is an iteration number and the vector of increments, Δ β {\displaystyle \Delta {\boldsymbol {\beta }}} is known as the shift vector. At each iteration the model is linearized by approximation to a first-order Taylor polynomial expansion about β k {\displaystyle {\boldsymbol {\beta }}^{k}} Substituting these expressions into the gradient equations, they become The normal equations are written in matrix notation as These equations form the basis for the Gauss–Newton algorithm for a non-linear least squares problem. Note the sign convention in the definition of the Jacobian matrix in terms of the derivatives. Formulas linear in J {\displaystyle J} may appear with factor of − 1 {\displaystyle -1} in other articles or the literature. ### Extension by weights When the observations are not equally reliable, a weighted sum of squares may be minimized, Each element of the diagonal weight matrix W should, ideally, be equal to the reciprocal of the error variance of the measurement. The normal equations are then, more generally, ## Geometrical interpretation In linear least squares the objective function, S, is a quadratic function of the parameters. ## Computation ### Initial parameter estimates Some problems of ill-conditioning and divergence can be corrected by finding initial parameter estimates that are near to the optimal values. A good way to do this is by computer simulation. Both the observed and calculated data are displayed on a screen. The parameters of the model are adjusted by hand until the agreement between observed and calculated data is reasonably good. Although this will be a subjective judgment, it is sufficient to find a good starting point for the non-linear refinement. Initial parameter estimates can be created using transformations or linearizations. Better still evolutionary algorithms such as the Stochastic Funnel Algorithm can lead to the convex basin of attraction that surrounds the optimal parameter estimates. Hybrid algorithms that use randomization and elitism, followed by Newton methods have been shown to be useful and computationally efficient. ### Solution Any method among the ones described below can be applied to find a solution. ### Convergence criteria The common sense criterion for convergence is that the sum of squares does not decrease from one iteration to the next. However this criterion is often difficult to implement in practice, for various reasons. A useful convergence criterion is Again, the numerical value is somewhat arbitrary; 0.001 is equivalent to specifying that each parameter should be refined to 0.1% precision. This is reasonable when it is less than the largest relative standard deviation on the parameters. ### Calculation of the Jacobian by numerical approximation There are models for which it is either very difficult or even impossible to derive analytical expressions for the elements of the Jacobian. Then, the numerical approximation ### Parameter errors, confidence limits, residuals etc. Some information is given in the corresponding section on the linear least squares page. ### Multiple minima Multiple minima can occur in a variety of circumstances some of which are: A parameter is raised to a power of two or more. For example, when fitting data to a Lorentzian curve f ( x i , β ) = α 1 + ( γ − x i β ) 2 {\displaystyle f(x_{i},{\boldsymbol {\beta }})={\frac {\alpha }{1+\left({\frac {\gamma -x_{i}}{\beta }}\right)^{2}}}} where α {\displaystyle \alpha } is the height, γ {\displaystyle \gamma } is the position and β {\displaystyle \beta } is the half-width at half height, there are two solutions for the half-width, β ^ {\displaystyle {\hat {\beta }}} and − β ^ {\displaystyle -{\hat {\beta }}} which give the same optimal value for the objective function. Two parameters can be interchanged without changing the value of the model. A simple example is when the model contains the product of two parameters, since α β {\displaystyle \alpha \beta } will give the same value as β α {\displaystyle \beta \alpha } . A parameter is in a trigonometric function, such as sin ⁡ β {\displaystyle \sin \beta } , which has identical values at β ^ + 2 n π {\displaystyle {\hat {\beta }}+2n\pi } . See Levenberg–Marquardt algorithm for an example. Not all multiple minima have equal values of the objective function. False minima, also known as local minima, occur when the objective function value is greater than its value at the so-called global minimum. To be certain that the minimum found is the global minimum, the refinement should be started with widely differing initial values of the parameters. When the same minimum is found regardless of starting point, it is likely to be the global minimum. When multiple minima exist there is an important consequence: the objective function will have a maximum value somewhere between two minima. The normal equations matrix is not positive definite at a maximum in the objective function, as the gradient is zero and no unique direction of descent exists. Refinement from a point (a set of parameter values) close to a maximum will be ill-conditioned and should be avoided as a starting point. For example, when fitting a Lorentzian the normal equations matrix is not positive definite when the half-width of the band is zero. ### Transformation to a linear model A non-linear model can sometimes be transformed into a linear one. For example, when the model is a simple exponential function, Another example is furnished by Michaelis–Menten kinetics, used to determine two parameters V max {\displaystyle V_{\max }} and K m {\displaystyle K_{m}} : ## Algorithms ### Gauss–Newton method The normal equations #### Shift-cutting If divergence occurs, a simple expedient is to reduce the length of the shift vector, Δ β {\displaystyle \Delta {\boldsymbol {\beta }}} , by a fraction, f When using shift-cutting, the direction of the shift vector remains unchanged. This limits the applicability of the method to situations where the direction of the shift vector is not very different from what it would be if the objective function were approximately quadratic in the parameters, β k . {\displaystyle {\boldsymbol {\beta }}^{k}.} #### Marquardt parameter If divergence occurs and the direction of the shift vector is so far from its "ideal" direction that shift-cutting is not very effective, that is, the fraction, f required to avoid divergence is very small, the direction must be changed. This can be achieved by using the Marquardt parameter. In this method the normal equations are modified Various strategies have been proposed for the determination of the Marquardt parameter. As with shift-cutting, it is wasteful to optimize this parameter too stringently. Rather, once a value has been found that brings about a reduction in the value of the objective function, that value of the parameter is carried to the next iteration, reduced if possible, or increased if need be. When reducing the value of the Marquardt parameter, there is a cut-off value below which it is safe to set it to zero, that is, to continue with the unmodified Gauss–Newton method. The cut-off value may be set equal to the smallest singular value of the Jacobian. A bound for this value is given by 1 / tr ⁡ ( J T W J ) − 1 {\displaystyle 1/\operatorname {tr} \left(\mathbf {J} ^{\mathsf {T}}\mathbf {WJ} \right)^{-1}} where tr is the trace function. ### QR decomposition The minimum in the sum of squares can be found by a method that does not involve forming the normal equations. The residuals with the linearized model can be written as The residual vector is left-multiplied by Q T {\displaystyle \mathbf {Q} ^{\mathsf {T}}} . This has no effect on the sum of squares since S = r T Q Q T r = r T r {\displaystyle S=\mathbf {r} ^{\mathsf {T}}\mathbf {Q} \mathbf {Q} ^{\mathsf {T}}\mathbf {r} =\mathbf {r} ^{\mathsf {T}}\mathbf {r} } because Q is orthogonal The minimum value of S is attained when the upper block is zero. Therefore, the shift vector is found by solving These equations are easily solved as R is upper triangular. ### Singular value decomposition A variant of the method of orthogonal decomposition involves singular value decomposition, in which R is diagonalized by further orthogonal transformations. The relative simplicity of this expression is very useful in theoretical analysis of non-linear least squares. The application of singular value decomposition is discussed in detail in Lawson and Hanson. ### Gradient methods There are many examples in the scientific literature where different methods have been used for non-linear data-fitting problems. Inclusion of second derivatives in The Taylor series expansion of the model function. This is Newton's method in optimization. f ( x i , β ) = f k ( x i , β ) + ∑ j J i j Δ β j + 1 2 ∑ j ∑ k Δ β j Δ β k H j k ( i ) ,   H j k ( i ) = ∂ 2 f ( x i , β ) ∂ β j ∂ β k . {\displaystyle f(x_{i},{\boldsymbol {\beta }})=f^{k}(x_{i},{\boldsymbol {\beta }})+\sum _{j}J_{ij}\,\Delta \beta _{j}+{\frac {1}{2}}\sum _{j}\sum _{k}\Delta \beta _{j}\,\Delta \beta _{k}\,H_{jk_{(i)}},\ H_{jk_{(i)}}={\frac {\partial ^{2}f(x_{i},{\boldsymbol {\beta }})}{\partial \beta _{j}\,\partial \beta _{k}}}.} The matrix H is known as the Hessian matrix. Although this model has better convergence properties near to the minimum, it is much worse when the parameters are far from their optimal values. Calculation of the Hessian adds to the complexity of the algorithm. This method is not in general use. Davidon–Fletcher–Powell method. This method, a form of pseudo-Newton method, is similar to the one above but calculates the Hessian by successive approximation, to avoid having to use analytical expressions for the second derivatives. Steepest descent. Although a reduction in the sum of squares is guaranteed when the shift vector points in the direction of steepest descent, this method often performs poorly. When the parameter values are far from optimal the direction of the steepest descent vector, which is normal (perpendicular) to the contours of the objective function, is very different from the direction of the Gauss–Newton vector. This makes divergence much more likely, especially as the minimum along the direction of steepest descent may correspond to a small fraction of the length of the steepest descent vector. When the contours of the objective function are very eccentric, due to there being high correlation between parameters, the steepest descent iterations, with shift-cutting, follow a slow, zig-zag trajectory towards the minimum. Conjugate gradient search. This is an improved steepest descent based method with good theoretical convergence properties, although it can fail on finite-precision digital computers even when used on quadratic problems. ### Direct search methods Direct search methods depend on evaluations of the objective function at a variety of parameter values and do not use derivatives at all. They offer alternatives to the use of numerical derivatives in the Gauss–Newton method and gradient methods. Alternating variable search. Each parameter is varied in turn by adding a fixed or variable increment to it and retaining the value that brings about a reduction in the sum of squares. The method is simple and effective when the parameters are not highly correlated. It has very poor convergence properties, but may be useful for finding initial parameter estimates. Nelder–Mead (simplex) search. A simplex in this context is a polytope of n + 1 vertices in n dimensions; a triangle on a plane, a tetrahedron in three-dimensional space and so forth. Each vertex corresponds to a value of the objective function for a particular set of parameters. The shape and size of the simplex is adjusted by varying the parameters in such a way that the value of the objective function at the highest vertex always decreases. Although the sum of squares may initially decrease rapidly, it can converge to a nonstationary point on quasiconvex problems, by an example of M. J. D. Powell. More detailed descriptions of these, and other, methods are available, in Numerical Recipes, together with computer code in various languages.

https://en.wikipedia.org/wiki/Non-linear_least_squares

How many more miles must the car travel before the numbers on the milometer and the trip meter contain the same digits in the same order? If: A + C = A; F x D = F; B - G = G; A + H = E; B / H = G; E - G = F and A-H represent the numbers from 0 to 7 Find the values of A, B, C, D, E, F and H. Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make? My two digit number is special because adding the sum of its digits to the product of its digits gives me my original number. What could my number be? Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice? Can you find an efficient method to work out how many handshakes there would be if hundreds of people met? Start with two numbers and generate a sequence where the next number is the mean of the last two numbers... Imagine you have a large supply of 3kg and 8kg weights. How many of each weight would you need for the average (mean) of the weights to be 6kg? What other averages could you have? How many winning lines can you make in a three-dimensional version of noughts and crosses? Investigate how you can work out what day of the week your birthday will be on next year, and the year after... There are four children in a family, two girls, Kate and Sally, and two boys, Tom and Ben. How old are the children? Can you guarantee that, for any three numbers you choose, the product of their differences will always be an even number? Explore the effect of reflecting in two parallel mirror lines. Explore the effect of combining enlargements. The sums of the squares of three related numbers is also a perfect square - can you explain why? Can you describe this route to infinity? Where will the arrows take you next? Think of two whole numbers under 10, and follow the steps. I can work out both your numbers very quickly. How? Which set of numbers that add to 10 have the largest product? If it takes four men one day to build a wall, how long does it take 60,000 men to build a similar wall? If you move the tiles around, can you make squares with different coloured edges? Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses? Five children went into the sweet shop after school. There were choco bars, chews, mini eggs and lollypops, all costing under 50p. Suggest a way in which Nathan could spend all his money. Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him? A country has decided to have just two different coins, 3z and 5z coins. Which totals can be made? Is there a largest total that cannot be made? How do you know? Can you find the area of a parallelogram defined by two vectors? Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153? Is there an efficient way to work out how many factors a large number has? There are lots of different methods to find out what the shapes are worth - how many can you find? Different combinations of the weights available allow you to make different totals. Which totals can you make? A circle of radius r touches two sides of a right angled triangle, sides x and y, and has its centre on the hypotenuse. Can you prove the formula linking x, y and r? Water freezes at 0°Celsius (32°Fahrenheit) and boils at 100°C (212°Fahrenheit). Is there a temperature at which Celsius and Fahrenheit readings are the same? Given an equilateral triangle inside an isosceles triangle, can you find a relationship between the angles? Take any four digit number. Move the first digit to the 'back of the queue' and move the rest along. Now add your two numbers. What properties do your answers always have? Can you find rectangles where the value of the area is the same as the value of the perimeter? An aluminium can contains 330 ml of cola. If the can's diameter is 6 cm what is the can's height? Imagine a large cube made from small red cubes being dropped into a pot of yellow paint. How many of the small cubes will have yellow paint on their faces? Sissa cleverly asked the King for a reward that sounded quite modest but turned out to be rather large... Many numbers can be expressed as the sum of two or more consecutive integers. For example, 15=7+8 and 10=1+2+3+4. Can you say which numbers can be expressed in this way? A jigsaw where pieces only go together if the fractions are equivalent. Four bags contain a large number of 1s, 3s, 5s and 7s. Pick any ten numbers from the bags above so that their total is 37. What is the greatest volume you can get for a rectangular (cuboid) parcel if the maximum combined length and girth are 2 metres? A mother wants to share a sum of money by giving each of her children in turn a lump sum plus a fraction of the remainder. How can she do this in order to share the money out equally? Is it always possible to combine two paints made up in the ratios 1:x and 1:y and turn them into paint made up in the ratio a:b ? Can you find an efficent way of doing this? A decorator can buy pink paint from two manufacturers. What is the least number he would need of each type in order to produce different shades of pink. Do you know a quick way to check if a number is a multiple of two? How about three, four or six? The number 2.525252525252.... can be written as a fraction. What is the sum of the denominator and numerator? Some people offer advice on how to win at games of chance, or how to influence probability in your favour. Can you decide whether advice is good or not? Can you arrange these numbers into 7 subsets, each of three numbers, so that when the numbers in each are added together, they make seven consecutive numbers? The Egyptians expressed all fractions as the sum of different unit fractions. The Greedy Algorithm might provide us with an efficient way of doing this. Here's a chance to work with large numbers...

https://nrich.maths.org/public/leg.php?code=-420&cl=3&cldcmpid=7216

Beast Mode Sums not working, leading to strange sorting. Hi there! I have 3 series made with Beast Mode: Series 1 = sum(`a`) + sum(`b`) + sum(`c`) Series 2 = sum(`d`) + sum(`e`) + sum(`f`) Series 3 = sum(`a`) + sum(`b`) + sum(`c`) + sum(`d`) + sum(`e`) + sum(`f`) I have Series 1 and Series 2 (blue and green) stacked on top of each other, and I'd like to sort by their combined totals. I try to do this by sorting by Series 3 (desc). However, if Series 1 or Series 2 is = 0 (e.g. there is no sum), then the calculated total is also 0. This leads to some strange sorting: For X-values where either Series 1 or Series 2 is 0 (no data for Series 1 or Series 2), the sorting is seemingly random. Do I need to check for 0s in my Beast Mode sum? Thanks in advance! Best Answer - I presume a - f are individual field values? I presume you've created a distinct Beast Mode for Series 3 to sum all of the a - f values? Are you creating a distinct beast mode calcs for your Series 1 & 2 results, or doing that as a CASE since the results a - c and d - f are mutually exclusive? Then in SORTING, are you adding Series 3 / SUM-DESC as your primary sort? If you are creating a single Beast Mode to handle Series 1 & 2, I would recomment doing them separately, and then bringing in both Series into your Values section. They'll still stack with the correct card type selection. Splitting them was the only way i was able to overcome this problem.**Say thank you by clicking the 'thumbs up' **Be sure to select the answer that represents the best solution and mark as "Accept as Solution"1 Answers - Here's a link to an older thread on this topic.

https://dojo.domo.com/main/discussion/19970/beast-mode-sums-not-working-leading-to-strange-sorting

A job needs three men but in fact six people do it. When it is finished they are all paid the same. How much was paid in total, and much does each man get if the money is shared as Fred suggests? Think of a number and follow my instructions. Tell me your answer, and I'll tell you what you started with! Can you explain how I know? What are the missing numbers in the pyramids? The well known Fibonacci sequence is 1 ,1, 2, 3, 5, 8, 13, 21.... How many Fibonacci sequences can you find containing the number 196 as one of the terms? The number 27 is special because it is three times the sum of its digits 27 = 3 (2 + 7). Find some two digit numbers that are SEVEN times the sum of their digits (seven-up numbers)? How many more miles must the car travel before the numbers on the milometer and the trip meter contain the same digits in the same order? Two brothers were left some money, amounting to an exact number of pounds, to divide between them. DEE undertook the division. "But your heap is larger than mine!" cried DUM... If: A + C = A; F x D = F; B - G = G; A + H = E; B / H = G; E - G = F and A-H represent the numbers from 0 to 7 Find the values of A, B, C, D, E, F and H. Is there a temperature at which Celsius and Fahrenheit readings are the same?

https://nrich.maths.org/public/topic.php?code=51&cl=2&cldcmpid=2289

Evaluate the integrals of the functions graphed using the formulas for areas of triangles and semicircles. Enter the sum of all shaded areas in terms of π. Shaded areas f(x)= square root of 8x-x^2 g(x)=2-|x-10| h(x)=1-|x-13| Experts are waiting 24/7 to provide step-by-step solutions in as fast as 30 minutes!* Q: Find f'(x) for f(x)=tan^3x+tan(x^3) A: The function is given by, Q: Let (0 ifx-5 f(x) 0 ifz 4 and 9(x)-f(t)dt 5 Determine the value of each of the following (d) g(5) (e... A: The functions are given as Q: graph quadratic function f(x) = -3x2- 12x -1 A: Consider the given equation Q: find the critical numbers of the function g(theta) = 4(theta)-tan(theta). My question is from the sc... A: Refer to the question as per screenshot provided, I have to answer the how the last step came.That i... Q: A car is traveling at a rate of 23 kilometers per hour when t=7 hours. The acceleration of the car i... A: To calculate the velocity from the given data Q: Let g(s)=(e^s)/s+1. Find g''(s). A: At the outset, I want to spell out that the way you have written g(s), it can have one of the two in... Q: You are given the four points in the plane A=(8,−8), B=(10,4), C=(12,−1), and D=(16,1). The graph of... A: We have given the four point in the plane A, B, C and D.The total integral is to be the sum of the a... Q: calculate the integral of: e(x^2/2) A: We'll use the Maclaurin series expansion for e^(x^2/2). Q: A fence is to enclose a lot with area 100 square meters. The front of the fence (considered the east... A: Let the length of the east-west side is = x meter and the length of the north-south side is = y mete...

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# Pythagorean field In algebra, a Pythagorean field is a field in which every sum of two squares is a square: equivalently it has Pythagoras number equal to 1. A Pythagorean extension of a field F {\displaystyle F} is an extension obtained by adjoining an element 1 + λ 2 {\displaystyle {\sqrt {1+\lambda ^{2}}}} for some λ {\displaystyle \lambda } in F {\displaystyle F} . So a Pythagorean field is one closed under taking Pythagorean extensions. For any field F {\displaystyle F} there is a minimal Pythagorean field F p y {\textstyle F^{\mathrm {py} }} containing it, unique up to isomorphism, called its Pythagorean closure. The Hilbert field is the minimal ordered Pythagorean field. ## Properties Every Euclidean field (an ordered field in which all non-negative elements are squares) is an ordered Pythagorean field, but the converse does not hold. A quadratically closed field is Pythagorean field but not conversely ( R {\displaystyle \mathbf {R} } is Pythagorean); however, a non formally real Pythagorean field is quadratically closed. The Witt ring of a Pythagorean field is of order 2 if the field is not formally real, and torsion-free otherwise. For a field F {\displaystyle F} there is an exact sequence involving the Witt rings where I W ( F ) {\displaystyle IW(F)} is the fundamental ideal of the Witt ring of F {\displaystyle F} and Tor ⁡ I W ( F ) {\displaystyle \operatorname {Tor} IW(F)} denotes its torsion subgroup (which is just the nilradical of W ( F ) {\displaystyle W(F)} ). ### Equivalent conditions The following conditions on a field F are equivalent to F being Pythagorean: The general u-invariant u(F) is 0 or 1. If ab is not a square in F then there is an order on F for which a, b have different signs. F is the intersection of its Euclidean closures. ## Models of geometry Pythagorean fields can be used to construct models for some of Hilbert's axioms for geometry (Iyanaga & Kawada 1980, 163 C). The coordinate geometry given by F n {\displaystyle F^{n}} for F {\displaystyle F} a Pythagorean field satisfies many of Hilbert's axioms, such as the incidence axioms, the congruence axioms and the axioms of parallels. However, in general this geometry need not satisfy all Hilbert's axioms unless the field F has extra properties: for example, if the field is also ordered then the geometry will satisfy Hilbert's ordering axioms, and if the field is also complete the geometry will satisfy Hilbert's completeness axiom. The Pythagorean closure of a non-archimedean ordered field, such as the Pythagorean closure of the field of rational functions Q ( x ) {\displaystyle \mathbf {Q} (x)} in one variable over the rational numbers Q , {\displaystyle \mathbf {Q} ,} can be used to construct non-archimedean geometries that satisfy many of Hilbert's axioms but not his axiom of completeness. Dehn used such a field to construct two Dehn planes, examples of non-Legendrian geometry and semi-Euclidean geometry respectively, in which there are many lines though a point not intersecting a given line but where the sum of the angles of a triangle is at least π. ## Diller–Dress theorem This theorem states that if E/F is a finite field extension, and E is Pythagorean, then so is F. As a consequence, no algebraic number field is Pythagorean, since all such fields are finite over Q, which is not Pythagorean. ## Superpythagorean fields A superpythagorean field F is a formally real field with the property that if S is a subgroup of index 2 in F∗ and does not contain −1, then S defines an ordering on F. An equivalent definition is that F is a formally real field in which the set of squares forms a fan. A superpythagorean field is necessarily Pythagorean. The analogue of the Diller–Dress theorem holds: if E/F is a finite extension and E is superpythagorean then so is F. In the opposite direction, if F is superpythagorean and E is a formally real field containing F and contained in the quadratic closure of F then E is superpythagorean.

https://en.wikipedia.org/wiki/Diller-Dress_theorem

Alexander Selkirk (or Selcraig, 1676-1721) was a Scotsman famously marooned for four years and four months on a desert island in the Pacific Ocean until his rescue by a passing British ship in February 1709. His story inspired the title character... Definition Ragnarök Ragnarök is the cataclysmic battle between the forces of chaos and those of order in Norse mythology, ending the world and killing most of the gods and their adversaries, leading to the birth of a new world. It has been claimed, however... Definition Woodes Rogers Woodes Rogers (1679-1732) was a privateer turned administrator who was instrumental in the fight against piracy in the Caribbean when he served as Governor of the Bahamas (appointed 1717 and again in 1728). Rogers is also known for his three-year... Definition Idunn Idunn (pronounced Ih-dune) is a fertility goddess in Norse mythology who holds the apples of eternal youth the gods rely on to remain young and healthy. The Norse gods were not immortal – they just lived very long lives – and the apples of... Definition Benjamin Hornigold Captain Benjamin Hornigold was a British pirate active in the Caribbean and North Atlantic from 1716 to 1717. Hornigold’s greatest claim to fame (or infamy) is that he taught the pirating ropes to Edward Teach, aka Blackbeard (d. 1718). Giving... Definition Valkyrie A Valkyrie is a figure in Norse mythology depicted as a warrior woman on horseback, a wolf or boar, and armed with a spear, who decides the fate of warriors in battle and carries the dead to Odin’s Valhalla. Valkyrie means "chooser of the... Definition Bartholomew Roberts Bartholomew Roberts, aka 'Black Bart' Roberts (c. 1682-1722), was a Welsh pirate and one of the most successful villains of the Golden Age of Piracy. Roberts plundered over 400 ships on both sides of the Atlantic during his infamous three-year... Definition Sif Sif is a fertility goddess in Norse mythology, wife of the thunder god Thor, best known for the story in which the trickster god Loki cuts her hair as a prank and is forced to replace it with a magical headpiece, leading to the creation of... Definition Hel Hel is the queen of the afterlife realm of Hel in Norse mythology. She is the daughter of the god Loki and giantess Angrboda and sister of Fenrir the wolf and Jörmungandr the World Serpent. Although often referenced as a goddess, Hel is more... Definition Stede Bonnet Captain Stede Bonnet was a plantation owner in Barbados who turned to piracy and privateering in 1717. Known as the 'Gentleman Pirate', Bonnet embarked on a life of crime relatively late in life, reportedly in order to escape his nagging...

https://dev.worldhistory.org/type/1/8/

Myths and legends from the Middle Ages remain important links to the past, and there has been much interest in recasting this material into post-medieval contexts, forging a bridge between our forebears and our modern selves. Creators of our own time have been especially prolific in reviving these stories for new audiences. The tales told of the gods of the Norsemen are one such medieval legacy to find currency today, and they have appeared in a variety of media, including comics. For example, Marvel Comics’ representation of the Norse god Thor has been an important element of its shared world since his debut in 1962, and, in its incorporation of the character into the Marvel Universe, the publisher has done much in the service of Medieval Studies through its widespread dissemination across the globe of a relatable depiction of the Norse Gods and the intricate mythology associated with them. Marvel’s account of Thor and his compatriots has also featured in an array of media beyond the pages of its long-running comic book series, and the recent release of three feature films centered around the Asgardian as part of the Marvel Cinematic Universe, one of the world’s most popular and prosperous movie and television franchises, has provided additional texts to further knowledge of the Nine Worlds and its inhabitants. Nonetheless, while Marvel remains the most prominent creator of modern tales of the Norse gods, the company does not hold the exclusive rights to this material. Other writers, comics creators, filmmakers, television producers, and game designers have also appropriated the stories and legends of the gods of Asgard and further individuals within the cosmology of the Nine Worlds for their own purposes, yet their work remain relatively unknown when compared to the phenomenal success and reach of Marvel Comics and Marvel Studios. It is the intent of this session to shed the spotlight on these other examples of Nordic-inspired medievalisms and to bring them into ongoing conversations and debates about the reception of the medieval in the post-medieval world. We are especially interested in the reach of Marvel’s versions beyond the United States and how other approaches to the material engage with, react to, or ignore Marvel’s work. In addition, we hope to include coverage of texts from non-Western media (like anime and manga) that have embraced the traditions of the Norse gods in innovative ways. Potential Topics: (a good starting point is the “Norse mythology in popular culture” page on Wikipedia at https://en.wikipedia.org/wiki/Norse_mythology_in_popular_culture) - The Almighty Johnsons - American Gods - Day of the Giants (Lester del Rey) - Fafner in the Azure - Doctor Who - Everworld (K. A. Applegate) - Gods of Asgard (Erik A. Evensen) - Graphic Myths and Legends series - Hammer of the Gods (Michael Avon Oeming and Mark Wheatley) - Hercules: The Legendary Journeys / Xena: Warrior Princess - The Incredible Hulk Returns - Last Days of the Justice Society of America - The Life Eaters (David Brin and Scott Hampton) - Magnus Chase and the Gods of Asgard (Rick Riordan) - The Mask - The Mythical Detective Loki Ragnarok - Mythquest - Norse Myths: A Viking Graphic Novel series - Odyssey of the Amazons (DC Comics) - Oh! My Goddess! - Ragnarok (Myung Jin Lee) / Ragnarok Online - Stargate - Supernatural - Valhalla (Peter Madsens) - Witches of East End Presentations will be limited to 15 or 20 minutes depending on final panel size. Interested individuals should submit, no later than 15 September 2018, (1) paper proposal or abstract of approximately 500 words, (2) a 250 to 500-word academic biographical narrative, and (3) a completed Participant Information Form (accessible at https://wmich.edu/medievalcongress/submissions) to the organizers at Comics.Get.Medieval@gmail.com using “More than Marvel” as their subject heading. In planning your proposal, please be aware of the policies of the Congress (available at https://wmich.edu/medievalcongress/policies). Further information about the Association for the Advancement of Scholarship and Teaching of the Medieval in Popular Culture and its outreach efforts can be accessed at The Medieval in Popular Culture (https://medievalinpopularculture.blogspot.com/). Of especial interest, the Association hosts sites devoted to both medieval-themed films and comics. These can be accessed at Medieval Studies on Screen (http://medievalstudiesonscreen.blogspot.com/) and TheMedieval Comics Project (https://medieval-comics-project.blogspot.com/), respectively.

https://nepca.blog/2018/06/27/norse-mythology-in-popular-culture/

Norse mythology is the body of myths of the North Germanic peoples , stemming from Norse paganism and continuing after the Christianization of Scandinavia , and into the Scandinavian folklore of the modern period. - Dictionary of norse myth and legend - Stories of Norse Gods And Heroes - Tales of Valhalla: Norse Myths and Legends pdf Dictionary of norse myth and legend Dictionary of Norse Myth and Legend. Facebook, Omg this is my favorite page, I am so grateful that EO has made this path freely accessible!!!!! Many cultures have creation myths, which explain how the world came to be. Or that "berserk" originally referred to fierce warriors who put themselves in pre-battle frenzies to overcome their fears? Ellis Davidson. W; Anson, W. Stories of Norse Gods And Heroes Download eBook. In Norse mythology, Valkyries were originally sinister spirits that would be flown by the Valkyries over Bifrost, the rainbow bridge, and on to Valhalla. In chapter 42, High recounts that, soon after the gods built the hall Valhalla, a builder unnamed came to them and.. In Norse mythology, Valhalla is a majestic, enormous hall located in Asgard, ruled over by the.. Valkyrie: Valkyrie, in Norse mythology, any of a group of maidens who served him to the battlefields to choose the slain who were worthy of a place in Valhalla. The Norse creation myth or cosmogony an account of the origins of the cosmos is perhaps one of the richest in all of world literature. Tales of Valhalla: Norse Myths and Legends pdf It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. U of T Libraries Research guides St. See what's new with book lending at the Internet Archive. Uploaded by station Search icon An illustration of a magnifying glass. Капля Росы. Очевидно, она перевела свое имя на единственный язык, равно доступный ей и ее клиенту, - английский. Возбужденный, Беккер ускорил шаги в поисках телефона. Download Spiritual Texts as free PDF e-books Такой список выдает только принтер Фонтейна. Ты это отлично знаешь. - Но такие сведения секретны. - У нас чрезвычайная ситуация, и мне нужен этот список. Бринкерхофф положил руки ей на плечи. - Мидж, ну пожалуйста, успокойся. Он принял решение. Под визг покрышек, в снопе искр Беккер резко свернул вправо и съехал с дороги. Колеса мотоцикла подпрыгнули, ударившись о бетонное ограждение, так что он едва сумел сохранить равновесие. Из-под колес взметнулся гравий. Мотоцикл начал подниматься по склону. Колеса неистово вращались на рыхлой земле. Какое отношение это имеет к директорскому кабинету. Мидж повернулась на вращающемся стуле. - Такой список выдает только принтер Фонтейна. Ты это отлично знаешь. - Но такие сведения секретны. - У нас чрезвычайная ситуация, и мне нужен этот список. Бринкерхофф положил руки ей на плечи. - Мы можем принять участие в аукционе. Стратмор покачал головой: - Танкадо дал нам шанс. Это совершенно ясно. - Его доводы звучали волне убедительно. Сьюзан перевела дыхание. Энсей Танкадо умер. Вина ляжет на АНБ. Тебе это отлично известно. Она пожала плечами: - Быть может, Стратмору не хотелось задерживаться здесь вчера вечером для подготовки отчета. Он же знал, что Фонтейн в отъезде, и решил уйти пораньше и отправиться на рыбалку. - Да будет тебе, Мидж. Обычно я напиваюсь только к четырем! - Он опять засмеялся. - Как быстрее добраться до аэропорта.

https://daviesscountyarc.org/and-pdf/74-dictionary-of-norse-myth-and-legend-pdf-265-785.php

Who were the Viking gods ks2? Who were the Viking gods ks2? The main gods were Odin, Thor and Frey: Odin was the Viking god of wisdom and war. Thor was very strong, and Vikings would often wear Thor’s symbol, a hammer, as a pendant around their necks. Who are the Viking gods? Here’s a rundown of some of the most important gods worshipped by the Vikings: - Odin. The supreme deity of Norse mythology and the greatest among the Norse gods was Odin, the Allfather of the Aesir. - Frigg. Odin’s wife, Frigg, was an equally powerful figure. - Baldr. - Loki. - Thor. - Freya. - Freyr. - Njord. What did the Vikings believe in ks2? The religion of the Vikings was a pagan belief in the gods and goddesses of Norse mythology. Their afterlife was composed of various places to go, such as Valhalla if you died bravely in battle, but the most common place to go was hel. How many gods did the Vikings have? There are twelve main gods in Norse mythology: Odin, Thor, Balder, Vidar, Vale, Brage, Heimdall, Ty, Njord, Froy, Ull and Forsete, – where Njord and Froy are not Aesirs, but Vanirs living in Asgard. Sometimes, Age and Loki is also considered Aesirs. The female gods in Norse mythology are called Asynja. Is Loki a Viking god? Who is Loki? In Norse mythology Loki is a cunning trickster who has the ability to change his shape and sex. Although his father is the giant Fárbauti, he is included among the Aesir (a tribe of gods). Loki is represented as the companion of the great gods Odin and Thor. How many gods do Vikings have? Why did Vikings believe in gods? When the Vikings arrived in Scotland they introduced their own religion and beliefs. The Vikings worshipped powerful gods and believed that bravery when alive promised them a better life after they died. How many gods did Vikings have? How many Viking gods are there? How did the Vikings worship their gods? The Vikings worshiped their gods in the open air, choosing natural landmarks such as big rocks, unusual trees, and waterfalls. Their most important gods were Odin, the god of knowledge, Thor, the god of metalwork and thunder, and Frey, the goddess of fertility. Is Loki a god? Loki is considered a trickster god, known for being neither fully good nor evil since his main aim was always to create chaos. Despite his father being a giant, he is still counted a member of the Aesir—a tribe of deities including Odin, Frigg, Tyr, and Thor. How many Vikings gods are there? Who is stronger Thor or Odin? As such, it’s easy to understand why Odin is, in fact, stronger than Thor. He rules over all Asgardians, which means he is the most powerful of them all. And he had his moments of glory and heroic feats, so major props. What did the Vikings gods do? Aesir gods were usually worshiped in connection with victory and war while the Vanir were connected with harvest and prosperity. These two families of gods were at war for a long time but eventually made peace. The main gods of the Vikings were Odin, Thor, and Frey, but there were many minor gods like Loki. Where do Viking gods live? Asgard Asgard, Old Norse Ásgardr, in Norse mythology, the dwelling place of the gods, comparable to the Greek Mount Olympus. What are three examples of Viking gods and what are their roles? The Most Powerful Norse Gods and Goddesses - Introduction. - Ymir – The Ancestor of Giants. - Odin – The King of the Aesir Gods. - Frigg – The Queen of the Aesir Gods. - Thor – The Loyal Defender of Asgard. - Balder – The God of Light and Purity. - Vidar – The Silent God of Vengeance. - Tyr – The God of War.

https://www.atheistsforhumanrights.org/who-were-the-viking-gods-ks2/

The Enchanted Norse World Norse mythology is part of the amazing and rich culture of the Germanic people during the middle ages. Deep into spiritual practices, these people believed in an enchanted world, accepting it the way it was, living as if it was the last day of their life, and awaiting for their fate to finally come. Even gods and goddesses were attached to fate: Ragnarok was the end of the cosmos and the gods with it. It was illustrated in actual movies such as Thor and Loki, part of the Marvel universe that will enchant you. Before everything else existed, Ginnungagap, the dark abyss that separated Muspelheim (the world of fire), and Niflheim (the world of ice), did. The first creature originated was a giant which emerged when the ice of Niflheim and the fire of Muspelheim met. It was called Ymir and it was the personification of chaos before creation. He is also well-known because it was believed that the human world was created with parts of his body. Another thing mentioned in ancient poems is that the whole cosmos was held together by a gigantic tree called Yggdrasil. The other seven worlds were created after Niflheim and Muspelheim and with them, the gods and goddesses that characterize Norse mythology. The pillars of this religion are the two types of gods: Aesir and Vanir; and the giants. The Aesir gods live in Asgard, a world connected to the human one by a rainbow bridge called Bifrost. They are the personification of order or innangard, governed by Odin, who watches over all of the kingdoms in his throne called Hliðskjálf. Odin is associated with wisdom, poetry, and rules; although he is sometimes called the god of war, being him the one who welcomes courageous warriors to Valhalla, the afterlife of warriors. He was born from the union of Bestla and Borr and married Frigg, goddess of marriage and motherhood. Some sources compare Frigg to the vanir goddess Freya, as if they were the same. One of the multiple sons of Odin is Thor. Thor in Norse mythology is the god of war, fertility, and the creator of thunder. Perhaps the most loved Aesir god was Baldur, also part of Odin’s offspring, who was personificated as the god of beauty, light, purity… On the other hand, the playful and hated Loki is the god of lies, chaos, and pranks. He is often called a shapeshifter, someone who has the ability to change his appearance as he likes. The Vanir tribe of deities lived in Vanaheim, one of the nine worlds in Norse mythology, associated with nature, wilderness and fertility. The same way, Freyr was the Vanir god of fertility, health and peace. The strange thing about him is that he does not live with the other Vanir gods, but in Alfheim, the kingdom of the elves. Freyr’s father is Njord, who was also the god of fertility, as well as of the sea and wealth. This created the former well known saying: “as rich as Njord.” Finally, the giants in Norse mythology are considered the forces of chaos and most of them lived in the wilderness in their homeland Jotunheim. One of the most famous gigants is Hel, the goddess who rules over the kingdom named after her. Hel is the name of the world where most dead people duel. Contrary to what you might think because of its name, Hel is portrayed as neutral to all, without any rewards or punishments, where all the dead people do quotidian things. Along with Hel, Jormungand is another giant, a serpent that encircles Midgard or the realm of humans. It is his fate to kill Thor, his worst rival, in Ragnarok. Ragnarok is the prophecy conceived as the destruction of the cosmos and everything on it. The word “Ragnarok” means “fate of the gods” or “twilight of the gods”, meaning that the gods are not omnipotent and are attached to fate as any human. In the Norse end of the worlds, the monstrous beast with the shape of a wolf, Fenrir, will free himself and destroy anything on his way.

https://www.theredandbluenews.com/post/the-enchanted-norse-world

The thing about life is that we are not meant just to survive. We are here to thrive. I know this sounds all woo-woo! Yet, because I write about magic, I like to think that we can indeed find it in our daily lives with the family, friends, and peers we choose to share our time and lives with. Certainly, no man is an island. In this global community, we are all connected. Main Content Blog Music News Press Release: The Rebirth Richmond, VA - USA Today bestselling author and rising artist Tina Glasneck released her debut EP, The Rebirth, a mesmerizing collection of emotional tracks that take listeners on a captivating journey. Filled with raw and powerful vocals, … [Read More...] about Press Release: The Rebirth Featured! Representation Matters Today, while talking to kidlet#1, we discussed politics. Here in Virginia, the democratic primary was being held, and with many on the ballot, and as she looked on and wondered as to who I might vote for, I had to pause. In the voting booth with … [Read More...] about Representation Matters Death gods in Norse mythology? When many think of death, one might think of only that of Valhallah, the place where the valiant warriors, who died during battle would go, but Odin was not the only death god in Norse myth. Instead, Freyja would take her pick of those warriors … [Read More...] about Death gods in Norse mythology?

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Norse Gods vs Greek Gods: What's the Difference? Did the Vikings Wear Dreadlocks? Get the Facts Fact or Fiction? The Norse Religion Is Still Practiced Recent Articles During their brief, but world-changing, dominance in Northern Europe during the two and a half centuries known as the Viking Age, the warrior Norsemen from Scandinavia wreaked havoc and instilled... In Norse mythology, gods like Thor may steal all the thunder (no pun intended) but not to be outdone, the Asynjur (as the goddesses in the Norse pantheon of deities are collectively known) count... Norse mythology is a colorful tapestry weaving together larger-than-life figures, rousing tales, and transcendent themes that attempt to explain the cosmos and the human condition through the Viking... Of all the cultures and people that make up the rich tapestry that is human history, the Vikings are in a class all by themselves in terms of recognition, popularity, and perhaps even infamy. ... From the 8th through the 11th centuries, the Vikings terrorized towns and nations throughout Europe. These Norse warriors overwhelmed opposing forces with their fighting skills. Even the... There are different races of beings in Norse mythology: gods, humans, dwarves, elves, trolls, and giants. Of these, the gods and the giants figure most prominently in Viking myths and legends.... No figure is more significant in Norse mythology than the mighty "all-father" Odin. From creating the earthly realm in which the Vikings lived to hand-selecting fallen warriors to join him in... Is Valhalla Heaven or Hell? 10 Facts That Might Surprise You During the height of the Viking Era, seafaring warriors from what is now Scandinavia terrorized Northern Europe as they raided and plundered towns and villages that could not defend against them. It... 15 Facts About Viking Women: Raiding, Marriage, Divorce, Rights, and More Scandinavian women of the Viking era are among the most fascinating people in European history. The depiction of Viking women in 21st-century popular culture has led to a lot of questions about them.... The Vikings and the Romans were among the most dominant military forces of their times. Since the Roman Empire spanned large parts of Europe in its heyday, it is not unreasonable to assume that the... In the collective imagination, the Vikings were famously pagan. This information is only partially accurate, as most Vikings had converted to Christianity by the close of the Viking Age. However, the... People's understanding of Norse myths has become murky due to the many inspired films and stories. With the introduction of a female Thor in the Marvel cinematic universe (MCU), people are curious -... The depiction of Scandinavians in popular media has been so consistently stereotypical that most people can conjure up an image of the ideal Dane, Swede, or Norwegian. In this collective imagination,... In 1974, a little-known Swedish pop act won the Eurovision Song Contest with a rendition of their English language song, Waterloo. Propelled by the success of ABBA, many Swedish musicians went on to... Sweden, Denmark, Norway, and America are some of the richest and most economically advanced nations in the world today. However, when it comes to politics and culture, the United States and...

https://scandinaviafacts.com/

NAMES Norse mythology is rich with meaning-ful names. Gods may have dozens of names the supreme god odin, for example, was known by more than 150 names or titles. Each character, whether human or supernatural, received his or her own name and often many different names. In Norse poetry, swords, chains, wells, animals, and even bridges received names.Many names of the gods, dwarfs, and giants reflect what scholars see as a strong tradition among the norse to give significant names to the objects of mythology. Scholars, however, suggest that some of the names in the manuscripts that have survived to modern times reflect a tendency among some editors and scribes of the stories to poke fun at the Norse tra-dition of naming objects.

http://norse-mythology.cba.pl/page,281,names.html

There are so many books on Norse mythology out there, especially at the beginner level, that if you were to make a pile with one copy of each it would probably reach all the way up to Asgard itself. Trying to decide where to start – or where to go next from your current position, wherever that is – can be daunting. In hopes of helping people to navigate this field and get to the good stuff, here’s a list of 10 of the best books on Norse mythology (last updated April 2019). This list is written primarily with the beginner or intermediate student of Norse mythology in mind, although some of the more specialized books in this list will be of great use to those who are already familiar with the basics of the ancient mythology and religion of the Norse and other Germanic peoples and want to go further. The order of the books in this list runs roughly from the most newbie-friendly to the most advanced. The lower-numbered books aren’t necessarily better than the higher-numbered ones, but the lower-numbered ones are more accessible. If you find this list to be helpful enough that you decide to buy one or more of the books listed here, the best way you can say “thank you” is to buy whatever you decide to buy through the Amazon links provided at the end of each book’s description. When you do, I automatically get a small commission on your purchase with no extra cost or hassle for you whatsoever. 1. The Viking Spirit: An Introduction to Norse Mythology and Religion by Daniel McCoy As you probably already know, this is my own book. My intention in writing it was to create the ideal introduction to Norse mythology and religion, and in my own (obviously biased) estimation, it achieves that goal. Check it out for yourself and see if you agree. The Viking Spirit is an introduction to Norse mythology like no other. As you’d expect from the creator of this enduringly popular website, it’s written to scholarly standards, but in a simple, clear, and entertaining style that’s easy to understand and a pleasure to read. It includes gripping retellings of no less than 34 epic Norse myths – more than any other book in the field – while also providing an equally comprehensive overview of the fascinating Viking religion of which Norse mythology was a part. You’ll learn about the Vikings’ gods and goddesses, their concept of fate, their views on the afterlife, their moral code, how they thought the universe was structured, how they practiced their religion, the role that magic played in their lives, and much more. The book gives equal weight to the nonfiction, historical material and the stories. With its inclusion of the latest groundbreaking research in the field, The Viking Spirit is the ultimate introduction to the timeless splendor of Norse mythology and religion for the 21st Century. Click here to view or buy The Viking Spirit at Amazon. 2. Norse Mythology by Neil Gaiman In Norse Mythology, acclaimed fiction writer Neil Gaiman sets out to retell a selection of the Norse myths that have served as a substantial source of inspiration for many of his earlier works, perhaps most notably the very popular novel American Gods. Although Gaiman retells only a few of the dozens of surviving Viking myths, his choices include almost all of the most important ones, such as the creation of the universe and its cataclysmic downfall, as well as some that are particularly odd and funny. And by limiting himself to a particular portion of the myths, he’s able to flesh out those myths in a grand, novelistic form, which is perhaps the book’s greatest strength. It turns some of the greatest stories in world literature into a great modern novel in its own right. The only downside for some prospective readers will be that Norse Mythology doesn’t have much of a discussion of the Norse religion from which the myths arose. But if you’re only interested in the stories, it’s hard to beat this book, and if you want more than just the stories, you can always round out the picture by also reading another one of the books on this list that include more of a nonfiction, historical discussion of the religion. I’ve heard from many people that Norse Mythology and The Viking Spirit complement each other particularly nicely. Click here to view or buy Norse Mythology at Amazon. 3. The D’Aulaires’ Book of Norse Myths by Ingri and Edgar Parin d’Aulaire If you’re a parent looking for a book on Norse mythology for your child, The D’Aulaires’ Book of Norse Myths is easily the best book on Norse mythology for children. There’s not even a close second. The D’Aulaires’ Book of Norse Myths is specifically written for ages 5-9, or kindergarten through fourth grade. Lovingly and evocatively written and very easy to understand, these retellings of the Norse tales and descriptions of the gods and their world are sure to fire your child’s imagination and get him or her interested in Norse mythology. Numerous color pictures are interspersed throughout the text. It’s also completely “family-friendly” – the d’Aulaires exclude the lurid elements of Norse mythology that some parents might find objectionable in their children’s reading material. Click here to view or buy The D’Aulaires’ Book of Norse Myths at Amazon. 4. Gods and Myths of Northern Europe by H.R. Ellis Davidson Hilda Roderick Ellis Davidson was one of the twentieth century’s foremost scholars of Norse mythology, yet most of her works were written for a general audience rather than just her fellow academic specialists. Gods and Myths of Northern Europe is her most accessible work, and is ideal for beginners who want a scholarly take on Norse religion. Her book describes the pre-Christian religion of the Norse and other Germanic peoples in a manner that focuses less on retelling the tales than on the historical religion of which the tales were only one part. The reader comes away with a picture of pre-Christian Germanic religion that’s more thorough and nuanced than just about any other one-volume popular introduction to this topic or similar ones. For decades, Gods and Myths of Northern Europe has justifiably been one of the most widely-read books on the Viking Age. Click here to view or buy Gods and Myths of Northern Europe at Amazon. 5. Myth and Religion of the North: The Religion of Ancient Scandinavia by E.O.G. Turville-Petre Much like Ellis Davidson’s Gods and Myths of Northern Europe (#4 above), legendary Oxford Old Norse professor E.O.G. Turville-Petre’s Myth and Religion of the North provides a comprehensive overview of the pre-Christian religion of Scandinavia. However, while somewhat more academic than Ellis Davidson’s book (which is why I listed Gods and Myths of Northern Europe as #4 and Myth and Religion of the North as #5), Turville-Petre more than makes up for this with his sheer comprehensiveness and acuity of insight. Where Ellis Davidson is highly admirable, Turville-Petre is downright astonishing. In numerous universities across the world today, Myth and Religion of the North is treated as the go-to reference book for all things related to Norse mythology, and with good reason. Reading this book is something like an intellectual initiation. To put it simply: until you’ve read this absolutely essential book, you’re just a dabbler in Norse mythology. Click here to view or buy Myth and Religion of the North: The Religion of Ancient Scandinavia at Amazon. 6. The Poetic Edda translated by Jackson Crawford Now we come to the primary sources themselves (in English translation, of course). The Poetic Edda is a work of such vision and overwhelming beauty that it has few rivals in all of world literature. It’s a collection of Old Norse mythical and heroic poems, composed by anonymous poets in Iceland or Scandinavia during the Viking Age and shortly thereafter. Taken together, these poems comprise our single most important source of information for Norse mythology and religion. To be perfectly frank, no English translation that’s been published so far comes close to conveying the full extent of the grandeur and nuance (both aesthetic and philosophical) of the Old Norse texts. To a large extent, this is inevitable; as Robert Frost once said, “I could define poetry this way: it is that which is lost out of both prose and verse in translation.” However, Jackson Crawford’s translation achieves what no other translation has to date: the style is clear and easily understandable while preserving much of the beauty of the original. (Other translations tend to do one or the other, but not both.) That’s quite a feat. Click here to view or buy The Poetic Edda at Amazon. 7. The Prose Edda by Snorri Sturluson, translated by Jesse L. Byock The Prose Edda was written in the thirteenth century by the Icelandic scholar Snorri Sturluson, and it’s often considered to be the second most important source for our information on Norse mythology (after the Poetic Edda, #6 above). It was originally written as a treatise on the mythology behind numerous conventional images in Old Norse poetry, to be used by poets and those who wanted to understand the works of older poets better. Snorri provides something akin to a systematic summary of the narratives, deities, and cosmology of Norse mythology. Scholars fiercely debate how accurate the information in his book is, and there’s a widespread consensus that, at the very least, Snorri can’t be taken at face value. Nevertheless, one way or another, his Prose Edda is a treasure trove of facts that would have been totally lost otherwise, regardless of the difficulty of separating the facts from Snorri’s own embellishments or misunderstandings. Click here to view or buy The Prose Edda at Amazon. 8. The Saga of the Volsungs translated by Jackson Crawford The Saga of the Volsungs is probably the most popular and influential of the Icelandic sagas, which, along with the Eddas, are the most important literary sources of our present knowledge of the mythology and religion of the pre-Christian Germanic peoples. The Saga of the Volsungs is a truly epic story if ever there was one, and recounts the larger-than-life deeds of the Volsung clan, the gods who had a hand in their fortunes, and especially the hero Sigurd. Dragons are slain, treasures are lost and recovered, humans become animals and animals become people, and all the while the reader is gaining authentic knowledge about ancient northern European gods, myths, and values. The stories upon which this saga is based date from the early centuries AD and were common throughout the Germanic world. Elements of them also survive in a few of the poems in the Poetic Edda (#6 above) and the medieval German Das Nibelungenlied. The Germanic peoples evidently saw these stories as being among their most important. The Saga of the Volsungs in particular was also the basis for Richard Wagner’s Ring operas and a major inspiration for J.R.R. Tolkien’s The Lord of the Rings. This particular edition of the saga also includes the Saga of Ragnar Lothbrok. Click here to view or buy The Saga of the Volsungs at Amazon. 9. The Sagas of Icelanders The medieval Icelandic sagas are wondrous literary works, written in a stark, matter-of-fact style that brims with unspoken implications. And, once again, they’re also some of our most important literary sources of information on the pre-Christian mythology, religion, and culture of the Norse and other Germanic peoples. This 740-page tome contains no less than ten of these sagas, as well as an assortment of numerous shorter tales. The centerpiece of The Sagas of Icelanders is Egil’s Saga, which recounts the deeds of the nigh-invincible warrior-poet and devotee of Odin Egil Skallagrimsson. It’s among the best of the sagas, both in terms of its literary quality and what the attentive reader can learn from it. The translations are all carefully selected and top-notch. This is the best introduction out there to the Icelandic sagas as a genre, and for less than $20, it’s quite a bargain. Click here to view or buy The Sagas of Icelanders at Amazon. 10. Norse Mythology: A Guide to the Gods, Heroes, Rituals, and Beliefs by John Lindow Professor Lindow’s Norse Mythology mostly consists of an alphabetical encyclopedia of some of the most important personages, cosmological locations, and other such “key terms” in Norse mythology. It’s certainly not a standalone introduction to Norse mythology (see #1-5 on this list for such books). Rather, it’s a very handy reference book that you can use when reading other books on Norse mythology, much like the glossaries that sometimes accompany Tolkien’s works, which similarly feature a potentially confusing profusion of proper nouns. Lindow’s book makes the perfect companion to any and all of the other books in the field. Click here to view or buy Norse Mythology: A Guide to Gods, Heroes, Rituals, and Beliefs at Amazon. Once you’ve read some of the books on this list, you’ll be ready to move on to The 10 Best Advanced Norse Mythology Books. If you’ve found this list to be helpful, you might also be interested in these other guides of mine:

https://norse-mythology.org/the-10-best-norse-mythology-books/

Richard Wagner was fascinated by folk tales and medieval legends. Like many 19-century intellectuals, he felt that these stories held profound truths about contemporary culture and society, and for much of his adult life, he immersed himself in the great sagas of Norse mythology. Wagner was particularly intrigued by the story of the hero Siegfried, and when he decided to write an opera on the subject, he turned to five 13th-century sources for inspiration: The Poetic Edda, an anonymous Icelandic collection of Norse myths; The Prose Edda, a collection by the medieval Icelandic scholar Snorri Sturluson; The Nibelungenlied, a German epic about the tribe of “Nibelungs”; the Norse Völsunga Saga, about Siegfried’s“Völsung” tribe; and the Old Norse narrative The Saga of Didrek of Bern. Wagner freely adapted the Norse stories to suit his own artistic needs, yet parallels between his characters and their Norse counterparts remain. A brief overview of the characters in Das Rheingold illustrates this well. Wotan is based on Odin, the one-eyed king of the gods. Odin is one of the Aesirs, warrior gods who live in the land of Asgard. The English word “Wednesday” comes from Odin’s name—if you say the phrase “Odin’s day” out loud, the connection becomes more obvious. Fricka is based on Frigg, the queen of the Aesir gods and Odin’s wife; her name gives us the word “Friday.” Fricka’s brother Donner is based on the god Thor, whose name is the basis of the word “Thursday.” Thor’s most famous attribute is his magic hammer, which produces thunder and lightning when it strikes things; in fact, Donner means “thunder” in German. In Norse mythology, Thor is Odin’s son (and not his brother-in-law, as he is in Das Rheingold). Fricka’s sister Freia is based on Freya, most beautiful of all the gods, while their brother Froh is based on the Norse god Frey. Freya and Frey are part of the Vanir tribe of harvest gods; after a battle between the Aesir and Vanir, Freya and Frey remained in Asgard to help establish a lasting peace between the two tribes. Loge is based on Loki, an extremely clever trickster who can change his shape at will. Since Loki is half god and half giant, his loyalties can waver. Nevertheless, his remarkable ability to solve even the trickiest of problems makes him a vital member of the gods’ society. And Erda is based on the goddess Jord, who in Norse mythology is Thor’s mother. Kamala Schelling is the Met’s Educational Content Manager.

https://www.metopera.org/user-information/nightly-met-opera-streams/articles/wagners-norse-obsession/

One-eyed, wolf and raven -flanked, and spear in hand, Odin pursues knowledge throughout the worlds. Thor also appeared in the crossover film Avengers: In fact, Odin did not lose his eye in battle — he traded it for a drink from the Well of Wisdom. Loki is not shown as an outright evil god, though he does appear to take great pleasure in fooling or insulting the AEsir. While her daughter is associated with the death of Men, the serpent and wolf are destined to kill the two main gods, Thor and Odin respectively, at Ragnarok. These are the two main reasons why the Valknut is considered the symbol of Odin. One of my favorite cartoons from called Valhalla, always brings me back happy memories from when I was a child. For all these wondrous attributes and achievements, his greatest feat is the slaying of Loki at the battle to end all battles, Ragnarok. It is unfortunate, then, that he is best known not for his many good qualities but for the manner of his death. Frigg had sought and received assurances from every object in the world to not hurt her son save for the mistletoe, which she considered harmless. The couple will leave the tree to bring life back again to the world. The sheep would not be sheared for its wool, which is a common practice today, instead, they would go around and pluck them, or just wait for them to shed it naturally. Max Payne and Max Payne 2: Aurochs has probably been desired for their meat and hide for thousands of years, so it would make sense that such an important animal would get its own rune. Depending on the path the player chooses, Lenneth will face either Surt, lord of the fire giants, or Loki in combat. His teeth are of gold and he bears a horn called Gjallar. There is some confusion whether Freya and Frigg were separate entities or the same one known by different names. Reprinted Dover Publications. Initially, sheep were not domesticated for the sake of wool, but for the meat. Thor used his hammer, which is called Mjolnir the next day to revive his two goats again. She is forced to leave her post periodically to empty it and Loki strains at his bonds with pain when the venom fall on his face. This tradition was carried on even after many Vikings converted to Christianity:. On What Occasions Does Norse Mythology Play an Important Role in Beowulf? On what occasions does Norse Mythology play an important role in Beowulf? Throughout the story of Beowulf, Norse Mythology has been an important factor of the story’s continuation. Norse mythology which is also known as Germanic mythology is a not just a myth, it is a religion and it was practiced by the Vikings who lived in the Scandinavian countries in the Viking age, but it was also practiced by the Germanic people. He carried it in the king’s hall and at law meetings, although on such occasions it was forbidden to draw it, and it might be fastened down in the scabbard. At night it hung above his bed, The Ultimate Online Guide to Norse Mythology and Religion. My Books. The pantheon and mythology of the Norse gods is somewhat similar to the Roman and Greek ones with which the average person is more familiar. There is Creation, Heaven and Hell, and a rich tapestry of gods, goddesses and other magical beings who live, love and fight with each other.

https://lixalesysymixeriw.mobile-concrete-batching-plant.com/on-what-occasions-does-norse-mythology-15110bx.html

India and Greece both boast ancient civilisations with deep, rich mythologies. A big difference between Greek and Norse mythology is that the gods in Norse mythology are a lot closer to mankind. Zeus (a Greek god) is depicted here throwing lightning. This is what Joseph Campbell said, the professor of mythology whose work on comparative mythology is vast and illuminating. They get hungry, they get hurt, they die; whereas Greek gods have very little… The correspondence between the Greek and Roman gods is closer than that of, say, the Romans and the Britons, because the Romans adopted many of the myths of the Greeks, but there are cases where Roman and Greek versions are only approximations. However, the Romans would assume this was a depiction of Jupiter, the king of gods. Roman Vs. Greek Mythology Roman and Greek mythology are full of complexities. The god of sea is called Neptune in Roman mythology and Poseidon in Greek mythology. Compare/Contrast between Greek and Roman Mythology Origins of Mythology Comparison: Both books are extremely long epic poems Both books are also set during the 10 year war on the city of Troy from the Ancient Greeks According to "classroom.synonym.com" in the two books the heroes Many similarities are obvious between Roman and Greek mythology because the Romans borrowed a significant amount of … Here are our top picks: 1. Like many mythologies around the world, Hindu and Hellenic mythologies too share some fascinating similarities. Romans call the god of war Mars, while Greeks call Ares. Much of Greek and Roman everyday life revolved around these myths. The Greek mythology names of the gods and goddesses varied from the Roman names, although each culture ascribed to deities with comparable powers and spheres of influence. For example, the goddess of love is Venus in Roman mythology and Aphrodite in Greek mythology. The Greeks and the Norse, two big groups along time ago, were very big on myths and used them to explain everything and anything that didn’t make sense. In contrast, Greek gods and goddesses have their own names, such as Zeus, Hermes, Ares and Hera. After reading both Greek and Norse mythology, it is clear that there are similarities but there are also glaring differences. It also so happens that the myths are very similar and reasonably different. Design Innovation Examples , Kingpin Bowling Canberra , Augmented Reality Tutorial Android , Ethical Dress Meaning , Movies Like When Love Kills , To Dawn Clothing , Lincoln Daily News Garage Sales , Willa Fitzgerald Royal Pains , Na Sun Mitran Da , Aubameyang Europa League Goals , Open Edx Releases , Nova Animal Documentary , Primary English Teacher Job Description , Greek Mythology Books Amazon , Babe And Friends , Sega Superstars Tennis Review , Gavin And Stacey All Episodes , Ubuntu Mate Review , Harry Potter Lego Argos , Standing Lunges Gif , Psychology Of Regret , Queensland Temperature By Month , Overwatch Characters New , El Nuevo Herald Login , Airbnb Logo Vector , Nike Dunk Sb Low Staple Nyc Pigeon , Taylor Bennett - Broad Shoulders , Lincoln Daily News Garage Sales , How Old Is Jerry Ross , Lagrange Points Animation , Stanford Gsb Culture , Bigelow Aerospace Internships , Iphone Se 2nd Generation , Line Of Gravity , Cyclone Tracy Movie Cast , Dls Liverpool Kit 2020 , Virgin Galactic Test Flight , Big & Small , Next Starlink Launch Date , Wall E Operation Recolonize , Bingo Near Me On Saturday , Side Leg Press , Apple Card Requirements , Reversal Definition Literature , Game Of Thrones Foxtel Tv Guide , How To Find Meaning In Life Book , Konstantin Batygin Linkedin , Tottenham Away Tickets , Testing Extreme Programming , Oliver James Instagram , Sky News Pakistan , Brisbane Weather February , Abc News Host Female , Nike Sb Dunk Low Pro Qs Black Orange Flash ,

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As per Norse mythology, there existed many gods and goddesses. They may have been more than those we know of today. There are those whose information is in abundance although still not complete like Odin, Thor, or Freya. Other Norse deities are merely mentioned and nothing more is known about them. Gullveig is among such Norse deities. Despite being considered one of the most powerful Norse goddesses, she is only mentioned once. After that nothing more is said or known about her. The rest are just speculations on whether she could be Freya in disguise or the goddess Heiðr reborn. In this post, we focus on discussing who Gullveig is, what she represents, and the different facts that are known about her. Who is Gullveig? Gullveig is said to be a goddess or at least a powerful female being in Norse mythology who is strongly associated with the reason for the Aesir-Vanir war. She is only spoken of once in two stanzas of the poem, Völuspá, in the Poetic Edda. The stanzas describe how she went to the hall of Odin where she both impresses and horrifies the gods there with her magic. According to the stanzas she is described as a witch who with her magic brought delight to evil women. Just as people used to treat witches, the Aesir gods were said to have staked her with spears and burned her alive. They did so three times but each time she managed to resurrect herself. It is believed that on the third rebirth, she was named Heiðr, a Volva who practiced seiðr magic. After the two stanzas, the poem talks about the first war, the Aesir-Vanir war, which leads to the assumption that Gullveig could have caused the war. Based on the fact that she went to Asgard and was able to practice magic, means that she was not originally an Aesir but was coming from somewhere else. Although there is no proof, many speculate that she was most certainly from Vanaheim, home of the Vanir. The ill-treatment she received from the Aesir is believed to have been what instigated the Vanir to war against Aesir. They are also many theories linked to Gullveig/Heiðr, that suggest that she could have been the goddess Freya in disguise, especially because, Gullveig is never mentioned again after the war. This could be due to a few similarities the two share, starting with the fact that they were both masters of the seiðr magic. Another reason is that Freya is described as the goddess who would roam around the different realms disguised and using different names while searching for her missing husband. It could be that she could have been disguised as Gullveig. Britt-Marie Naastrom, also theorizes that Freya might have been a Vanir spy, sent to Asgard, disguised as Gullveig, to turn female Aesir to her side using her magic. Because there isn’t much written about Gullveig, a lot of what is said about her are simply speculations. The much that is written about her is also not clear, since the Poetic Edda was written targeting people who already knew the myths. The poems in it are compressed information, meant to trigger the memory of those who already knew the story. As such, given the lack of clarity, there is a lot of room for speculations and assumptions about who, Gullveig truly was. Etymology Her name, pronounced GULL-vayg, is a compound of two Old Norse words, meaning her name can be broken into two. The first part Gull- means gold, while the second part -veig could mean an alcoholic drink, power, strength, or in some places, it could mean gold thread. Gullveig is seen as a personification of gold and her burning as the ability of gold to be refined as it passes through fire. Her other name Heiðr, also known as the “Shining One”, is said to mean brightness. As a noun the name means fame, as an adjective, it means bright, clear, or light, which could all be used about gold. Both names, therefore, are a representation of gold, wealth, and prestige. As coincidence would have it, Freya is also associated with gold and wealth. Freya’s tears are said to turn to gold when they fall on the ground, and she is described as one who loves finer things like jewelry. Gullveig Symbolism Gullveig and her entire story are filled with many symbols. The following are the main ones: - Her description in the Poetic Edda as a witch symbolizes the European culture’s and folklore’s witch archetype. Gullveig is perhaps the oldest known witch. - Her name and association with gold symbolize people’s greed for gold that leads to madness and corruption. It also represents the Norse people’s mixed attitude towards wealth as something both good and disruptive. - Gullveig’s mistreatment by the Aesir is a representation of the horrific witch-burnings practiced centuries later in North America and Europe. - Her resurrection and rebirth after being burned to serve as both proof and a representation of the myth of resurrection explored in many different religions and cultures. Gullveig Mythology According to the myth of Gullveig, she went to Asgard, described as the hall of the great ones in the poem. Her reasons for going there are not clear nor where she’s coming from. While there, Gullveig her magic for the Aesir, which in turn they deemed to be dangerous. As a result, the Aesir decided to burn her alive. But, utilizing the same magic they were killing her for she managed to save herself by being reborn. Aside from magic, Gullveig introduced another alluring concept to the Aesir. That is the concept of the corruption and madness caused by gold. The Aesir’s mixed attitude about wealth is mirrored in their attitude towards magic. To them, both are desirable based on the pleasure and comfort of the promise. They are, however, socially disruptive as well, with the potential of disrupting the social harmony that was preserved. Facts About Gullveig Despite there not being much written about her, the following are some facts to keep in mind about Gullveig: - She is a powerful being in Norse mythology, even though she is only mentioned once in the Poetic Edda. - She is described as a witch in the Poetic Edda, who The Aesir tried to burn alive three times but she was reborn each time and later named Heiðr - She is seen as the symbol of gold given how she was burned three times, refined, and became Heiðr. - Her name Gullveig means something similar to Gold Might, while her other name Heiðr means The Shining One. - She is closely associated with the first war, the Aesir-Vanir war, as the one who caused it, although it is not clear how she did it. - She is linked to the goddess Freya who also has a strong connection to gold. It was believed, that Freya was the one disguised as Gullveig in search of her husband, and her mistreatment may have been what instigated the Vanir lead by her brother Freyr, to go to war. Conclusion It’s a shame that not much was written or known about Gullveig, especially given that the little that is known already portrays her as a powerful Norse being. Although simply theories and speculation, Gullveig could be the metamorphosis of Freya, where she starts unrefined and faces the challenges of men and being burned thrice, only to emerge as the Heiðr, the shining one.

https://piratejewellery.com/norse-mythology/gullveig-norse-goddess-facts-and-symbol-meaning/

CCOG for ESR 200 Winter 2022 - Course Number: - ESR 200 - Course Title: - Introduction to Environmental Systems - Credit Hours: - 4 - Lecture Hours: - 30 - Lecture/Lab Hours: - 0 - Lab Hours: - 30 Course Description Addendum to Course Description Fieldwork Statement: Fieldwork is a professional competence in many areas of Environmental Studies. Standard field practices include measurements of abiotic and biotic components in a variety of environmental conditions and habitat types. Fieldwork includes use of all the senses to make observations in natural and built environments. Field training may include developing skills in site characterization, application of key terms and concepts, species identification, and measurement and data collection using appropriate equipment. Fieldwork may include inherent risks (uneven terrain, off-trail work with map & compass, variable weather, insects, environmental irritants, travel, stress, etc.). Evolution Statement: To clarify the teaching of evolution and its place in the classroom, the Portland Community College Science Departments stand by the following statements about what is science and how the theory of evolution is the major organizing theory in the discipline of the biological sciences. - Science is a fundamentally non-dogmatic and self-correcting investigatory process. In science, a theory is neither a guess, dogma, nor myth. The theories developed through scientific investigation are not decided in advance, but can be and often are modified and revised through observation and experimentation. - The theory of evolution meets the criteria of a scientific theory. In contrast, creation "science" is neither self-examining nor investigatory. Creation "science" is not considered a legitimate science, but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F. 2d 1004). Science (ESR) instructors of Portland Community College will teach the theory of evolution not as absolute truth but as the most widely accepted scientific theory on the diversity of life. We, the ESR Subject Area Curriculum Committee at Portland Community College, therefore stand with such organizations as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in our science curricula. Intended Outcomes for the course After completion of this course students should be able to: - Describe concepts related to basic properties and functions of matter, energy and change in environmental systems, biogeochemical cycles, global climate, ecosystem services, and human impacts and dependence on these systems. - Explain factors influencing environmental quality, biodiversity, community ecology, and population ecology. - Evaluate environmental problems and propose solutions on topics including climate change, water quality, and biodiversity loss. - Identify, summarize, synthesize, evaluate, and appropriately cite information from the peer-reviewed scientific literature. - Apply the scientific method to environmental investigations including: gathering data in the laboratory and through fieldwork, analyzing data using descriptive statistics and graphical representations, formulating conclusions based on data, and writing lab reports to communicate findings. Quantitative Reasoning Students completing an associate degree at Portland Community College will be able to analyze questions or problems that impact the community and/or environment using quantitative information. General education philosophy statement Introduction to Environmental Systems introduces concepts, skills and scientific approaches used to study environmental systems, including the interactions between humans and other components of the biological, chemical, and physical world. Students deepen their understanding of themselves and their natural environment and develop their ability to reason quantitatively by performing data collection and analysis. Students analyze the environmental and societal impacts of individual, local, and global actions and propose solutions. Students use conceptual system models to organize and describe their understanding of natural phenomena. This course lays the foundation for further study of environmental science and studies, but also provides a valuable perspective for students who chose different areas of study. Course Activities and Design - Lectures - Active learning approaches including discussion of relevant case studies, modeling of environmental systems, and use of computer-based spreadsheet programs for data organization, analysis and graphing. - Laboratory sections will include fieldwork and laboratory analysis of environmental data using a variety of approaches and skills including: proper use of equipment, sampling techniques, experimental design, data analysis, microclimate data collection in the field, use of dichotomous keys to identify common native and invasive plant species, water chemistry, water quality testing in the field, collection and analysis of benthic invertebrates as bioindicators, calculating and using a variety of common metrics to describe diversity, reading and creating maps, physical, chemical and biological analysis of soils. - Written lab reports will be used to communicate results of lab investigations. - Written papers will be used to develop skills in identifying, comprehending, and analyzing scientific papers. - Midterm and final exams will be given to test understanding and mastery of concepts and skills. Outcome Assessment Strategies - Midterm and final exams including a variety of types of questions including: matching, true/false, multiple choice, interpreting and creating diagrams and graphs, short answer and essay. - Typed lab reports describing laboratory and field exercises using a scientific writing style and including an introduction, methods, results and discussion section. - Written assignments that ask students to search, read, summarize, synthesize and cite the peer-reviewed scientific literature on a relevant environmental topic. - In class assignments that ask students to interpret scientific data, use critical thinking and draw conclusions based on evidence (e.g., case studies). - Written papers and/or oral presentations that describe a research project and/or environmental problem and demonstrate critical thinking based on scientific evidence. Course Content (Themes, Concepts, Issues and Skills) Themes, Concepts and Issues: - Scientific practices and experimental design - Quantitative reasoning - Environmental systems: matter, energy, and change - Biogeochemical cycles - Ecosystem ecology - Global climates and biomes - Evolution and diversity - Population and community ecology - Soil and water quality and availability/use - Global change including climate change - Human impacts and interactions Skills: - Effective teamwork and collaboration in the lab, field, and classroom - Accurate measurement and data collection in the field and laboratory (e.g. perform water quality and soil testing analyses, use taxonomic keys for identification, use microclimate kits to measure environmental variables). - Data analysis including calculation of descriptive statistics - Quantitative analysis and problem solving using math - Interpretation and creation of accurate graphs to display data - Use of critical thinking and evidence to describe environmental problems and solutions. - Identify, summarize, synthesize, and cite the peer-reviewed scientific literature - Communicate results using lab reports written in the scientific style.

https://www.pcc.edu/ccog/esr/200/

Science Curriculum intent: To create a sense of curiosity and excitement about natural phenomena whilst developing an understanding of how scientific investigation can be used to predict and explain them. Students will build a strong foundation in the key concepts underpinning Biology, Chemistry and Physics, and be equipped with the scientific knowledge required to understand the uses and implications of science, today and in the future. Working scientifically: Throughout the content across all three disciplines, students should be taught: Scientific attitudes: - pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility - understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review - evaluate risks Experimental skills and investigations: - ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience - make predictions using scientific knowledge and understanding - select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables - use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety - make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements - apply sampling techniques Analysis and evaluation:

https://www.cockburnschool.org/science-curriculum/

The Sports Science Academy (SSA) is designed to provide hands-on opportunities for students to gain exposure to careers in sports and health-related fields. Coursework will include anatomy and physiology as it pertains to sports and fitness, evaluating performance through data collection and analysis, and how performance in physical activities can be maximized. Students will have access to technologies similar to those used in a research and rehabilitation settings, opportunities to learn from individuals in sports and health-related fields, and author research projects that illustrate their understanding of the concepts learned in the academy. Students will also have the opportunity to earn health-related certifications (CPR and first aid). This academy fulfills the advanced science graduation requirement. The academy is open to students from all three high schools through an application process. Students who are participating will travel to the Emerald Campus. IB Sports, Exercise and Health Science (SL) – 586 IB Sports, Exercise and Health Science (SEHS) is a 1-year, experimental science course that focuses on the form and function of the human body. It is intended for students who want a foundation in how the body performs during physical activity, and the tools and techniques to analyze performance and fitness. Students will cover a range of topics to gain valuable exposure to sports science and health-related fields, as well as carry out practical (experimental) investigations in both laboratory and field settings. Topics that will be covered include anatomy (skeletal and muscular systems), exercise physiology, energy systems, movement analysis, the physics of the human body and sports, skill in sports, and measurement and evaluation of human performance. Two optional units in optimizing physiological performance, the psychology of sports, physical activity and health, and nutrition for sports, exercise and health will also be covered. This course is a one-year program which concludes with students completing the required IB Exam. Prerequisite: Biology, Chemistry, Application Graded: AP / IB / CCP Weight Grades: 11-12 Time Frame: 1 Year Credit: 1.00 Advanced Research in Science – 240 This course will facilitate advanced learning of the philosophy of science, research methods, science writing and reporting, statistical analysis of results, lab and/or fieldwork methods, and ethical concerns. This is an individual research course in which students will develop and complete an experimental research project. The student needs to be self-motivated and the teacher will act to facilitate the research work of the student. Considerable work outside the classroom will be necessary and the students will be required to submit and present their research findings. This course is designed to be a culmination of the student’s high school science experience. Prerequisite: 2 Years of science highly recommended, Application Graded: Honors Grade: 11-12 Year Time Frame: 1 Year Credit: 1.00 (Repeatable) Body Systems – 253 Students examine the processes, structures, and interactions of the human body systems to learn how they work together to maintain homeostasis and good health. The problem-based approach of the course includes designing experiments, investigating the structures and functions of body systems, and using data collection tools to monitor body functions. Important concepts covered in the course may include coordination (skeletal, muscular and nervous/sensory systems), metabolism (cardiovascular, respiratory and digestive systems), and protection (immune and lymphatic systems).

https://www.dublinschools.net/site/default.aspx?PageType=3&ModuleInstanceID=2087&ViewID=7b97f7ed-8e5e-4120-848f-a8b4987d588f&RenderLoc=0&FlexDataID=3707&PageID=1383&Comments=true

General Description of Position: This Post-Doctoral position for independent research involving viruses such as Influenza, Rift Valley Fever, Vesicular Stomatis Virus (VSV), and/or African Swine Fever in both BSL-2 and BSL 3 bio-containment conditions. The position is directly mentored by an experienced faculty member of the College of Veterinary Medicine who provides career advancement opportunities. Diversity and Inclusion: Kansas State University embraces diversity, and promotes inclusion in every sector of the institution. The university established the Office of Diversity, led by the associate vice provost for diversity and a dedicated staff. Additionally, each college has a designated Diversity Point Person to provide insight and guidance. Kansas State University received the prestigious Higher Education Excellence in Diversity, or HEED, award from Insight Into Diversity magazine for the past three years. Multicultural students account for 15 percent of our student population, a university record and continuing trend.Job Description: - Conduct infectious diseases research in support of viral pathogenesis and vaccine studies as a member of a large, multi-disciplinary team. Develop and implement study plans including the experimental design of animal studies and virological analysis of animal samples. This includes participation of animal manipulation on a variety of animal species in ABSL-2, ABSL-3, and ABSL-3Ag level biocontainment; nucleic extraction; cloning; restriction digestion; PCR; cell culture; reverse genetics; and documentation of research findings. -Develop new and improve existing experimental techniques/assays in virology and molecular biology methods. Design, fabricate, calibrate, and repair research equipment. Plan and conduct experiments with excellent laboratory record keeping. Work within budgetary constraints - Perform experimental and statistical data analysis. Write and edit manuscripts for publication and/or presentation - Mentor and provide educational guidance to students and research assistantsRequired Minimum Qualifications: - Ph.D. in molecular biology or related field - Ability to write and publish scientific articles in national animal health, virology or basic science journals including working knowledge of the Microsoft Office Suite - Prepare technical reports and recommendations based upon scientific outcomes - Use a variety of laboratory equipment such as a thermocycler, centrifuge, sequencer and other basic laboratory equipment - Support and participate in experimental studies that include a variety of animals • Experience in influenza virus research or other zoonotic viral research with reverse genetics. • Ability to work with animals at the BSL2 and BSL3 biocontainment Special Instructions to Applicants: To apply, please submit an application along with a cover letter, resume and contact information for three professional references. Screening of Applications Begins: Screening of applications begins immediately and will continue until the position is filled. Equal Employment Opportunity: Kansas State University is an Equal Opportunity Employer of individuals with disabilities and protected veterans and actively seeks diversity among its employees. Equal Employment Opportunity is the Law. Background Screening Statement: In connection with your application for employment, Kansas State University may procure a Background Screen on you as part of the process of considering your candidacy as an employee.

https://careers.insidehighered.com/job/1352752/fellow-post-doc-diagnostic-medicine-pathobiology/

As part of a broader effort to improve reporting quality, Nature and the Nature journals introduced a reporting checklist for life-sciences papers in 2013. This asked authors to reveal some key details of experimental design. Last year, this checklist evolved into a broader reporting-summary document that is published alongside manuscripts to promote greater transparency. We have now developed two new versions of the reporting summary: one for the behavioural and social sciences, launching this week, and one for ecology, evolution and environment (EEE) research, to follow later this month. Authors will be prompted to use these documents to provide important details of study design, data collection and analysis before papers are sent out for review. In-house editors in behavioural and social sciences across the Nature journals developed the first document to address the distinct needs of research in this field — one that is remarkably broad, and includes numerous disciplines with distinct identities. Even in the same area, research protocols can vary substantially, ranging from qualitative and interpretative methods to deductive and quantitative approaches. This presents some challenges when deciding on priorities. Most experimental approaches value sample size, for instance. But survey-based projects must also consider whether data are collected from an appropriately representative sample. Data collection methods may be relatively easy to standardize in a laboratory, but they can vary in fieldwork when scientists use a wide array of tools, or when language or literacy barriers must be overcome. Despite these variations, our editors think it is valuable to consider all behavioural- and social-sciences research together to try to bridge the methodological divides between and within fields. We hope that describing study elements in a standardized way across the full suite of social-sciences methodologies and data types will help our multidisciplinary readers to appreciate and understand diverse research approaches. The reporting-summary document for the behavioural and social sciences was developed on the basis of feedback from researchers with different disciplinary backgrounds and methodological expertise, including quantitative and qualitative analysis, and lab-based and field studies. It aims to capture key elements of how studies were designed, conducted and analysed — but it does not seek to enforce a specific set of standards. For instance, determining sample size statistically using a power analysis might be best practice in experimental psychology, but it is not a necessary or sensible step in an anthropological study of a small village, which may have low sample size but effectively encompasses the entire available population. However, in both cases, authors should be able to provide a full report of how sample size was selected. Accordingly, the reporting summary is designed to be flexible. Similar considerations motivated the design of the reporting-summary document for EEE studies. The Nature journals are among thousands of publications and organizations that have signed up to the Transparency and Openness Promotion (TOP) guidelines (B. A. Nosek et al. Science 348, 1422–1425; 2015). The EEE reporting summary is being designed by in-house editors using the Tools for Transparency in Ecology and Evolution as a guide. EEE studies include many distinctive features, and the reporting summary is being designed with those in mind. For example, there will be questions about fieldwork conditions and the treatment of wild animals, and authors of palaeontological work will be asked to describe specimen provenance, deposition and dating methods. We are currently integrating feedback from researchers into a final version. The reporting-summary documents are a first step towards ensuring that the relevant communities pay systematic attention to reporting and transparency. These documents are not static, and the first iterations are intentionally broad. We look forward to receiving comments and thoughts.

https://www.nature.com/articles/d41586-018-02563-4?error=cookies_not_supported&code=1092a63c-f8ea-4f28-be34-d598d8a694a2

Plasma Physics is the study of ionized gases. Plasma is the most common state of known matter in the universe. Our experimenters have seven labs on campus, and instruments on spacecraft, rockets, and the International Space Station. Our research includes experiment, theory, and simulation. Areas include basic science, astronomy, geophysics, and processing plasmas. Graduate students participate in a weekly plasma physics seminar. We have the largest number of plasma physics faculty members among all physics departments in the U.S. We are ranked among the top ten universities nationwide in plasma physics. Our faculty members have strong international reputations, frequently giving invited talks at international conferences and winning grants from a wide range of funding agencies. Our faculty includes six fellows of the APS and one member of the National Academy of Sciences. Our labs, and our instruments in space, are unique and world class. We offer a wide choice of research problems, which are diversified among the most rapidly growing topics in plasma physics. Students publish highly-cited papers in leading journals, and give talks at major conferences. Plasma physics offers strong job placement opportunities, and our PhD graduates have excellent success in finding the jobs that they most want. Basic and applied theoretical plasma physics. - Strongly-coupled plasmas, such as the warm dense matter in inertial confinement fusion - Theory for low-temperature plasmas including plasma-boundary interaction - Students carry out a combination of analytic and numerical theory - Students interact with collaborators at major national labs Experimental plasma physics; statistical physics; soft condensed matter physics. - Dusty plasma, strongly-coupled plasma, optical diagnostics of plasmas, waves - Physics problems are interdisciplinary, combining condensed matter, statistical physics, and plasma physics; experiments involve direct comparisons to theory - Experiments are performed in our labs. Data from experiments on the International Space Station (ISS) are also analyzed - Two labs with plasma chambers and optical diagnostics - Students also interact with group members including a research scientist; other faculty and research scientists; collaborators in other countries - Students develop skills including design, construction, and operation of: vacuum, electronic, optical, and laser systems; programming in various languages; image analysis - http://dusty.physics.uiowa.edu/~goree/ Experimental space physics. - Space plasma physics around moons and planets and in the interplanetary medium - Development of spaceflight instrumentation to make high-resolution measurements of charged particles - On-campus facilities include a laboratory for spaceflight hardware assembly and calibration - Students participate in the development of spaceflight instruments, in collaboration with engineers, scientists, and technicians at Iowa and partner institutions - Students also analyze spacecraft data from the Earth, the Moon, Mars, the Sun and solar wind, and outer planets - Students gain skills in spaceflight hardware development, programming, and data analysis Theoretical and computational plasma physics. - Turbulence in the magnetized plasmas found in laboratories, space and astrophysics - Analysis of spacecraft data from the turbulent solar wind - Students develop skills including high-performance computing on the nation's fastest supercomputers, analysis of simulation and observational data, and development of simple analytical models to interpret results - Students also interact with group members including a postdoc and collaborators around the world Experimental space physics - Inner magnetosphere and radiation belts particle dynamics, particularly high-energy electrons and protons - The physics of the aurora in Earth’s ionosphere - Relativistic particle effects throughout the magnetosphere in the vicinity of magnetic reconnection - Solar driving of the near-Earth space environment - Co-Investigator on NASA’s Van Allen Probes and MMS missions - Hardware and instrument development focused on the above science questions Experimental space plasma physics; laboratory plasma physics. - Experimental measurements of wave electric and magnetic fields in the Earth's Van Allen radiation belts - Plasma wave and particle processes that occur in the aurora - Electric field measurements near regions of magnetic reconnection - Students get hands-on experience with spaceflight hardware - Laboratory experiments to test theory for Alfvén waves, turbulence, and collision operators - Experiments are prepared at Iowa and then performed at UCLA's Large Plasma Device (LAPD) user's facility - On-campus facilities include: two vacuum chambers, an electronics lab, and spaceflight hardware assembly lab - Students perform both laboratory and rocket experiments and work on data from satellite missions - Students also interact with other group members including two research scientists, and electronics system engineer, postdocs, as well as scientists at other institutions including those at UCLA Experimental plasma physics. - Basic plasma physics problems, including laboratory simulations of space plasma phenomena, dusty plasmas - Facilities include two lab rooms with three plasma chambers - Major equipment includes two Q-machines with magnetic field up to 0.5 T; each machine is dedicated to a single graduate student - Students develop skills including: vacuum, electronics, data acquisition, image analysis, instrument fabrication - Employment opportunities include industry, government labs and universities Space plasma physics. - Signatures of Heat conduction in semi-collisional Astrophysicsal Plasmas - Developing Transport Theory in the presence of Kurtotic Suprathermal Tails in Finite Knudsen number plasmas - Kurtosis Formation in semi-collisional Astrophysical Plasmas - New Models of Solar Corona and Stellar Wind Expansions - Diagnostics of Magnetic Reconnection in Space Plasmas - Students develop skills in: writing codes in C, Fortran and IDL, and numberical methods - Employment opportunities are postdoc positions at universities and national labs Laser spectroscopy; plasma physics. - Experimental topics include experiments for plasma waves and instabilities, plasma self-organization and sheaths, and laser-induced fluorescence and wave-absorption diagnostics of plasmas - Student projects are typically experimental with a significant interaction with theory - Theoretical topics include plasma kinetic theory including waves and nonlinear fluctuations - There are two labs at Iowa, including: a 3-meter linear magnetized-plasma device and a large multi-dipole discharge. Both are equipped with single-frequency scanning lasers for high-resolution laser spectroscopy. Some students also participate in collaborations on the Large Plasma Device located at UCLA - Beyond interactions with group members, students participate in the plasma seminar and interact with Departmental theoretical and experimental plasma, space physics, and astronomy faculty - Students develop skills including data analysis, high-resolution laser spectroscopy, designing and building apparatus, electronics, computation - Previous assistants have found employment in academia, national laboratories, and in industry - Research page Radio astronomy; plasma astrophysics; space plasma physics.

https://physics.uiowa.edu/research/plasma-physics

Study at a University dedicated to health sciences education and improving lives. Occupational Therapy education began at St. Ambrose in 1989 and offers the first accredited entry-level doctoral program in Iowa. Experiential learning takes place in labs, during community outreach, and in fieldwork experiences. OT students also partner with students in other SAU health science programs with a focus on occupation-based, person-centered, inter-professional client care. Our faculty combine clinical experience with passionate dedication to their students, clients, and profession. Proof of their commitment is in our students who have an excellent NBCOT certification exam pass rate. Our graduates work at hospitals, healthcare facilities, rehabilitation centers, and many others. Study where strong clinical relationships support experiential learning! The OT Department has relationships with clinicians and clinics in the local community, region, country, and abroad. Multiple community outreach experiences allow for additional opportunities. Throughout the curriculum, experiential is emphasized so students can connect classroom study with real-world observations as they develop knowledge and skills. You'll begin coursework learning the Professional Foundation. This includes the domain and process of occupational therapy and the science of the human body that support occupational performance. Students advance to applying their knowledge during classroom and laboratory experiences. The following semesters emphasize Occupational Engagement: A Fit between Person and Environment. These include courses that examine the client and environmental factors that impact occupational participation, including evidence that guides assessment and intervention strategies that promote occupational engagement considering typical development, as well as the impact of disease, injury, or illness. The next step is engaging in Fieldwork that allows application of and practice of principles from the classroom followed by guided reflection activities. The final year culminates in a transition from student to practitioner with a culminating project, comprehensive exam, and experiential component. This supports the Bridge to Professional Practice. Students completing the OTD Program will develop a strong professional identity and advanced knowledge linking theory to practice in one of the following areas: practice, research and scholarship, service, administration, leadership, advocacy, education or theory development. Students develop an individualized path of study, in collaboration with a faculty mentor, in a focused area of interest beginning at the end of their first year and extending through the Doctoral Project Proposal and Doctoral Project courses. This includes exploration of literature, completion of research, and concludes with a project that has the potential to inform the profession and practice in a way that supports participation in occupation. As informed by the student's doctoral project, a 16-week Experiential Component will be planned where a student is able to put elements of their project into action. This could involve work with clients and clinicians in traditional or emerging areas of OT practice. The 16-week Experiential Component is the final element of the OTD curriculum. As with Level II Fieldwork, tuition, housing, and other related costs may be involved. As a graduate of the SAU OT program, you'll enjoy the perks that such an education and affiliation brings. ALL graduates are currently employed, and 85% of them are working at their first job choice. SAU Occupational Therapy graduates become health and rehabilitation professionals who work with individuals across the entire life span in a variety of practice settings. OTs often work on interdisciplinary teams with teachers, doctors, nurses, physical therapists, psychologists, speech therapists and social workers. OT treatments are individualized to help clients rebuild functional skills and live healthier lives. OTs respond to emerging social needs among growing populations, from premature infants to older adult clients, helping all achieve their highest level of function in the face of chronic health problems or other threats to long-term wellness. The OTD Program offers study abroad opportunities in Ecuador and Brazil as special topics courses (3 credits - approximately 3 weeks) within the OTD curriculum. Students travel with faculty to work, study, and live with host families. You will be immersed in the culture. You'll also attend "survival courses" in the native language along with OT courses and participate in a service learning project. OTD students also have an opportunity to study abroad for one of their two Level II fieldwork experiences (12 weeks). These opportunities are chosen very selectively and after analysis to ensure the learning experience meets all Level II fieldwork objectives for the program and accreditation. Students have completed Level II fieldwork in Ireland and Germany in the past. For more information, contact the OTD Program or the Study Abroad Office at StudyAbroad@sau.edu. You can click here to search our study abroad programs. Two levels of fieldwork are required of occupational therapy students enrolled at St. Ambrose University. The fieldwork curriculum is comprised of 24 weeks plus a 16-week experiential component. Students in the OTD Program will be included in the St. Ambrose University One Price Tuition Plan. The One Price Plan ensures tuition costs remain at one rate throughout the normal course of full-time graduate study. Additionally, the cost is consistent across semesters, making financial planning easier. The One Price Tuition Plan includes all tuition, course fees, liability insurance, technology fees, graduation fees, parking fees, and a number of other costs incurred by occupational therapy students (such as CPR training, TB tests, and background checks required for fieldwork experiences). While this plan covers major expenses of the OTD Program, there are additional costs not included such as room and board, textbooks, and additional fieldwork costs that vary based on clinical site placements. For the cohort of students entering the OTD Program in Fall 2018, the total yearly tuition is $37,214. The total tuition cost of full-time enrollment in the 3-year OTD Program will be $111,642. Costs to enroll in our program are the same for Iowa and out-of-state residents. St. Ambrose University is committed to helping students from all financial backgrounds achieve their dreams of gaining a quality education. Learn more by calling the Financial Aid Office at (563) 333-6314 or reviewing the Financial Aid Office website. Contact the OTD Program with questions about the current One-Price Tuition Plan rate and details. Policies and published fees are subject to change. Graduate assistantships are an excellent way to gain valuable work experience while helping to pay for your graduate education. The Doctor of Occupational Therapy Program at St. Ambrose University seeks four graduate assistants each academic year. To learn more, contact Lori Parker at 563/333-6413 or ParkerLoriJ@sau.edu. In addition, a number of other student service departments offer graduate assistantships. Requirements for the OTD program are on the Curriculum page. Take the next step toward your Doctorate in Occupational Therapy and apply today!

https://www.sau.edu/occupational-therapy

Linear algebra and analytic geometry, Matrix Calculus, Differential Calculus, Theory of Systems and Control, Mechatronics, Sensors and Actuators. Theoretical classes using audio-visual means: detailed exposition of concepts, principles and methodologies fundamental to Robotic Manipulation, complemented by Laboratory classes to practice the concepts taught y performing simulation studies in Matlab and with the Eshed manipulator. In parallel a set of homework problems are handed to students that intended to reflect the nature of the various mid-term tests of the course. The evaluation process adopted intended to stimulate lifelong learning of the student, considering two components of assessment: theoretical/practical and laboratory. This course introduces the science and engineering of mechanical manipulation, a sub-discipline of Robotics that has its foundation in several classical fields. Objectives: Provide students with the fundamental concepts of robotics, particularly in 1. Obtaining geometric models, kinematic and dynamic robot manipulators. 2. Trajectory generation and task planning. Skills to develop: It is intended that students acquire skills in analysis and synthesis, formulation and problem solving, critical thinking, independent learning and ability to apply theoretical concepts of nature to practical problems. Ultimately, we intend to provide (in-depth) knowledge in Robotics and acquiring competencies to all of 1. "Those who wish to operate and / or develop applications that use robots or robotic systems"; 2. "Those who wish to develop / design robotic systems" 1. Introduction 2. Spacial descriptions and Transformations 3. Manipulator Kinematics 4. Inverse Manipulator Kinematics 5. Jacobians : velocities and static Forces 6. Manipulator Dynamics 7. Trajectory Generation : Joint space and cartesian space. Jorge Manuel Moreira de Campos Pereira Batista Assessment Test 50% or problem resolving fieldwork 15% + fieldwork or laboratory work 35%: 50.0% Exam 50% or problem resolving fieldwork 15% + fieldwork or laboratory work 35%: 50.0% • John J. Craig (2005), Introduction to Robotics : Mechanics and Control, Third Edition, Prentice Hall, 2005. (Livro Recomendado para estudo durante grande parte do curso) Bibliografia Alternativa: • P. McKerrow (1993), Introduction to Robotics, Addison-Wesley, 1993. • M. Spong, S. Hutchinson, M.Vidyasagar (2005), Robotics Modeling and Control, John Wiley&Sons, 2005. • R.J. Schilling (1990), Fundamentals of Robotics: Analysis & Control, Prentice Hall, 1990. • K. Fu, R. Gonzalez, C.Lee (1987), Robotics: Control, Sensing,Vision & Intelligence, McGraw-Hill, 1987. Batista, J. (2006-2012) – Diapositivos das aulas teóricas de Robótica, DEEC-FCTUC.

https://apps.uc.pt/courses/en/unit/8472/15104/2017-2018?type=ram&id=5041

Project Purpose: The Ōkahu Bay Restoration Project is being undertaken by Ngāti Whātua ki Ōrākei and is an all-encompassing restoration project. Ngāti Whātua ki Ōrākei are working with The University of Auckland, Auckland City and NIWA. The first phase is determining baseline and historical conditions of Ōkahu Bay and compiling the information into a GIS database. Phase One will comprise many strands including hui to determine mātauranga and scientific analysis of kaimoana (biodiversity, population, spatial parameter), water quality, sediment testing. Ultimately we plan to undertake a Mauri Model Analysis in order to create a roadmap for restoration. A research team at The University of Auckland comprising Dr Dan Hikuroa, Brendan Dunphy (marine biology), Dr Kepa Morgan (engineer) and Michael Steedman (kaiarahi, Faculty of Science) has been formed to work with Ngāti Whātua to address the many strands of phase one listed above. The purpose of this internship is to undertake the sediment analysis component of Phase One and provide the information to the student undertaking the GIS database collation and compilation. Specifically they will analyse: i. Grain size ii. Percentage sand/mud/silt iii. Determine temporal changes to grainsize iv. Heavy metal contaminants v. Organic content More parameters may be added to this list after discussion with Ngāti Whātua ki Ōrākei. The programme of work to be carried out: - 1. Meet with Ngāti Whātua ki Ōrākei and other interns (Week 1) 2. Plan fieldwork (Week 1) 3. Determine sampling sites and methodology (Week 2) 4. Undertake fieldwork (weeks 2 – 3) 5. Laboratory analysis (Weeks 4 – 6) 6. Data analysis (Weeks 7– 8) 7. Report writing (Weeks 9 – 10) Day to day nature of the work: The intern will: - Meet with the Ngāti Whātua Ōkahu Restoration Project (OBRP) team and other Faculty of Science interns - Plan fieldwork working with OBRP and supervisor, considering vehicle access and tides - Plan sampling methodology – determine sites and sampling methodology (i.e. d-section and/or vibro-coring techniques) and OSH issues, and determine field hazards - Undertake fieldwork – taking sediment cores - Undertake laboratory work – using The School of Environment sedimentology and geochemistry labs - Conduct data analysis – taking raw data and analysing it, determining errors, displaying data - Carry out report writing. Skills the student will learn: - Critical thinking, collating and analysing information from a range of sources - Creative thinking – planning a field methodology that will answer the research question - Field techniques – gathering the data will require learning how to use various apparatus - Communication skills – working with a community and the other student interns.

http://www.maramatanga.ac.nz/project/kahu-bay-restoration-project

To analyze and quantify experimental outcomes of stem cell therapies, it is necessary to utilize the latest advances in imaging technology combined with rigorous quantitative histology by stereology. To advance this analysis, the center has established a dedicated research laboratory to develop automated, high-throughput stereological analysis. To achieve this sampling, the laboratory has an Olympus DSU confocal microscope for unattended automated SRS sampling for confocal stereology. In addition, there is a Leica SP8 resonance scanning confocal microscope for both live cell imaging and for acquiring virtual tissue at rapid, high spatial resolution for stereological analysis. For brightfield material, there is an Olympus microscope equipped for unattended high-throughput stereological sampling. These systems are supported by an off-line analysis workstation equipped with software from MBF Bioscience. Viral Vector Research Laboratory Delivery of functional or reporter transgenes to cells in vitro and in vivo is an important tool for the discovery of stem cell regulation and contribution to repair. The center has available resources for the preparation of retroviral and lentiviral vectors to support this research. Stem Cell Culture Laboratory Center investigators have access to mammalian cell culture facilities separately dedicated to human and rodent cell culture. Work conducted here includes both the isolation and characterization of adult tissue-derived stem cells and the generation of patient specific induced pluripotent cells (iPCs). Laser Microdissection and Gene Expression Laboratory Stem cells in tissue are rare and reside in particular environmental niches that make it difficult to assess gene expression without contamination from surrounding tissue. To identify and collect spatially restricted samples in tissue, the center has a Leica Laser microdissection system and equipment for downstream analysis of gene expression by quantitative PCR. This resource supports studies identifying stem cells in tissue and their contribution to tissue repair.

https://dev.rosalindfranklin.edu/research/researchers/centers-institutes/center-for-stem-cell-and-regenerative-medicine/

The field is the best natural laboratory for developing a real understanding of all aspects of the subject. Led by our expert field geologist staff, field work allows you to put into practice theories learnt in lectures, seminars and lab classes. “The overlapping diversity of disciplines here at Plymouth makes it a great place to study geology, and our fantastic geological backyard is ideal for an outstanding range of fieldwork experiences.” Professor Iain Stewart MBE Chair in Geoscience Communication Director of the Sustainable Earth Institute Current field courses Year 3 Death Valley (USA) (optional). This trip takes in active faults, volcanoes and awe inspiring landscapes in the area around Death Valley, which lies to the south of the major continental rift system of the Basin and Range Province. Here we can see in detail how extensional tectonics interact with climate to control surface processes, geomorphology, stratigraphy, geological hazards and resource distribution. This area also includes the sites of recent, and potentially future, volcanic activity, including the Long Valley Caldera, one of the most carefully monitored volcanic areas in the world. We also examine the interaction between human activity and the environment in such a tectonically active and hot, arid region. Sicily (optional). This field trip gives an introduction to volcanology. Not only will you visit an active volcano and learn about its four distinct evolutionary phases, you’ll also visit the Etna Volcano observatory to meet the geologists who monitor this volcano daily. Year 4 (MGeol only) Dartmoor and Somerset Year 4 fieldwork is currently split into two separate specific projects. Each project involves short intense field data collection followed by laboratory analysis of the field data and synthesis of results and interpretation either as a report or a group oral presentation. One project is related to digital data collection techniques to address the issues of emplacement of the Dartmoor granites. The other project critically evaluates the evidence for tectonic verses salt-controlled evolution of structures and stratigraphy in North Somerset and analogues in the North Sea basin. Pembrokeshire fieldwork 2nd year geology students on a field trip to Pembrokeshire. The focus of this trip is to further develop geological mapping expertise, using the dramatic landscape and geology of St David's Head, where you will be set the task of mapping a section of coastline and moor in an independent mapping exercise. Subsequently you’ll undertake a series of exercises tailored to your mapping camp destination. "The third year trip to Sicily was the most striking as the ability to see geology in action by climbing the active volcanoes Etna and Vulcano, and studying their respective impacts on the geological record was amazing." Jonathan BSc (Hons) Geology student Etna volcano, Sicily We’re not undertaking residential fieldwork during the Covid-19 pandemic, but once it has passed our residential fieldwork programme will resume.

https://www.plymouth.ac.uk/courses/undergraduate/bsc-geology/geology-field-courses

Please ensure you check the module availability box for each module outline, as not all modules will run each academic year. Department: Earth Sciences GEOL2191: FIELDWORK (Geological) |Type||Open||Level||2||Credits||20||Availability||Available in 2022/23||Module Cap||Location||Durham | Prerequisites - GEOL1051, Field Studies Corequisites - GEOL2011 Structural Geology and Tectonics and GEOL2031 Sedimentary Environments. Excluded Combination of Modules - GEOL2201Fieldwork (Environmental) and GEOL2241 Fieldwork (Geophysical) Aims - To prepare students for their independent fieldwork and related practical classes necessary for their Level 3 dissertation projects. Content - Field Class 1 - Mapping training and structural geology field class. - The construction of geological cross-sections. - To improve the ability of students to make three-dimensional interpretations of geological maps. - Igneous geology, metamorphic geology and sedimentary geology field class. - Appropriate planning and preparation for independent field and related desk studies in dissertations. - - Field Class 2 - Mapping training of igneous, metamorphic and sedimentary rocks. - Appropriate planning and preparation for dissertations. - Preparation of the dissertation. Learning Outcomes - General Learning Outcomes - To be able to demonstrate independence in geological mapping, data gathering, cross-section construction and synthesising geological data from field and remote sensed data. Independent data gathering and interpretation is paramount. - To be able to produce a report accompanied by a geological map and cross-section presenting the data gathered and its interpretation. (This will include field note books and field maps and associated field data). Knowledge of previous work is expected but will not replace or override the interpretation of the independent work presented. - Subject Specific Knowledge - Advanced field craft including the mapping and recording of sedimentary, igneous and metamorphic rocks in the field and use of virtual fieldwork techniques. - Field data collection using note books, analysis and interpretation. - Consolidation of understanding of geological principles, terms, definitions and classifications at the appropriate level of study. - After completion of this module students will be able to: collect, record and analyse geological data using appropriate techniques in the field and using desk-based methods. - Be able to conduct fieldwork in a safe, efficient and sensitive manner. - Conduct the necessary planning and preparation necessary for independent fieldwork and related activities. - Will have acquired intellectual and practical skills necessary to plan, conduct and report on mix of laboratory and field projects. - Will have acquired intellectual and practical skills in order to apply geological principles and methodologies to the solution of familiar and unfamiliar problems. - Will have acquired intellectual and practical skills to observe, record accurately and account for geological features in the laboratory and in the field. - Will have acquired intellectual and practical skills to synthesise information/data from a variety of sources. - Will have acquired intellectual and practical skills to analyse, evaluate/interpret geological data. - Will have acquired intellectual skills involved in the preparation and interpretation of geological maps and cross sections from field observations and other sources of information. - Receive and respond to a variety of information sources. - Develop skills necessary for self-managed lifelong learning (including independent working, time management). - Develop an adaptable and flexible approach to study and work. - To use appropriate field equipment and techniques to fully understand the geological evolution of an area. Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module - The module is delivered through attendance on appropriate field classes and associated in-class sessions. - Emphasis on "hands on" learning and experience of practical fieldwork and related desk-study skills. - Summative assessment will be a combination of marks for notebooks, maps and resulting data analysis e.g. cross-sections, graphic logs, summary reports. There will also be an 'open book' summative test based on notebook content after the Fieldtrip 1 class. - Many of these assessments will be awarded during field classes to provide instant feedback to students on their progress giving them opportunity to improve during the fieldwork. - Formative assessment - including notebooks and maps - will be made during field classes, practicals and tutorials. Teaching Methods and Learning Hours |Activity||Number||Frequency||Duration||Total/Hours| |Tutorials||6||1 Hour||6||■| |Practicals||20||2 Hours||40||■| |Fieldwork 1||1||7 Days||56| |Fieldwork 2||1||10 Days||80||■| |Preparation and Reading||18| |Total||200| Summative Assessment |Component: Continuous Assessment||Component Weighting: 100%| |Element||Length / duration||Element Weighting||Resit Opportunity| |Field work 1||50%| |Field work 2||50%| Formative Assessment: Formative assessment will be during field classes and tutorials. ■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University If you have a query about a specific module or degree programme, please contact the appropriate department. If you have a question about Durham's modular degree programmes, please visit our FAQ webpage. If you have a question about modular programmes that is not covered by the FAQ, or a query about the on-line Faculty Handbook, please contact us using the Comments and Questions form below.

https://www.dur.ac.uk/faculty.handbook/module_description/?year=2022&module_code=GEOL2191

The research focuses on deciphering processes shaping the interior of the Earth. Processes act from the sub-micron to the planetary scale. The major areas of research are on: - Igneous processes forming the continental and oceanic crust. - Metamorphism, fluid-rock interaction, kinetics and mineral reactions in orogenic environments. - In-situ characterization of isotopic compositions of crystals, fluids and melts. - Continent forming processes such as due to mantle heterogeneity and its consequences on volcanic products. - Element cycling between the deep Earth, the crust, and the near surface geosphere. A combination of fieldwork, state-of the art laboratory analysis, experimental and computational approaches is used to solve complex problems in the Earth interior.

https://www.unil.ch/iste/en/home/menuinst/recherche/research-poles/geochemistry-of-earth-systems-and-earth-materials.html

Pre-requisite qualificationsNon attendance of the field trip without good reason will incur a cost to the student. Module replacesSOEE1442 Environmental Science / Meteorology and Climate Science Tutorials This module is not approved as a discovery module Objectives- To equip students with the necessary study skills to enable them to effectively engage with the study in the School of Earth and Environment. - To support research-led teaching and learning. From the outset, to develop students as active learners who can make full use of, and benefit from, the diverse resources of a modern research university. - To allow students, by developing and harnessing the requisite skills to participate properly within the scholarly community. - To foster an academic environment where students value and practise the fundamentals of scholarly process. - To encourage students to make the link between the development of their study skills, and their own learning progression, thereby becoming proficient as active learners rather than passive recipients of 'how to' instructions. - To develop student awareness of Academic Integrity issues. Learning outcomes Students will: - acquire study, practical and field based skills suitable for the School of Earth and Environment; - learn academic writing and presentational skills, including the necessity for full and accurate referencing according to the School's guidelines; - gain basic skills in computing for data analysis and visualisation; - be made aware of the definitions and penalties attached to cheating and plagiarism, and shown how to develop good academic practice; and - receive guidance on tackling different assessment types. The importance of interpreting feedback, in all its guises (verbal, written, (in)formal, individual/group etc) will be emphasised so that students can take active responsibility for developing their own learning potential. Syllabus Lectures 1. Introduction to the module and an explanation of the transition from A-level to university-level study: adopting a critical perspective 2. How is environmental science research done? From the field and laboratory to the journal paper. Incorporating the different research approaches used by environmental scientists: (i) Observational and experimental; (ii) Theoretical and modelling 3. Preparation for fieldwork 4. Understanding & using written feedback to develop your academic skills 5. Personal and professional development 6. Introduction to Geoengineering Computer-based learning sessions 5 x 1 hour sessions - These sessions will introduce students to computer-based tools for data analysis and plotting (in Python), and give them the opportunity to gain hands on experience and make simple changes to computer code with support from demonstrators. Tutorials 7 x 1 hour group academic tutorials, covering the following topics: - Academic referencing / plagiarism. - Estimation and problem solving - Debrief from computer programming sessions and background discussion for individual presentations - Geoengineering debate. - Individual verbal presentations - Research in the school and reading research papers. This module also incorporates LeedsforLife personal tutorials. Teaching methods |Delivery type||Number||Length hours||Student hours| |Library Session||1||1.00||1.00| |Computer Class||5||1.00||5.00| |Fieldwork||5||7.00||35.00| |Lecture||6||1.00||6.00| |Tutorial||7||1.00||7.00| |Private study hours||46.00| |Total Contact hours||54.00| |Total hours (100hr per 10 credits)||100.00| Private study46 hours of self-directed study, background reading, preparation for tutorials and workshops. Opportunities for Formative FeedbackFormative essay Online Academic Integrity Tutorial Methods of assessment Coursework |Assessment type||Notes||% of formal assessment| |Essay||1,500 words. Students are required to submit a formative essay towards the beginning of the semester. The summative essay will be marked for a maximum of 40 if the formative essay is not attempted.||80.00| |Oral Presentation||10 minutes individual presentation||20.00| |Online Assessment||Online Academic Integrity Tutorial (formative)||0.00| |Total percentage (Assessment Coursework)||100.00| All pieces of coursework must be submitted in order to pass the module. All fieldwork must be attended in order to pass the module.

https://webprod3.leeds.ac.uk/catalogue/dynmodules.asp?Y=202021&F=P&M=SOEE-1443

Postdoctoral Research Associate, Detector DevelopmentJob ID 2608 Date posted 04/13/2021 Brookhaven National Laboratory (www.bnl.gov) delivers discovery science and transformative technology to power and secure the nation’s future. Brookhaven Lab is a multidisciplinary laboratory with seven Nobel Prize-winning discoveries, 37 R&D 100 Awards, and more than 70 years of pioneering research. The Lab is primarily supported by the U.S. Department of Energy’s (DOE) Office of Science. Brookhaven Science Associates (BSA) operates and manages the Laboratory for DOE. BSA is a partnership between Battelle and The Research Foundation for the State University of New York on behalf of Stony Brook University. Organizational Overview The mission of the Instrumentation Division is to develop state-of-the-art instrumentation required for experimental research programs at Brookhaven Lab and to maintain the expertise and facilities in specialized high technology areas essential for this work. Development of facilities is motivated by present Brookhaven research programs and anticipated future directions of research. Our work has a significant impact on programs throughout the world that rely on state-of-the-art radiation detectors and readout electronics. Position Description The Instrumentation Division has an opening for a postdoctoral research associate to work on advanced detector development for high-energy physics experimental applications. Instrumentation, working closely with the BNL physics department, is developing key detector technology for several noble-liquid detector experiments. On the DUNE long-baseline neutrino oscillation experiment, Instrumentation has major roles in the single phase TPC readout "cold electronics" and the charge readout plane detector design and construction, both of which must operate in cryogenic liquid with extremely high reliability over a long operational lifetime. On the proposed nEXO neutrinoless double-beta decay experiment, Instrumentation has major roles in the SiPM-based photon detector and associated readout system and in developing novel interconnects that function at cryogenic temperatures with ultra-low radioactivity. As a Research Associate, you will use your experience to develop hardware for high-energy physics (HEP) applications to advance one or more of these state-of-the-art detector technologies. Essential Duties and Responsibilities: - Develop and test novel prototype detector technologies that operate at cryogenic temperatures - Work with IO staff and collaborating institutions on large-scale construction and deployment of detectors - Conduct simulation and document performance of DUNE and/or nEXO detectors - Assist with writing simulation, reconstruction, and analysis software for these detectors - Actively participate and take leadership roles in future DUNE and/or nEXO collaborations Position Requirements Required Knowledge, Skills, and Abilities: - Ph.D. in Particle/Nuclear Physics or Applied/Electrical Engineering - Experience with data analysis - Experience in developing experimental particle physics detectors - Solid background in programming Preferred Knowledge, Skills, and Abilities: - Knowledge in software tools, e.g. Python, C++, ROOT, LabVIEW - Experience with HEP detector hardware and readout electronics - Knowledge in modeling tools, e.g. AutoCAD - Knowledge in electronics development: FPGA programming, ASIC design - Experience in noble liquid physics (LAr or LXe TPCs) OTHER INFORMATION: - Requires both national and international travel - BNL policy requires that research associate appointments be made to individuals who have received their doctorate within the past five years - Initial 2-year term appointment subject to renewal contingent on performance and funding At Brookhaven National Laboratory, we believe that a comprehensive employee benefits program is an important and meaningful part of the compensation employees receive. Our benefits program includes, but is not limited to: - Medical, Dental, and Vision Care Plan - Flexible Spending Accounts - Paid Time-off and Leave Programs (vacation, holidays, sick leave, paid parental leave) - Lab-funded Retirement Plan - 401(k) Plan - Flexible Work Arrangements - Tuition Assistance, Training and Professional Development Programs - Employee Fitness/Wellness & Recreation: Gym/Basketball Courts, Weight Room, Fitness Classes, Indoor Pool, Tennis Courts, Sports Clubs/Activities (Basketball, Ping Pong, Softball, Tennis) Brookhaven National Laboratory (BNL) is an equal opportunity employer that values inclusion and diversity at our Lab.We are committed to ensuring that all qualified applicants receive consideration for employment and will not be discriminated against on the basis of race, color, religion, sex, sexual orientation, gender identity, national origin, age, status as a veteran, disability or any other federal, state or local protected class. BNL takes affirmative action in support of its policy and to advance in employment individuals who are minorities, women, protected veterans, and individuals with disabilities.We ensure that individuals with disabilities are provided reasonable accommodation to participate in the job application or interview process, to perform essential job functions, and to receive other benefits and privileges of employment.Please contact us to request accommodation. *VEVRAA Federal Contractor Brookhaven employees are subject to restrictions related to participation in Foreign Government Talent Recruitment Programs, as defined and detailed in United States Department of Energy Order 486.1A. You will be asked to disclose any such participation at the time of hire for review by Brookhaven. The full text of the Order may be found at: https://www.directives.doe.gov/directives-documents/400-series/0486.1-BOrder-a/@@images/fileApply Now - Family Programs Brookhaven strives to assist employees to better manage their complex personal and professional lives. We celebrate our inclusive culture, progressive policies, programs, and active community involvement.Learn More - Goldhaber Fellowships The prestigious Gertrude and Maurice Goldhaber Distinguished Fellowships are awarded to scientists with exceptional talent and credentials.Learn More - Awards and Discoveries Collaborate with world-class experts at the frontiers of science. Research at Brookhaven has led to seven Nobel Prize-winning discoveries, and many Lab scientists have been honored with prestigious awards.Learn More - The Brookhaven Experience Brookhaven Lab and its world-class research facilities are at the forefront of scientific discovery, and 60 miles east of midtown Manhattan. Employment at Brookhaven Lab comes with many benefits.Learn More - Everywhere Is Within Reach Brookhaven Lab is located just miles from Long Island’s beautiful beaches, vineyards, restaurants, shopping, schools, and more. Plus, New York City and three major airports are within 60 miles of our gate.Learn More - Benefits We know that benefits are an important part of your employment. Our benefits programs address both the immediate needs of your family, such as insurance coverage, and long term needs like retirement savings.Learn More - Long Island, Where you BeLONG. Long Island is a special place to be. A place where those who call it home share a sincere pride in its uniqueness. Wherever your intrique may take you, you can find where you BeLong on Long Island.

https://jobs.bnl.gov/job/upton/postdoctoral-research-associate-detector-development/3437/6705039984

- LanguageEnglish. Norwegian if only Norwegian students attend. - Resources Main content ECTS Credits 10 ECTS Level of Study Bachelor Teaching semester Autumn Place of Instruction Bergen, + field trip to nearby area Objectives and Content The methods useful in Quaternary geological / natural geographic research are constantly changing, and new technology is constantly being used as a sign in order to better study the process environment and sediments that are deposited by various exogenous processes. The aim of the course is to provide an introduction to various methods that are useful for conducting Quaternary geological and natural geographic research projects, and to make students better equipped to meet the practical challenges associated with field and laboratory-based research projects in Quaternary geology, natural geography and paleoclimate. The course aims to provide an introduction to different methods for studying surface shapes and sedimentary deposits (Quaternary geological mapping, drone photogrammetry, georadar, LiDAR, CHIRP, sonar, etc.), and how to collect geological samples from the Earth's surface (sediment cores, soil samples etc.). Furthermore, the student will work with the same samples and data that one has collected through the fieldwork in the laboratory, where they will get an introduction to some key methods (magnetic, geochemical and physical sediment parameters etc.) to be able to characterize sediments deposited by different geomorphological agents. The students will also work with various methods for handsaming geographical information collected during the fieldwork (georadar data, depth data from lakes, map data, etc.), and there will be an introduction to statistical methods, as well as handling and visualization of quantitative data. In this work you will get acquainted with different types of software such as ArcGIS Pro, RadExplorer, PiX4D, R, Microsoft Excel. Learning Outcomes At the end of the course, the student must have the following learning outcome defined in knowledge, skills and general competence: Knowledge The student can - identify the most important methods used in Quaternary geological fieldwork - outline what techniques are suitable for analysis of different types of sediment in the laboratory based on given problems - know how to obtain and describe geophysical field datak - now how to present and interpret geographical data that can be used in research contexts Skills The student can - plan and carry out fieldwork based on given issues - use different types of sampling equipment to take drill cores in lakes - summarize and interpret information obtained with different geophysical methods - interpret Quaternary geological maps, seismic diagrams and graphs depicting time series - produce and discuss data collected using various field techniques - conclude on genesis and process environment for different types of collected geological material General competence The student can - assess which field techniques can be used to solve various Quaternary geological problems - plan and carry out field work in accordance with current HSE guidelines - plan and carry out a laboratory experiment in accordance with current HSE guidelines - can demonstrate the ability to work individually and in groups in the field situation and in the laboratory Required Previous Knowledge The student must have advanced knowledge in Earth Sciences or Physical/Natural Geography, and should be in the end of a bachelor's program to attend this course. Recommended Previous Knowledge A bachelor in Earth Sciences, Natural geopgraphy or equivalent. Credit Reduction due to Course Overlap 10 ECTS overlap with GEO313 (for students with exam from 2012 or later); 5 ECTS with GEO313 (for students with exam up to 2012). Access to the Course Access to the course requires admission to a programme of study at The Faculty of Mathematics and Natural Sciences. Teaching and learning methods Seminar/lectures: each week (apart from the weeks with field- and laboratory exercises) Field course: three days Laboratory course: three days Compulsory Assignments and Attendance Reflection note, group presentation, poster presentation, and participation in seminars, field exercises and laboratory work. Compulsory requirements can only be taken once and are valid from the semester they have been completed and accepted. Forms of Assessment Portfolio assessment of: - Multiple choice test/quiz - 40 % - Term paper - 60 % Both parts of the portfolio must be accepted in the same semester. Grading Scale Passed/ failed Assessment Semester Assessment in teaching semester only.

https://www.uib.no/en/course/GEOV226

Acquisition of outcomes is achieved primarily through extensive use of e-learning materials via the University's e-learning platform Moodle. Theoretical content in the form of storyboards; video; links to related reading; and activities with feedback provided. The emphasis of the programme is to link the knowledge and learning to work-based learning and employment wherever possible. This includes "hands-on" practical skills but also broader skills including: numeracy; IT and communication. Practical experience in the workplace is essential to develop and enhance these skills. A summer school in both the first and second year of the programme is used to provide more "hands-on" techniques/skills that are not available at work or locally. A number of methods are used for both formative and summative assessment of these more practical skills including: practical tests or assessment at the university or in the workplace; reports or other documents such as Standard Operating Procedures (SOPs); oral plus written presentations; project plans; and the Company Based Project Report. Formative assessment includes: progress tests; reports; portfolio entries; short essays; analysis of case studies; and presentations. Progress and attainment of learning outcomes are determined by a variety of summative assessments including: unseen written examinations (three times a year in the workplace), some as Multiple Choice Questions (MCQs); reports including the Company Based Project; essays; portfolio entries; case studies; and presentations. Knowledge and understanding You gain a knowledge and understanding of the following: - A broad based core understanding covering the major elements (inorganic, organic and physical chemistry), together with specialised in-depth study (often career related) of some aspects of the subject areas. - Information and data, their setting within a theoretical framework, accompanied by critical analysis and assessment to enable understanding of the subject area. - A familiarity with terminology, nomenclature and classification systems. - Methods of acquiring, interpreting and critically analysing chemical information through the use of texts, original papers, reports and data sets. - A range of communication techniques and methodologies relevant to the particular discipline and the workplace. - How to engage with some of the current developments in the chemical sciences and their applications, including the philosophical and ethical issues involved. - Giving a clear and accurate account of a subject, marshal arguments in a mature way and engage in debate & dialogue both with specialists and non-specialists, using appropriate scientific language. - How to think independently, set tasks and solve problems. - The applicability of the chemical sciences to their careers. - How to successfully apply, in the workplace, the range of knowledge and skills learnt through the programme. - How to apply underlying concepts and principles outside the context in which they were first studied and the application of those principles in a work context. - Critical evaluation of the appropriateness of different approaches to solving problems in their field of study and application of these in a work context. Intellectual Skills You gain the following intellectual skills: - The ability to recognise and apply subject-specific theories, paradigms, concepts or principles. - The ability to synthesise, analyse and summarise information critically, including published research or reports. - The ability to obtain and integrate several lines of subject-specific evidence to formulate and test hypotheses. - The application of subject knowledge and understanding to address both familiar and unfamiliar problems. - The ability to recognise moral & ethical issues together with the appreciation of professional codes of conduct. - An ability to develop and utilise effective project management skills. - The ability to initiate & undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context. Subject-specific skills You gain the following subject specific skills: - Sufficient practical ability to ensure competence in the appropriate basic experimental skills. - The ability to design, plan, conduct and report on investigations, which may involve primary or secondary data, arising from individual or group projects. - The ability to obtain, record, collate and analyse data using techniques appropriate to their work. - The ability to undertake an extensive work-based Business project and Laboratory research projects in a responsible, safe and ethical manner, paying due attention to relevant health & safety guidelines/procedures, e.g. COSHH. - The ability to identify and undertake training to develop existing skills and acquire new competences that will enable them to assume responsibility within their organisation. Laboratory Skills Summer School These are technical skills identified by employers as core to the competence of individuals working in the chemical sciences sector. Recognising the existence of company in-house training schemes learners will be able to evidence these technical skills through accreditation of in-house training and achievement through day-to-day activities in the workplace. In this way learners will be able to select particular technical skills they wish to enhance and/or develop to meet employer need. Transferable skills You gain the following transferable skills: - The ability to use the internet and other electronic sources critically as a means of communication and a source of information. - A working knowledge of how to cite and reference work in an appropriate manner, including the avoidance of plagiarism. - An ability to effectively communicate information, arguments and analysis, in a variety of forms, to specialist and non-specialist audiences. - Develop numeracy skills and have a working appreciation of the terms: validity, accuracy, calibration, precision & replicability. - Extensive experience of solving problems by a variety of methods, including the use of computers. - An ability to recognise and respect the views and opinions of other team members and develop good negotiating skills. - The ability to evaluate one’s performance as an individual & team member as well as being able to assess the performance of others. - Develop an adaptable, flexible and effective approach to study and work. - Develop the qualities and skills necessary for employment and progression requiring the exercise of personal responsibility and decision making. The programme aims to: - Instil in students a sense of enthusiasm for learning which may lead to continuing professional development or pathways for lifelong learning. - Produce graduates equipped with the skills to play an enhanced role in the Pharmaceutical and Chemical Sciences Industry, nationally. - Educate students in the theoretical (subject specific knowledge) and practical (laboratory based) aspects of the chemical sciences which relate to current and future employment needs. - Provide students with the skills to adapt and respond positively to new developments in the workplace. - Develop the critical, analytical, problem based learning skills required by the students in the workplace. - Develop student’s competences in a broad range of areas relevant to their current and future employment. Enhance and develop the student’s interpersonal skills.

https://studylink.com/institutions/university-of-kent/courses/cid-si-163295

Research ActivitiesThis laboratory serves as the institutional home for archaeological research projects in the Pacific Islands. Dr. Field investigates the colonization of islands, island environmental transformation and change, technological change including food production and craft manufacture, settlement patterns, and the economics of households and villages in prehistory. Facilities The Pacific Islands Archaeological Research Laboratory (PIARL) is equipped with instruments, supplies and materials needed for completing archaeological field research and laboratory analyses. The PIARL includes sufficient laboratory bench space for graduate students and access to state-of-the-art computing facilities and software (e.g., ArcGIS, Microsoft Office, SPSS). Training Opportunities Currently, Dr. Field and her students are conducting active fieldwork in the islands of Fiji and Hawaii. Graduate students conduct their own research in the laboratory and collaborate with Dr. Field to gain experience in data analysis, research design, grant writing, and publication. Within the PIARL, students have the opportunity to gain experience and build research programs of their own that incorporate GIS analyses, isotopic analyses, microfossil analysis, geoarchaeological analysis, and evolutionary-based studies of material culture.

https://anthropology.osu.edu/research/laboratories/piarl

ANU has an international reputation for research and education relevant to the health and well-being of the population of Australia, as well as that of the developing world. This is achieved through discovery research, applied research in health service settings, research-led teaching in health and medical sciences, and the translation of research findings into practice and policy. As Laboratory Manager at the John Curtin School of Medical Research, you will oversee the operations of the school's research laboratories. Working closely with world leading academic staff, you will ensure the safe operation, maintenance and development of the school's laboratories and technical capability. This role works closely with various professional teams within the school to strategically plan for and deliver the effective and efficient operation of the laboratory. Under the broad direction working with a degree of autonomy with the School Manager, the Laboratory Manager will: • Manage with a high degree of autonomy, the daily laboratory operations including the operation of a broad range of complex scientific equipment within the laboratories and the provision of high-level technical advice, complex problem solving, strategic planning and support to both academic and professional laboratory staff, students and other external users. • Lead and manage the ongoing annual and ad-hoc maintenance program and development of the laboratories including resource and space allocation for the transfer of new laboratories, major equipment, purchases consumables, and other laboratory resources in line with the changing scientific needs of the research groups. • Provide oversight of laboratory personnel including induction, training, coaching and mentoring to staff and students to build their technical, leadership and management capability. • Develop and implement laboratory guidelines and procedures enduring standard operating procedures and training needs analysis for the laboratory are up to date and complaint with ANU Workplace Health and Safety policy. • Develop and maintain best practice record keeping, including Material Transfer Agreements, the transitioning of experimental material to ANU, OGTR and ethics applications. • Comply with all ANU policies and procedures and in particular those relating to work health and safety and equal opportunity In order to apply for this role please make sure that you upload the following documents: A statement addressing the selection criteria. A current curriculum vitae (CV) which includes the names and contact details of at least three referees (preferably including a current or previous supervisor). If your CV does not include referees you can complete these online when prompted in the application form. SELECTION CRITERIA: 1. Postgraduate qualifications or progress towards postgraduate qualifications plus extensive experience and technical management expertise or an equivalent combination of relevant experience and education/training. 2. Demonstrated experience in the provision of high-level laboratory management and leadership at a senior level. 3. Proven ability to work well within a team environment but capable of achieving significant outcomes independently with minimal supervision. 4. High level interpersonal and written communication skills including the ability to liaise, negotiate and consult with internal and external stakeholders. 5. Demonstrated knowledge of ANU Work Health and Safety polices, the principles and practices of Workplace Health and Safety, and their application to laboratory situations and demonstrated knowledge of risk assessment principles 6. A demonstrated high-level of understanding of equal opportunity principles a commitment to their application in a university context. The ANU conducts background checks on potential employees, and employment in this position is conditional on satisfactory results in accordance with the Background Checking Procedure which sets out the types of checks required by each type of position. Applications which do not address the selection criteria may not be considered for the position. Please note: The successful applicant must have rights to live and work in this country.

https://www.pipelinetalent.com.au/candidates/browse-job-vacancies/laboratory-manager/

The faculty is located in the most agriculture-intensive part of eastern Slovenia. It has an experimental estate called University Agricultural Center, where researchers can plan and perform experiments. Equipment as well as technical help is available for maintanance of experiments at the experimental site. The experimental site comprises: - 55 ha of orchards (apples, pears, plums, cherries, peaches), - 18 ha of vineyards (Meranovo region) - 60 ha of crop-fields - 22 ha of pastures - 240 ha of forests - 8 ha of Botanical garden - Test premises for paultry and pig breeding Laboratories The microbiological/biochemical laboratory is equipped with laminar flow cabinets and incubators which allow the growth and selection of microorganisms. For analysis, microtiter plate readers (absorbance, fluorescence, chemoluminescence) and a complete range of instruments for DNA analysis (PCR, RT-PCR, electrophoresis, blotting, imager) is available. The staff has experience particularly in the field of food pathogens and lactic acid bacteria. Next generation DNA sequencing equipment is accesible for use through the University. The cell culture laboratory has instruments for in vitro cell culture maintanance, with CO2 incubators, microscopes and -70°C freezers. A flow cytometer is accesible for use through the University. The chemical laboratory has the equipment needed for the characterization of soil, fruit and vegetable samples prepared in field experiments. It has HPLC systems, an atomic absorption spectrophotometer (ETAAS), a Kjeldahl and a Soxhlet among other analytical systems. The laboratory for botany and plant physiology is equipped with a computer supported fluorescence microscope and stereomicroscope, a HPLC system, a laminar air flow cabinet and ecophysiological sensors (TDP sap flow sensors, piranometer, quantum sensors, humidity sensors…) supported with dataloggers. The laboratory for plant tissue culture is equipped with a laminar air flow cabinet, a microscope and growth chambers. It also includes a separate room for acclimatization of in vitro plantlets.

http://fkbv.um.si/index.php/en/research-development-and-innovations?start=2

The interactions between humans and our physical world are fascinating, from our responses to the physical features and phenomena of our planet to the interplay between regional geographical characteristics and the cultures that call those regions home. Study Geography at Royal Holloway, University of London and you’ll enjoy a universal subject, exploring topics including social development, patterns of trade and how geographic factors interact with both one another and human goals. This adaptable programme lets you choose from a range of optional modules to suit your preferences in years 2 and 3, from Political Geography to Global Warming to Post-Capitalist Cities. You’ll enjoy exciting fieldwork opportunities in the UK and abroad giving you the chance to bond with fellow students in a close, community-focussed department. You’ll benefit from a renowned research culture, with the highest quality research and teaching in a supportive learning environment. You’ll acquire a broad range of skills and knowledge to take into your future career or further study and Geography graduates enjoyi excellent employability prospects in a range of fields. Study Geography at Royal Holloway at you’ll have access to state-of-the-art equipment, including world-class facilities for GIS, image analysis, advanced cartography and the physical and chemical analysis of soils, sediments and water. Pursue your passion for Geography with us and graduate in a strong position to enjoy a rewarding career. In this module you will develop and understanding of the factors that control the physical, biological and chemical forces which shape the Earth’s surface. You will look at oceanic and atmospheric processes, plate tectonics, hydrology and coastal processes, glaciation, and arid environments. In this module you will develop an understanding the complexity of the relationship between people and environment. You will examine how and why ecosystems vary spatially and the impact of human activity, such as deforestation and agriculture, on the physical environment. You will also consider the nature of environmental change, including climatology. In this module you will engage with key issues in human geography. You will consider human geography as a distinctive way to approach the world, examining key questions about globalisation, inequality, identity and the nature of place. You will look at approaches to economic, cultural and historical geography, and the development of the discipline, celebrating geographers’ active involvement in the challenges facing humanity. This module will introduce you to human geographical perspectives on political processes, societies, development and the environment. You will develop an appreciation of the importance of scale, networks and spatial patterns, and how geographers have approached the challenges of inequality at local, national and global scales. This module will provide you with an introduction to the methods for collecting, interpreting and presenting physical and human geographical information, in both the field and in the laboratory. You will conduct physical and human geography fieldwork in the local area, with activities including surveying and mapping, vegetation sampling and identification, soil and water analysis, interpreting past history, exploratory and inferential data analysis, questionnaire design, interviewing, and visual and textual interpretation. This module will provide you with an introduction to the use of Geographical Information Systems (GIS) in physical and human geographical research, giving you practical experience in the use of ArcMap (an industry-leading GIS software package). You will look at the use of satellite remote sensing for geomorphological mapping, census classifications and boundaries, and volunteered geographic information. In this module you will develop your practical research skills on a week-long field-trip to Andalusia in Southern Spain. You will spend four days, guided by staff, looking at specific local examples of physical, environmental, social, economic and cultural processes. You will then spend two days, working in small groups, conducting a short piece of original research on a topic of your choice. In this module you will develop your skills in research design, data collection and analysis. You will learn how to handle and process advanced human or physical geography data sets, and further your ability to apply geographical information systems (GIS) techniques. You will also start to plan your dissertation, thinking about proposal design, and risk and research ethics assessments. In this module you will have the opportunity to conduct field research in Cyprus, Malawi, New York, Sicily or London, with each destination focussing on a different area of Geography. You will develop your ability to analyse and problem-solve in the field, collecting, interpreting and combining different types of geographical evidence. The dissertation gives you an opportunity to undertake an individual piece of geographical research, on a topic of your choice, around 10,000 words in length. You will be allocated a member of staff as a dissertation adviser who will provide advice on research design, data collection and analysis. The course has a modular structure, whereby students take four course units per year. Some course units are compulsory while others are options, thereby offering flexibility and choice. Assessment is by a mixture of coursework and end-of-year examination in varying proportions, depending on the course units you choose to take. In the final year you will complete a 10,000 word dissertation on a topic of your choice, which you will research and write with individual guidance from your tutor. The first year is foundational and marks do not count towards your final degree. The second year and final year marks do count, with more importance being given to the final year marks in order to reward progress and achievement. You will be taught through a combination of lectures and small seminar groups, tutorials and practical workshops. The department has a substantial and varied programme of field training and laboratory work, giving you the opportunity to apply your skills and knowledge in a practical setting. Private study and preparation are essential parts of every course, and you will have access to many online resources including the University’s comprehensive e-learning facility, Moodle – which provides a wide range of supporting materials. We use a range of assessment models to suit different learning styles, from fieldwork exercises and reports, individual and group presentations to coursework essays and examinations. In your final year you will have the opportunity to write a research-led dissertation. The Department of Geography at Royal Holloway, University of London is ranked among the top UK Geography departments for employability. Our graduates are in demand in a range of sectors, from environmental conservation to NGOs, media relations and the Civil Service. Our dynamic research culture also means you'll be in a great position to progress to further postgraduate study. Excellent industry links provide students with opportunities for graduate placements and work experience, helping you take the first steps in your future career. Recent alumni have progressed to careers in wildlife conservation, coastal management and the media, among other fields. Other essential costs***: You will have the opportunity in your first year to go abroad and carry out fieldwork for no additional cost. In your second and third years you may choose to participate in fieldwork abroad that will incur additional costs of between £750 and £2000. However it is possible to complete the degree programme with no additional fieldwork costs. On successful completion of this programme you will receive a degree accredited by the Royal Geographical Society (with the Institute of British Geographers).

https://www.royalholloway.ac.uk/studying-here/undergraduate/geography/geography-bsc/

This laboratory is designed for the analysis and curation of archaeological plant remains. It is equipped with binocular microscopes for low-magnification observation of macroremains (seeds and fruits, stem tissues, leaves, and other structures that can be taxonomically identified using gross morphology). There is also a compound microscope for observation of microanatomical features. The lab houses a comparative collection of seeds and wood charcoal from eastern North America as well as a set of print manuals and identification guides. A series of geological sieves is available for preliminary size-sorting of processed samples. Two sinks have sediment traps for flotation and wet-screening of small samples (our West Campus laboratory houses a flotation tank). In addition to these facilities, the Near Eastern Archaeology and Archaeobotany Laboratory houses a fume hood and equipment suitable for processing of plant microremains. Graduate students receive training in basic analysis, sampling, identification, and quantification skills for plant macroremains. The laboratory is a temporary repository for plant materials collected from dry rockshelters in eastern Kentucky, including collections of seeds used to document early food production. Students may choose to seek out their own fieldwork and analysis opportunities, collaborate with other faculty archaeologists, or develop projects based on curated materials and data from eastern Kentucky.

https://anthropology.osu.edu/research/laboratories/lenap

Define each of the productive resources (natural, human, capital) and explain why they are necessary for the production of goods and services. Formulate a savings or financial investment plan for a future goal (e.g., college or retirement). Explain how consumers and producers confront the condition of scarcity, by making choices that involve opportunity costs and tradeoffs. Identify and explain the broad goals of economic policy such as freedom, efficiency, equity, security, growth, price stability, and full employment. Describe how people respond predictably to positive and negative incentives. Predict how interest rates act as an incentive for savers and borrowers. Recognize that voluntary exchange occurs when all participating parties expect to gain. Compare and contrast how the various economic systems (traditional, market, command, mixed) try to answer the questions: What to produce? How to produce it? And for whom to produce? E.1.8 Describe how clearly defined and enforced property rights are essential to a market economy. Use concepts of price elasticity of demand and supply to explain and predict changes in quantity as price changes. Explain how financial markets, such as the stock market, channel funds from savers to investors. Describe the role of buyers and sellers in determining the equilibrium price. Describe how prices send signals to buyers and sellers. Recognize that consumers ultimately determine what is produced in a market economy (consumer sovereignty). Explain the function of profit in a market economy as an incentive for entrepreneurs to accept the risks of business failure. Demonstrate how supply and demand determine equilibrium price and quantity in the product, resource, and financial markets. Identify factors that cause changes in market supply and demand. Demonstrate how changes in supply and demand influence equilibrium price and quantity in the product, resource, and financial markets. Demonstrate how government wage and price controls, such as rent controls and minimum wage laws, create shortages and surpluses. E.2.10 Use concepts of price elasticity of demand and supply to explain and predict changes in quantity as price changes. Compare and contrast the following forms of business organization: sole proprietorship, partnership, and corporation. Identify skills individuals need to be successful in the workplace. Identify the three basic ways that firms finance operations (retained earnings, stock issues, and borrowing), and explain the advantages and disadvantages of each. Recognize the role of economic institutions, such as labor unions and nonprofit organizations in market economies. Identify the basic characteristics of monopoly, oligopoly, and pure competition. Explain how competition among many sellers lowers costs and prices and encourages producers to produce more. Demonstrate how firms with market power can determine price and output through marginal analysis. Explain ways that firms engage in price and nonprice competition. Illustrate how investment in research and development, equipment and technology, and training of workers increases productivity. Describe how the earnings of workers are determined by the market value of the product produced and workers productivity. Explain how government responds to perceived social needs by providing public goods and services. Analyze how the Federal Reserve uses monetary tools to promote price stability, full employment, and economic growth. Describe major revenue and expenditure categories and their respective proportions of local, state, and federal budgets. Identify laws and regulations adopted in the United States to promote competition among firms. Describe the characteristics of natural monopolies and the purposes of government regulation of these monopolies, such as utilities. Define progressive, proportional, and regressive taxation. Describe how the costs of government policies may exceed their benefits because social or political goals other than economic efficiency are being pursued. Predict how changes in federal spending and taxation would affect budget deficits and surpluses and the national debt. Analyze how the government uses taxing and spending decisions (fiscal policy) to promote price stability, full employment, and economic growth. Define aggregate supply and demand, Gross Domestic Product (GDP), economic growth, unemployment, and inflation. Explain how Gross Domestic Product (GDP), economic growth, unemployment, and i nflation are calculated. Analyze the impact of events in United States history, such as wars and technological developments, on business cycles. Identify the different causes of inflation, and explain who gains and loses because of inflation. Recognize that a countrys overall level of income, employment, and prices are determined by the individual spending and production decisions of households, firms, and government. Illustrate and explain how the relationship between aggregate supply and aggregate demand is an important determinant of the levels of unemployment and inflation in an economy. Explain the basic functions of money (e.g., medium of exchange, store of value, unit of account). Identify the composition of the money supply of the United States. Explain the role of banks and other financial institutions in the economy of the United States. Describe the organization and functions of the Federal Reserve System. Compare and contrast credit, savings, and investment services available to the consumer from financial institutions. Research and monitor financial investments such as stocks, bonds, and mutual funds. Formulate a credit plan for purchasing a major item such as a car or home, comparing different interest rates. Explain the benefits of trade among individuals, regions, and countries. Define and distinguish between absolute and comparative advantage and explain how most trade occurs because of a comparative advantage in the production of a particular good or service. Define trade barriers, such as quotas and tariffs. Explain why countries sometimes erect barriers to trade. Compare and contrast labor productivity trends in the United States and other developed countries. Explain how changes in exchange rates impact the purchasing power of people in the United States and other countries. Distinguish among civic, political, and private life. Explain the part of Article IV, Section 4, of the United States Constitution, which says, The United States shall guarantee to every State in the Union a Republican form of Government . . . Define the terms citizenship, politics, and government, and give examples of how political solutions to public policy problems are generated through interactions of citizens and civil associations with their government. Describe the purposes and functions of government. Define and provide examples of different forms of government, including direct democracy, representative democracy, republic, monarchy, oligarchy, and autocracy. Explain how the rule of law, embodied in a constitution, limits government to protect the rights of individuals. Explain how a constitutional democracy provides majority rule with equal protection for the rights of individuals, including those in the minority, through limited government and the rule of law. Distinguish limited from unlimited government, and provide examples of each type of government. Explain how civil society contributes to the maintenance of limited government in a representative democracy or democratic republic such as the United States. Examine fundamental documents in the American political tradition to identify key ideas regarding limited government and individual rights. Trace the colonial, revolutionary, and founding-era experiences and events that led to the writing, ratification, and implementation of the United States Constitution (1787) and Bill of Rights (1791). Identify and explain elements of the social contract and natural rights theories in United States founding-era documents. Define and provide examples of foundational ideas of American government, including popular sovereignty, constitutionalism, republicanism, federalism, and individual rights, which are embedded in founding-era documents. Explain how a shared American civic identity is embodied in founding-era documents and in core documents of subsequent periods of United States history. Define and provide examples of fundamental principles and values of American political and civic life, including liberty, the common good, justice, equality, tolerance, law and order, rights of individuals, diversity, civic unity, patriotism, constitutionalism, popular sovereignty, and representative democracy. Identify and explain historical and contemporary efforts to narrow discrepancies between foundational ideas and values of American democracy and realities of American political and civic life. Evaluate, take, and defend positions on issues concerning foundational ideas or values in tension or conflict. Examples: Analyze issues involving liberty in conflict with equality, liberty in conflict with authority, individual rights in conflict with the common good, or majority rule in conflict with minority rights. Compare and contrast ideas on government of the Federalists and the Anti-Federalists during their debates on ratification of the U.S. Constitution (17871788). Compare and contrast governments that are unitary, confederate, and federal. Explain the difference between a town and a city form of government in Massachusetts, including the difference between a representative and an open town meeting. Compare core documents associated with the protection of individual rights, including the Bill of Rights, the Fourteenth Amendment to the United States Constitution, and Article I of the Massachusetts Constitution. Use a variety of sources, including newspapers and internet web sites, to identify current state and local legislative issues and examine the influence on the legislative process of political parties, interest groups, grass roots organizations, lobbyists, public opinion, the news media, and individual voters. Analyze and evaluate decisions by the United States Supreme Court about the constitutional principles of separation of powers and checks and balances in such landmark cases as Marbury v. Madison (1803), Baker v. Carr (1962), United States v. Nixon (1974), City of Boerne, Texas v. Flores (1997), and Clinton v. City of New York (1998). Analyze and evaluate decisions by the United States Supreme Court about the constitutional principle of federalism in cases such as McCulloch v. Maryland (1819), Texas v. White (1869), Alden v. Maine (1999). Identify and describe provisions of the United States Constitution and the Massachusetts Constitution that define and distribute powers and authority of the federal or state government. Explain the constitutional principles of federalism, separation of powers among three branches of government, the system of checks and balances, republican government or representative democracy, and popular sovereignty. Provide examples of these principles in the governments of the United States and the state of Massachusetts. Explain the functions of the courts of law in the governments of the United States and the state of Massachusetts with emphasis on the principles of judicial review and an independent judiciary. Distinguish among the enumerated and implied powers in the United States Constitution and the Massachusetts Constitution. Explain the functions of departments or agencies of the executive branch in the governments of the United States and the state of Massachusetts. Trace the evolution of political parties in the American governmental system, and analyze their functions in elections and government at national and state levels of the federal system. Explain the legal, fiscal, and operational relationships between state and local governments in Massachusetts. Explain the formal process of how a bill becomes a law and define the terms initiative and referendum. Describe how the world is divided politically, and give examples of the ways nation states interact, including trade, tourism, diplomacy, treaties and agreements, and military action. Analyze reasons for conflict among nation states, such as competition for resources and territory, differences in system of government, and religious or ethnic conflicts. Describe the tools used to carry out United States foreign policy. Examples: Diplomacy, economic aid, military aid, humanitarian aid, treaties, sanctions, and military intervention. Examine the different forces that influence U.S. foreign policy, including business and labor organizations, interest groups, public opinion, and ethnic and religious organizations. Differentiate among various governmental and nongovernmental international organizations, and describe their purposes and functions. Examples: Major governmental international organizations include the North American Treaty Organization (NATO), the World Court, and the Organization of American States (OAS), The International Red Cross, and the Catholic Relief Services are examples of nongovernmental organizations. Use a variety of sources, including newspapers, magazines, and the internet to identify significant world political, demographic, and environmental developments. Analyze ways that these developments may affect United States foreign policy in specific regions of the world. Evaluate, take, and defend a position about whether or not the United States should promote the spread of democracy throughout the world, or in certain parts of the world, or not at all. Explain the meaning and responsibilities of citizenship in the United States and Massachusetts. Practice civic skills and dispositions by participating in activities such as simulated public hearings, mock trials, and debates. Describe roles of citizens in Massachusetts and the United States, including voting in public elections, participating in voluntary associations to promote the common good, and participating in political activities to influence public policy decisions of government. Describe how citizens can monitor and influence local, state, and national government as individuals and members of interest groups. Research the platforms of political parties and candidates for state or local government and explain how citizens in the United States participate in public elections as voters and supporters of candidates for public office. Identify and explain the meaning and importance of civic dispositions or virtues that contribute to the preservation and improvement of civil society and government. Identify specific ways for individuals to serve their communities and participate responsibly in civil society and the political process at local, state, and national levels of government. Analyze and evaluate decisions about rights of individuals in landmark cases of the United States Supreme Court such as Whitney v. California (1927), Stromberg v. California (1931), Near v. Minnesota (1931), Brandenburg v. Ohio (1969), Texas v. Johnson (1989), and Reno v. American Civil Liberties Union (1997). Analyze the arguments that evaluate the functions and values of voluntary participation by citizens in the civil associations that constitute civil society. Examples: Alexis de Tocqueville in Democracy in America, Volume I (1835) and Volume II (1839). Together with other students, identify a significant public policy issue in the community, gather information about that issue, fairly evaluate the various points of view and competing interests, examine ways of participating in the decision making process about the issue, and draft a position paper on how the issue should be resolved. Analyze the course and consequences of Americas recent diplomatic initiatives. (H, C) A. the invasion of Panama and the Persian Gulf War B. American intervention in Somalia, Haiti, Bosnia-Herzegovina, and Kosovo C. the attempts to negotiate a settlement to the Israeli-Palestinian conflict D. Americas response to the September 11, 2001, terrorist attack on the World Trade Center in New York City and on the Pentagon in Washington, D.C. Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism. (H, E) People A. Jane Addams B. William Jennings Bryan C. John Dewey D. Robert La Follette E. President Theodore Roosevelt F. Upton Sinclair G. President William H. Taft H. Ida Tarbell I. President Woodrow Wilson Policies A. bans against child labor B. the initiative referendum and its recall C. the Sherman Anti-Trust Act (1890) D. the Pure Food and Drug Act (1906) E. the Meat Packing Act (1906) F. the Federal Reserve Act (1913) G. the Clayton Anti-Trust Act (1914) H. the ratification of the Nineteenth Amendment in 1920 Seminal Primary Documents to Read: President Theodore Roosevelt, The New Nationalism, speech (1910). Describe the central political, economic, and religious developments in major periods of Islamic history. (H, E) A. the sources of disagreement between Sunnis and Shiites B. the growing influence of Turkish Islam after 1000 C. the importance of the trade routes connecting the Far East and Europe and the role of the Mongols in increasing trade along these routes, including the silk routes to China D. the relationship of trade to the growth of Central Asian and Middle Eastern cities E. the sources and uses of slaves in Islamic societies as well as the extent of the Islamic slave trade across Africa from 700 AD on. Describe the rise and achievements of the Byzantine Empire. (H) A. the influence of Constantine, including the establishment of Christianity as an officially sanctioned religion. B. the importance of Justinian and the Code of Justinian C. the preservation of Greek and Roman traditions D. the construction of the Church of the Holy Wisdom (Hagia Sophia).

https://www.kiddom.co/standards/1120-massachusetts-history-and-social-science-curriculum-framework/grade-9

Icon Economics provides independent macroeconomic and financial market analysis on Asian and Global markets, with a focus on FX markets. Our approach is grounded in our understanding of free-market economic theory and the fundamental drivers of FX rates, combined with a detailed knowledge of regional economies. We pride ourselves on cutting through the noise to provide straightforward, actionable analysis that focuses on forecasting the future, not merely explaining the past or extrapolating the present. Philosophy History repeats, this time is rarely different, and economic freedom creates prosperity. It has been said that those who do not learn the lessons of history are doomed to repeat them, while those who do learn the lessons of history are doomed to sit idly by while others repeat them. Rather than sitting idly by we stand on the shoulders of giants to provide those crucial insights that are often lacking in mainstream economic research. As Western governments increasingly embrace socialist policies and actively discourage saving via negative interest rates, the high savings rates and increased economic freedom across Asia bode well for the relative economic outperformance and long-term currency strength. We aim to provide reliable insights allowing businesses and individuals to navigate short- and long-term cycles. Ignore the Consensus Mainstream economists and the financial media can cloud the ability of businesses and investors to see turning points in economic and financial market cycles. Factors such as career risk and business risk create a strong tendency for herd behavior. This makes it almost impossible for mainstream economists to predict future trends, particularly negative surprises. In addition to a lack of willingness to go against the consensus, mainstream economists’ narrow focus on ‘demand’ in lieu of a more fundamental understanding of the dynamics at play driving production means explaining recent past economic trends and extrapolating them all too often passes for insight. Our analysis focuses heavily on complex interplay between economic and market fundamentals which helps us to anticipate major turning points. Our willingness to go against the herd reflects our strong belief in our methodology and keen awareness that the consensus is usually wrong. We aim to prepare our clients for those economic events that we often hear that ‘nobody could have predicted.’ FX Methodology Whether it is the outlook for the Chinese yuan or the Vietnamese dong, our understanding of the fundamental drivers of currency performance is at the center of our approach. In the short term, real interest rate changes primarily drive currency markets, in addition to other factors. In the longer term, the level of real interest rates, real GDP growth, inflation, and the starting valuation of the currency are the key factors. Our unique methodology brings all these factors into play to provide reliable and actionable analysis. Short-Term FX Forecasting Short-term currency fluctuations are driven by several factors, the most important of which is real interest rate changes, which is why we focus heavily on central bank central bank intelligence to formulate out short-term views. Below is a list of factors that go into our short-term currency forecasts: Key Drivers of Short-Term Currency Moves - Real Interest Rate Changes: Real interest rate changes, rather than absolute levels, tend to be the main driver of currency pairs in the short term, particularly in Developed Markets. In the case of Emerging Markets, we incorporate default risk into the equation using our ‘Risk-Adjusted Real Yield’ metric to allow for direct comparisons between EM and DM currencies. - Policy Bias: Central bank members and to a lesser extent politicians can have a material impact on currency movements beyond the fundamental drivers. If a central bank actively wants to weaken its currency, there is no theoretical limit to prevent them from weakening it. Conversely, a central bank in favour of a stronger currency will act as a potential tailwind. - Technical Outlook/Chart pattern: Currency markets have a tendency to trend due in part to herd behaviour on behalf of traders, meaning that chart patterns can give useful insight into the near-term outlook for a currency pair. - Sentiment/Positioning: If the consensus is heavily skewed towards a particular direction it can act as a contrarian indicator. If everyone is bullish, for instance, there is no one left to buy, raising the odds of currency weakness. - Terms of Trade: The relative prices of a country’s exports and imports can be a key currency driver, particularly for major commodity exporters/importers. A rising oil price will tend to put upside pressure on an oil exporting currency, for instance. Long-Term FX Forecasting Over the long term there are three main factors that determine currency performance; the starting valuation, the rate of real GDP growth, and the rate of inflation. All three are intimately related. Key Drivers of Long-Term Currency Trends Currency Valuations: Wealthier countries tend to have stronger currencies due to higher levels of productivity due to the greater level of productivity in the tradable sector of the economy. The chart below shows the strong correlation between GDP per capita and how expensive a country is. Currency valuations tend to mean revert over the long term, so a currency that is overvalued will face depreciatory pressure, and vice versa. The reason being that if a country is particularly expensive relative to its GDP per capita, its exports will tend to become uncompetitive compared with imports, and vice versa. Over time the reduction in competitiveness results in downward pressure on the currency. We utilize various currency valuation methods including real effective exchange rates, average price levels relative to GDP per capita, and other purchasing power parity metrics to provide a starting point for our FX forecasts, providing crucial context with which to assess other variables. Real GDP Growth: High real GDP growth increases the fair value of a currency over time as the country becomes more competitive as productivity increases. This allows the currency to gradually appreciate without becoming overvalued. Our proprietary Productivity Indices allow us to assess five areas that play a role in determining long term productivity growth: Political Stability, Financial Stability, Economic Freedom, the Business Environment, and Human Capital. These figures are regressed against GDP per capita to give an expected long-term productivity growth rate. Other factors such as the contribution of savaings growth and labour force growth are included to provide a long-term economic growth forecast. Proprietary Economic Growth Forecasting Methodology Inflation: High inflation will tend to undermine a currency’s value as it must depreciate in nominal terms in order to maintain export competitiveness. If a currency does not depreciate amid high inflation, it would eventually become unsustainably overvalued as imports outstrip exports. Key Drivers of Long-Term Inflation We forecast inflation based on tried and tested measures known to drive long-term inflation trends, which include real GDP growth, external debt, government debt, money supply growth, government debt growth, and real interest rates. Real Interest Rates: If a country has a higher real interest rate relative to another, that currency will tend to outperform in total return terms. i.e. considering interest rate gains because whatever downside pressure arises from inflation will be more than offset by the higher nominal interest rate. Higher real interest rates also typically reflect a stronger real GDP growth outlook.

https://iconeconomics.com/about/

- 1. To formulate the strategies, guidelines and policies of developing domestic and foreign trade and international economic cooperation, draft the laws and regulations governing domestic and foreign trade, foreign investment in China, foreign assistance, overseas investment and foreign economic cooperation, devise relevant departmental rules and regulations. To study and put forward proposals on harmonizing domestic legislations on trade and economic affairs as well as bringing Chinese economic and trade laws into conformity with multilateral and bilateral treaties and agreements. To study the development trends of economic globalization, regional economic cooperation and modern distribution patterns and give proposals. - 2. To advance the structural readjustment of distribution industries, guide the reform of distribution enterprises, the development of commercial and trade services, as well as community commerce, put forward policies and proposals for promoting the small and medium-sized enterprises in commerce and trade areas, and promote distribution standardization and such modern distribution modalities as chain store operation, franchising, logistics and e-commerce. - 3. To formulate development plans for domestic trade, foster and develop urban and rural markets, study and put forward the policies guiding domestic and foreign capital to flow to the development of a market system, to guide the program of bulk commodities retail markets and the planning of urban commercial networks, guide the construction of the commercial system, advance rural market system construction, and organize and implement modern rural distribution networks. - 4. To lead the coordination work for rectifying and standardizing market economy order, formulate policies for standardizing market operation and distribution order, promote credit building in commerce sectors, give guidance to sales based on business credit, construct public service platforms based on market credibility, and supervise and administer the special distribution industries according to relevant rules. - 5. To organize the adjustment of market of major consumer goods and regulation of the distribution of major means of production, institute an emergency management mechanism for the market supply of life necessities, monitor and analyze market activities and commodity supply and demand, study and analyze the commodity information to make forecasts, issue early warnings and provide guiding information. To be responsible for important consumer goods reserve management and market regulation in line with its assignments. To supervise and regulate refined oil distribution in accordance with relevant regulations. - 6. To work out measures for the regulation of import and export commodities and processing trade, and compile catalogues of import and export commodities and technologies. To draft polices and measures for facilitating the transformation of foreign trade growth pattern. To organize the implementation of import and export quota plan of important industrial products, raw materials and important agricultural products. To work with other ministries and commissions to coordinate the import and export of bulk commodities, guide trade promotion activities and the development of the foreign trade promotion system. - 7. To draft and execute policies concerning trade in technology, export control and policies encouraging the import and export of technology and complete set of equipment; to push forward the establishment of foreign trade standardization system. To supervise technology introduction, equipment import, export of domestic technologies subject to state export restriction, and to issue import and export licenses pertaining to national security issues such as nuclear non-proliferation in conformity with laws. - 8. To lead the efforts to draft development plans for trade in services and carry out relevant work, work with other ministries and commissions to formulate and enforce the plans and policies for promoting services export and services outsourcing development. To facilitate the construction of services outsourcing platforms. - 9. To formulate multilateral and bilateral (including regional and free trade area) trade and economic cooperation strategies and policies, be responsible for multilateral and bilateral negotiations on trade and economic issues, coordinate domestic positions in negotiating with foreign parties, and to sign the relevant documents and monitor their implementation. To establish multilateral and bilateral intergovernmental liaison mechanisms for economic and trade affairs and organize the related work. To handle major issues in country (region)-specific economic and trade relationships, regulate trade and economic activities with countries without diplomatic relationship with China. In line with the mandate, to handle the relationship with the World Trade Organization on behalf of the Chinese government, undertake such responsibilities under the framework of the WTO as multilateral and bilateral negotiations, trade policy reviews, dispute settlement, and notifications and inquires and to coordinate trade and economic activities with foreign parties. - 10. To organize and coordinate the work pertaining to antidumping, countervailing, safeguard measures and other issues related to fair trade for import and export. To institute a fair trade early warning mechanism for import and export and organize foreign trade investigations and industry injury investigations in compliance with law. To guide and coordinate domestic efforts in responding to industry security inquires and foreign antidumping, countervailing, and safeguard investigations. - 11. To give general guidance to nationwide efforts in foreign investment. To draw up and enforce foreign investment policies and reform schemes. To examine and approve, according to relevant laws, the establishment and changes thereafter of foreign-invested enterprises. To verify the contracts and statutes of large-scale projects with foreign investment and their major subsequent changes particularly stipulated in relevant legislations. To supervise and inspect the enforcement of laws, regulations, contracts and statutes by foreign-invested enterprises and coordinate the solution of relevant issues. To guide investment promotion and the approval of foreign-invested enterprises and regulate foreign investment attraction activities. To guide the work of state-level economic and technological development zones, Suzhou Industrial Park and border economic cooperation zones. - 12. To be responsible for China's foreign economic cooperation efforts. To formulate and implement policies on foreign economic cooperation, guide and monitor overseas project contracting and labor service cooperation in accordance with laws, promulgate policies governing the overseas employment of Chinese citizens, and take the lead in protecting the rights and interests of Chinese citizens providing labor services or taking up jobs overseas. To work out administrative measures and specific policies guiding China's outward investment and approve Chinese companies to invest in and set up overseas establishments (excluding financial companies). - 13. To be in charge of China's efforts in providing aid to foreign countries and regions. To formulate and implement China's foreign aid policies and plans, facilitate the reform on foreign aid provision modalities, compile foreign aid programs, select foreign aid projects and organize their implementations. To manage funds in the nature of China's official foreign assistance, the grant aid provided to China through multilateral and bilateral channels (excluding the grants provided by foreign governments and international financial institutions under the framework of fiscal cooperation) and other development cooperation programs. - 14. To formulate and implement economic and trade plans and policies with the Hong Kong Special Administrative Region (HK SAR), the Macao Special Administrative Region (Macao SAR) and the Taiwan region. To hold economic and trade talks and sign relevant documents with the competent authorities in charge of trade and economic affairs in HK SAR, Macao SAR and the Taiwan region. To be in charge of the commercial and trade liaison mechanisms between the mainland and HK SAR and Macao SAR. To organize the direct trading activities with Taiwan, and deal with bilateral and multilateral trade issues involving Taiwan. - 15. To launch anti-monopoly investigations on the concentration of undertakings, guide Chinese companies' response to monopoly allegations overseas and carry out bilateral and multilateral exchanges and cooperation on competition policies. - 16. To steer the work of the commercial branches of China's permanent missions to the WTO, to the UN and other relevant international organizations, as well as Chinese embassies in foreign countries, providing guidance to their work, and training and selecting the staff. To keep in touch with the representative offices of multilateral and international economic and trade organizations in China and the commercial functions of foreign diplomatic missions in China. - 17. To undertake other assignments entrusted by the State Council.

http://www.lcma66.cn/column/mission.shtml

The Economic Development Executive Director reports directly to the Mitchell County Development Authority Board. PRIMARY NATURE OF WORK: A full-time position requiring administrative and professional skills used in the management and implementation of economic development activities in Mitchell County, Georgia. SCOPE OF DUTIES AND RESPONSIBILITIES: - Pro-actively directs and pursues economic development initiatives to achieve the goals and objectives outlined by the Mitchell County Economic Development Strategic - Act as Mitchell County economic development strategist and provide assistance in the development of short and long-term economic and community development plans, as well as the gathering of information and preparation of studies, reports, and recommendations to achieve such This will involve the preparation and maintenance of information regarding land use, utilities, taxes, zoning, transportation, community services, bonds/ financing tools and incentives, in order to respond to requests for information for economic development purposes and the coordination with other departments and agencies at the state and local level as needed. - Provide customer driven problem solving, professional economic development advice, and services as an advocate for economic development. - Provide guidance for the retention and growth of all of the diverse economic sectors within the county as well as being pro-active in the creation and attraction of new businesses to the - Maintain a liaison with various local, state and federal agencies. Maintain a strong working relationship with the general public, area businesses, the media and - Promote the City of Camilla Industrial Park, the City of Pelham Industrial Park, including promoting the sale of lots, and the orderly development of projects within the Parks as well as future expansion of the Parks and the promotion of other various optioned - Make presentations and provide information to the Mitchell County Development Authority Board members, the Mitchell County Board of Commissioners, various boards, and individuals regarding economic development issues, programs, services, and - Identify the existing inventory of businesses, available buildings and land, and residential development sites, both public and private, within Mitchell County. - Prepare grant proposals and applications, contracts, and other documents as required for various community services and - Assist with negotiations and the management of professional service contracts, property sales or acquisitions and economic development-oriented - Formulate and implement marketing and business attraction strategies for Mitchell County including a presence at various state and national trade - Coordinate the development and processes of economic development financing tools, e. SPLOST Funds, Tax Increment Financing, and Opportunity Zones and Enterprise Zones - Serve as a member of various economic development groups or task forces that promote economic and community development, e. the Four-County Joint Development Authority. - Provide support to the various City Managers and the County Administrator as - Attend professional development workshops and conferences to keep aware of trends and developments in the field of economic development and to represent Mitchell County on matters related to economic EDUCATION AND EXPERIENCE REQUIRED: - Graduation from a four-year college or university; preferably with specialization in economic and community development or a related field; or any equivalent combination of experience and training. - Considerable experience in economic and community development, including administrative responsibility preferred. - Knowledge of the principles and practices of public administration, budgeting and finance. - Comprehensive knowledge of business development, factors affecting business and community vitality. - Working knowledge of laws, zoning, ordinances, regulations, and policies of various government agencies as they affect business and community services. - Ability to write and manage grants; to negotiate in writing and in person, to communicate effectively and establish working relationships with other organizations - Ability to prepare and analyze reports of data; skilled in Word, Excel and PowerPoint - Valid GA Driver’s License, clean criminal record, ability to travel routinely; Certified Work Ready Certificate TO APPLY: Submit resume at Mitchell County’s on-line portal at www.mitchellcountyga.net under EMPLOYMENT. DEADLINE: Accepting applications until January 31, 2022. Salary range is determined by level of experience in economic development.

https://www.geda.org/news/executive-director---mitchell-county-development-authority

Editor's note: Dong Shaopeng is the Executive Deputy Editor-in-Chief of the Securities Daily. The article reflects the author's opinions and not necessarily the views of CGTN. Recently Shanghai and Shenzhen stock markets saw several single-day declines rarely experienced before. There are many reasons behind the volatility, including changes to international financial market expectations due to the Russia-Ukraine conflict, a resurgence of Covid-19 cases in China, and more uncertainty in the outlook for Chinese stocks in the U.S. There are also many related changes in the economy, including weakened investment demand, decreased corporate profit margins, slow consumption growth, and increased inflationary pressures. Domestic investors are concerned about these adverse factors to which policymakers should pay attention. It is necessary to conduct risk analyses, study and judge various possible scenarios, and propose targeted measures. It is also vital to dispel unnecessary worries and strive to achieve information symmetry so that the market can fully reflect both positive and negative factors and find the market equilibrium. We should pay attention to both visible and invisible risk factors in the short and medium terms and also have a full understanding of the trends, patterns, and dynamics of China's development. That's to maintain the overall growth trajectory, even when faced with risks and headwinds. Last December's Central Economic Work Conference assessed downward pressures and other risks and challenges that the Chinese economy may encounter and proposed targeted countermeasures. The meeting explicitly stated that China faces three-fold pressures in its development, demand contraction, supply shock, and weaker expectations. The meeting also clearly requested that all regions and departments move to ensure macroeconomic stability, and all parties should actively promote policies conducive to economic stability. Over the past three months, policy measures, ranging from increasing fiscal spending, the implementation of tax relief, expanding credit, promoting equity and debt financing, and encouraging consumption growth, and foreign trade support, among others, have been implemented; the overall effect of these policies are starting to show. On March 15, the National Bureau of Statistics released data showing that, from January to February, China's industrial production saw 7.5 percent year-on-year growth; total retail sales topped 7.44 trillion yuan, up 6.7 percent year-on-year; total trade volume hit 6.20 trillion yuan, up 13.3 percent year-on-year; and national fixed asset investment (excluding rural households) reached 5.08 trillion yuan, up 12.2 percent year-on-year. That was 7.3 percentage points faster than in 2021 and 8.3 percentage points quicker than the two-year average growth rate in 2021. These achievements still need to be consolidated. The task of stabilizing growth is still arduous, and we cannot relax. Especially in the face of new and complex factors at home and abroad, we need to improve our policy measures, identify and overcome points of difficulty, and "ensure stability on six fronts and security in six areas." On March 14, the State Council executive meeting made directives requiring improved measures to cope with changes in the external situation to ensure that economic growth, employment, and prices remain stable within a reasonable range. Specific measures include launching a plan for VAT rebates as soon as possible so that taxes are refunded quickly and that refunds to corporate accounts are timely. The measures also call for Special Transfer Payments from the Central Government to reach local governments promptly. Financial institutions should be encouraged to introduce measures that better support the financing of small and medium-sized enterprises, and reduce their financing costs. In addition, measures to improve the business environment, increase support for scientific and technological innovation, and stabilize foreign trade should be implemented as soon as possible. I believe that no policy measures occur in a vacuum, nor can they be effective alone. To make good policy measures take root and become effective, we must take into account the response of market players to various risk factors. Therefore, to promote the policy measures, we must also include an effective messaging push, explaining the global, market, and industry background, and strive to ensure that the risk factors are managed while maximizing the effectiveness of policy measures. In the face of various existing and new pressures, we must firmly continue doing what we need to do, continue to strengthen the economic fundamentals and increase scientific and technological innovation. At the same time, we should not underestimate the various external risk factors. We should strengthen bilateral and multilateral communications, take measures to resolve headwinds, make good use of tailwinds, and maintain a stable and sustainable level of economic growth. We should continue to remain open to the outside world, taking the initiative to align with high international economic and trade standards, promote deep reform and high-quality development with a high level of openness. As long as employment and the economy are stable, we will be able to manage the difficulties and move steadily forward. As far as the capital market is concerned, it has traditionally been characterized by an overreaction to adversity. Therefore, in the face of overly pessimistic market sentiment, mainstream institutions should play a calming role by continuing to analyze, maintain market stability, and improve investment fundamentals. By guiding the investment behavior of mainstream institutions, we should convey confidence to the market, maintain the fundamental value of the market, and enhance the independent pricing ability and sustainability of the market. The financial system should make liquidity arrangements to stabilize the market.

https://news.cgtn.com/news/2022-03-21/Don-t-underestimate-risks-or-overall-growth-trajectory-18AwS2SWJ20/index.html

This Political Analyst job description template can be used to attract experienced candidates capable of leading your business and promote its growth. We are looking for a passionate political analyst to support our business across all product lines and geographies. He/she will research political ideas and analyze government policies, political trends, and related issues. As a political analyst, you will perform the task of studying the development of political systems, researching various political subjects and collecting and analyzing data. You should be able to predict political scenarios, social and economic trends, assess cultures, values, and political ideologies and present reports which are unbiased. Cloud based solution, designed for small and medium scale businesses.

https://www.cutehr.io/hr-templates/job-descriptions/political-analyst-job-description/

A Level Economics (Reformed 2015) What is Economics? Economics is the study of markets, in particular how they work, why they fail and how they can be effectively managed. Britain's economic performance both at home and abroad can be assessed and policies designed to promote welfare and growth can be evaluated. What sort of student does it suit and what will you get out of the course? This course will appeal to students who enjoy studying a subject that affects their everyday lives. No previous experience of economics is required but an interest in national and international affairs is desirable. Economics can be combined with social science and humanities subjects. You should learn how to develop an understanding of economic concepts and theories through a critical consideration of current economic issues, problems and institutions. By the end of the course you should be able to apply economic concepts and theories in a range of contexts and to appreciate their value and limitations in explaining real-world phenomena. You should also know how to analyze, explain and evaluate the strengths and weaknesses of the market economy and the role of government within it. AS Level MPW approach to AS study Economics is taught by a small cohort of enthusiastic teachers, who are passionate about the subject and sharing their subject knowledge with their students. Unlike many other colleges MPW offers students the opportunity to apply economic theory learnt in the classroom to real past paper questions and case studies from an early stage. Familiarity with the demands of the assessment objectives throughout the course will build student’s confidence and they will know exactly what is expected of them in the examination. Economics is a subject which continues to dominate the headlines, and at MPW we embrace the changing nature of economics by encouraging classroom discussion and debate on the changing economic climate therefore differentiating the teaching style on a regular basis. Due to the recent changes in the specification it has become increasingly more important that students are willing and able to participate in independent research around a wide range of markets and economies in order to build a strong collection of examples which will re-enforce economic judgements made in the examination. AS Specification (Economics A, First certification 2016) Edexcel 8EC01 Theme 1 (9EC0/01) 1h 30m exam 50% Markets: Introduction to markets and market failure This unit provides an introduction to the nature of economics and examines how the price mechanism allocates resources in markets. It analyses the nature of market failure, its causes and possible policy remedies. At the end of this unit, students should be able to apply supply and demand analysis to real-world situations; to understand why markets might not allocate resources efficiently and the methods of dealing with market failure, together with an evaluation of their effectiveness. The examination consists of supported multiple choice questions and one data response question out of a choice of two questions. Theme 2 (9EC0/02) 1h 30m exam 50% Managing the Economy This unit introduces the key measures of economic performance and the main objectives and instruments of economic policy. Students should be able to use a basic AD/AS model to understand why demand and/or supply side policies may be seen as appropriate ways of managing an economy; predict the possible impact of such policies and to recognize the assumptions involved; argue for different approaches and identify criteria for success. The examination consists of one data response question out of a choice of two questions. Reading List |Author||Title||Publisher| |Smith, Peter||Economics||Hodder Education| |Anderton, Alain||Economics||Pearson| A Level MPW approach to A level study The teaching methodology applied to A2 study is essentially the same as for the AS however there is greater focus on independent reading and research when covering the fourth topic area. Due to the extent of necessary research students are encouraged to participate in class discussions and prepare presentations which would be conveyed to the whole class, although some students feel uneasy when it comes to presentations it is an essential task which will help prepare them for the necessary demands of university coursework. Providing students with a well-structured and logical scheme of work is important as it should help them to work in a disciplined and consistent manner, with clear targets and deadlines. Regular revision is likely to lead to a good understanding of the principles as they are introduced which is essential if they are to be successfully applied later on. A2 Specification (Economics A, First certification 2017) Edexcel 9EC01 Theme 3 (9EC0/03) 2hr exam 40% (35%) Business Economics and the Labour Market This unit develops the content of Unit 1 and for students hoping to attain the A Level qualification they will have to sit paper 1 which tests theme 1 and theme 3 concepts side by side. Theme 3 examines how the pricing and nature of competition between firms is affected by the number and size of market participants. At the end of this unit, students should be able to analyze the pricing and output decisions of firms in different contexts. They should also be capable of making an appraisal of government intervention aimed at promoting competitive markets. The examination consists of short answer and multiple choice questions, one set of data response questions and an extensive essay out of a choice of two specified topics. Theme 4 (9EC0/01) 2hr exam 40% (35%) The Global Economy This unit develops the knowledge and skills gained in theme 2 so that they can be applied in a global context, however theme 2 concepts will be tested alongside theme 4 concepts in the examination. The application, analysis and evaluation of economic models is required as well as an ability to assess policies which might be used to deal with economic problems. An awareness of trends and developments in the global economy over the last 10 years is required. The examination paper follows a similar format to paper 1 which covers themes 1 and 3. In addition to paper 1 and paper 2, paper 3 is a 2 hour examination equivalent to 30% of the A-Level which tests concepts learnt across all 4 taught themes. Reading List |Author||Title||Publisher| |Anderton A||Economics 6th Edition||Causeway Press| |Smith, Peter||Economics 2||Hodder Education| Click - Full A2 specification details to find out more.

https://www.mpw.ac.uk/locations/birmingham/courses/a-level/a-level-subjects/economics/

Starting in late 2010, the Organisation for Economic Co-operation and Development (OECD) began commemoration of its 50th anniversary. The OECD brings together the governments of countries committed to democracy and the market economy from around the world to support sustainable economic growth, boost employment, raise living standards, maintain financial stability, assist other countries' economic development and contribute to growth in world trade. On June 2nd and 3rd the Public Policy Forum hosted: Canada and the OECD: 50 Years of Converging Interests, to mark this anniversary and explore the future of the OECD. The event drew over 200 Canadian government leaders, Parliamentarians, private sector executives, and top academics to Ottawa to examine the unique role of the OECD in providing benchmark assessments and structural policy advice to support sustainable economic growth in Canada, and to explore the future leadership role Canada will have within the Organisation and the key policy contributions Canada will make. To view the report, please click here. Addresses by Secretary-General Gurria In his June 2nd evening address and opening remarks on June 3rd, the Secretary-General noted Canada's leadership in the establishment of the OECD, and the ongoing contributions Canada makes to the Organisation. Canada, he said, serves as role model in many respects for other member nations and for developing economies, in areas such as economic policy, tax freedom and overall quality of life. While noting that Canada fared the recession exceptionally well, the Secretary-General spoke to a few areas where Canada and the OECD must continue to work together on policy, such as competition, productivity and innovation. Angel Gurria Remarks - June 2nd Angel Gurria Remarks - June 3rd Opening Plenary Setting the stage for a day of debate and dialogue, participants of the opening plenary discussed the OECD-Canada relationship in light of the current domestic and international economic environment. Competition and trade policies and policies for long-term economic growth were stressed as key to bolstering Canada's low productivity levels amidst changing and aging demographics. Central to the discussion was the importance of innovation in addressing the current and future policy challenges of a highly globalised world economy. Innovation for Growth Models of innovation and their capacities for growth were discussed in this breakout on the OECD's 2010 Innovation Strategy and the Canadian context. Participants emphasized the 21st century model of innovation is people-centered. Growth and prosperity are more about pull, rather than push, factors; multidirectional flows of ideas and knowledge, non-linear engagement, and multi-sector collaboration are absolutely critical in a digital and highly interconnected world. Key challenges in the Canadian climate include intellectual property rights, copyright laws, trademarks, low R&D intensity, and underdeveloped venture capital markets. Education, Skills and Labour Policy for Growth Education and resource experts examined the social and economic realities of education and the labour market in Canada. Increased investment and greater retention through policies that promote training, better skills-building and skills-utilization, life-long learning, and longer working lives were cited as critical in a Canadian context marked by over-qualification, population aging and low productivity. There was consensus that education and a competitive labour force require integrated and innovative approaches achieved through smarter partnerships, employer participation in policy formation, and intergovernmental and interdepartmental collaboration. Keynote Address The world economy is shifting to the tune of emerging economies, powering the global financial recovery and the challenge of international cooperation is to strike harmony through opportunity. Canada needs to be attuned to these changes, and be prepared help grow and sustain more effective mechanisms of international cooperation across key policy areas. Read Kevin Lynch's keynote address, and Globe and Mail Op-Ed, on the role and evolution of the OECD amidst pervasive global change, below. Global Growth: Globalization, Engagement with Emerging Economies and the New International Architecture The role and capacity of the OECD in international development and cooperation was discussed in light of an international architecture remodeled by rising emerging economies. Economic expansion and regional security, competition and foreign direct investment, and the resource and stability costs of corruption were all addressed. The OECD is faced with the challenge of broadening membership while at the same time ensuring that standards are maintained and not diluted. Nonetheless, there is power in collective action and participants noted that within the OECD there is room for different perspectives, solutions, and recommendations on the world's most pressing challenges. Green Growth In the context of the OECD's recently released Green Growth Strategy, experts were called to imagine new patterns of innovation in a frank and open dialogue on the gains and losses of greening economies. There is widespread acceptance that "green" is a core economic driver and that change must be market-driven. Improving resource management, reforming regulatory structures, and investing in emission-reduction initiatives were identified as policy options to boost productivity and overcome the costs of going green. Participants emphasized that private and public sector collaboration is critical to overcoming the challenges of clean-tech market entry and to maximizing Canada's strong export market potential. Economists Roundtable The micro and macro economics of the current state of the Canadian economy were debated in the closing roundtable as discussants analyzed the day's recurring themes of productivity, competition, innovation, and demographic change. Canada's productivity problem, which has arisen despite relative macro-stability and a strong fiscal policy framework, is puzzling and in their attempts to explain this phenomenon participants highlighted the importance of studying microeconomic factors. OECD recommendations to make investments in innovation and productivity have not yielded the intended positive outcomes and participants counseled Canada should focus on productivity growth through economic policies supported by human and physical capital and innovation. Conference Speakers Included:

http://www.ppforum.ca/oecd/

CPPE lauds Salami’s appointment, sets agenda The Centre for the Promotion of Private Enterprise (CPPE), an economic and private-sector think tank, on Wednesday applauded the appointment of Doyin Salami as the Chief Economic Adviser to the President. Muda Yusuf, Chief Executive Officer of CPPE said Salami is bringing to this position a pedigree of intellectualism and robust knowledge of the nexus between sound economic principles, macroeconomic stability, investment growth and welfare of the citizens. Though coming rather late in the life of the administration, it is a fitting appointment nonetheless. It is worthy of note that Doyin Salami is the current Chairman of the Presidential Economic Advisory Council. “His appointment perhaps signals the aspiration of President Buhari to reset the economy and correct some glaring distortions that have been undermining investors’ confidence over the last couple of years,” Yusuf said. He said it is imperative to refocus economic management strategy for growth, efficiency, productivity, sustainability and inclusion. However, he said the impact of the appointment would be felt only to the extent that his advice and that of the economic advisory council are adopted and implemented to shape the course of monetary, fiscal and regulatory policies as well drive vital reforms. Read also: Nigeria Commodity Exchange appoints CBN’s Ahmad Chairman, 2 other directors The CPPE looks forward to the espousal of the following policy pathways to ensure a quick reset of the Nigerian economy for accelerated recovery and growth. One of such policy pathways is the institution of a market based foreign exchange policy framework to correct current distortions bedeviling the foreign exchange market. This would ensure the normalization of the foreign exchange market and unlock capital inflows into the economy. CPPE expects propose sustainable mix of policies to stem the intense inflationary pressures in the economy, ensure the effective coordination between the fiscal and monetary policies, ensure synergy between key economic and investment ministries and agencies to ensure policy and regulatory coherence, and infuse a general equilibrium mindset in the policy-making processes to ensure a broaden comprehension of the impact of economic policies. Other expectations include to promote the reduction of fiscal deficit monetisation because of the profound inflationary outcomes, promote the philosophy of a level playing field for all investors in the economy, fixing the port congestion crisis, cargo clearing constraints and traffic gridlocks along the Lagos ports corridor, foster a regime of trade facilitation culture among the agencies at our ports, and encourage a review of the Cash Reserve Requirement (CRR) for better financial intermediation in the banking system.

https://businessday.ng/news/article/cppe-lauds-salamis-appointment-sets-agenda/

Water is abundant in Brazil, but unevenly distributed across regions and users. Remarkable progress to reform the sector has been achieved since the 1997 National Water Law, but economic, climate and urbanisation trends generate threats that may jeopardize national growth and development. The consequences are particularly acute in regions where tensions across water users already exist or are likely to grow. The report is the result of a policy dialogue with more than 100 stakeholders at different levels in Brazil. It assesses the performance of Brazil’s water governance and suggests policy recommendations for strengthening the co-ordination between federal and state water policies and for setting up more robust water allocation regimes that can better cope with future risks. The report concludes with an action plan, which suggests concrete milestones and champion institutions to implement those recommendations. 18-August-2015 English This publication is the first case study of the Urban Green Growth in Dynamic Asia project. The project explores how to promote green growth in fast-growing cities in Asia by examining policies and governance practices that encourage greening and competitiveness in a rapidly expanding economy. It is part of the OECD Green Growth Studies series, which will culminate in a synthesis report on Urban Green Growth in Dynamic Asia. This report analyses the economic and environmental performance and green growth policy practices of Thailand’s Bangkok Metropolitan Region (BMR). As a dynamic and emerging market economy, Thailand has recorded strong growth over recent decades and is expected to continue to do so, but this growth has come at a high environmental cost. The challenge is therefore to improve environmental outcomes while supporting continued growth in output and living standards. Thailand's government and BMA have taken steps to encourage green growth in the BMR, but much untapped potential remains, particularly in the following areas: land use and transport, renewable energy and energy efficiency in buildings, and water resources and solid waste management. Resilience to floods is also an urgent cross-cutting issue that requires further attention. 12-August-2015 English OECD work on regional development covers a number of inter-related fields: regional competitiveness, multi-level governance, urban and metropolitan policy and rural development. 12-August-2015 English Cities are important generators of wealth, employment and productivity growth and often quoted as the engines of their national economies. 12-August-2015 English Rural regions in OECD countries are important economically and demographically. Increasing globalisation, improved communications and reduced transportation costs are drivers of economic change in rural areas. However, promoting rural development poses numerous policy and governance challenges. 12-August-2015 English Innovation is the main and increasing source of growth in OECD countries. Regions are key players in shaping innovation and in mobilising untapped potential for national growth. 27-July-2015 English This report delivers evidence-based and practical recommendations on how to better support employment and economic development in Israel. It builds on sub-national data analysis and consultations with local stakeholders in Haifa and Yizreel. It provides a comparative framework to understand the role of the local level in contributing to more and better quality jobs. The report can help national and local policy makers in Israel build effective and sustainable partnerships at the local level, which join-up efforts and achieve stronger outcomes across employment, training, and economic development policies. Co-ordinated policies can help workers find suitable jobs, while also stimulating entrepreneurship and productivity, which increases the quality of life and prosperity within a community as well as throughout the country. 20-July-2015 Spanish "Comunidad y desarollo local" - Sexta Edición - es un curso intensivo de dos semanas construido para un grupo de estudio de America Latina para un trabajo de investigación e intercambio sobre el proceso de definición de una estrategia de desarollo local. 20-July-2015 English The School is organising specialised courses on socio-economic development and creating an international platform to exchange experiences and knowledge between public officers and practitioners from OECD member and non member countries that deals with cooperation and local development issues.

http://www.oecd.org/cfe/bydate/22/

Trends are the movement of a financial asset over time. The main influences on a trend are the fundamental factors behind the asset and the overall sentiment of the market. For example, a stock trend may reflect the economic health of a company, while a currency trend may reflect a country’s interest rates, employment, and trade. Often, technicians will draw a trend line from data points that appear over time. The longer a trend lasts, the more significant it is. A trend may be an uptrend, downtrend, or sideways movement. It can also be major, intermediate, or short-term. And it can interact with other trends on a chart. If the trendline is pointing up, the market is probably in an uptrend. If the trendline points down, the market may be in a bearish mood, and traders need to react. Trends can be anything, from fashion to entertainment to the mood of a nation. They can be fun and enlightening, or can be downright horrifying. Whatever the case, a new trend is bound to appear and will continue to influence our world. Trends are a part of our society, and we can use them to our advantage. Trends can be beneficial for a business because they can help you identify consumer preferences. By understanding consumer trends, you can avoid making poor product choices and take advantage of opportunities in the market. If you can make an accurate prediction about a trend, it can help you identify new opportunities and create innovative products. There are several ways to use trending as a tool for promoting your online store. While you can analyze the data of a particular market, the most common method to analyze a market is to use trend analysis. Trends are the general direction of a market and are the basis of all technical analysis. A trend is an important part of identifying bullish and bearish markets. For example, a trend can be described as a zigzag pattern of ups and downs in a market. Identifying these trends is the foundation of identifying bullish and bearish markets and predicting reversals. Trend analysis is a powerful tool for financial analysts. It can help identify trends in a company’s financial statements and identify inconsistencies or inaccuracies. The results of the analysis can help identify inconsistencies in the financial statements, including double-booking in the first quarter. By looking at the growth of a company’s key line items over time, it’s possible to determine whether or not a certain company’s sales pattern is stable or unstable. Trend analysis is a statistical technique that uses historical data to predict future trends. By looking at data over time, it is possible to predict which direction a market is likely to move in the future. If a trend continues, a company can profit from moving with it until the data suggests that the trend is about to reverse.

https://folharegional.org/2022/09/02/using-trends-as-a-tool-for-promoting-your-online-store/

|As a UW employee, you have a unique opportunity to change lives on our campuses, in our state and around the world. UW employees offer their boundless energy, creative problem solving skills and dedication to build stronger minds and a healthier world. | UW faculty and staff also enjoy outstanding benefits, professional growth opportunities and unique resources in an environment noted for diversity, intellectual excitement, artistic pursuits and natural beauty. All of which has allowed the UW to be nationally recognized as a “Great College to Work For” for six consecutive years. The University of Washington Bothell is one of the most dynamic public universities in the state of Washington. We offer a participatory student experience grounded in hands-on learning, close relationships with faculty members as teachers and mentors, and the personalized support of staff who are dedicated to student success. The academic work of the campus focuses on cross-disciplinary research and creative practice, connected learning, and community engagement. UW Bothell’s current enrollment is approximately 6,000 students. More than 90 percent of undergraduates are from Washington State, and approximately half are first-generation college attendees or come from underrepresented groups. Located along wetlands and a river north of Seattle, UW Bothell builds vibrant regional partnerships, creates and disseminates new knowledge, and prepares students for leadership throughout Washington and beyond. Diversity is a core value of University of WA Bothell. We believe the power of diversity enriches all of us by exposing us to a range of ways to understand and engage with the world, identify challenges, and to discover, design and deliver solutions. To learn more, read our Diversity Statement. The School of Nursing & Health Studies (SNHS) has an outstanding opportunity for a Fieldwork Program Manager (60% FTE). The Fieldwork Program Manager will be the main point of contact for building and maintaining relationships with health care and community health organizations, along with social justice organizations whose work impacts health (homelessness, food security, environmental, economic development, educational institutions or racial/gender/sexuality justice organizations). The School of Nursing & Health Studies (SNHS) requires all graduating students to participate in fieldwork during their course of study, so developing and maintaining fieldwork opportunities is a critical aspect of meeting the mission and vision of the School. Reporting to the Director of Academic Services in SNHS, this will serve all programs within the School: Nursing, Health Studies, and certificate programs. The Fieldwork Program Manager will work independently with the support of a vast network of faculty, staff, alumni, advisory boards and community members dedicated to the success of the program. Successful candidates will understand the need for strong verbal and written communication skills, risk assessment and policy oversight, working with adult learners, and the importance of cross-disciplinary work as it relates to healthcare and educational institutions. RESPONSIBILITIES: COMMUNITY PARTNERSHIPS: The University of Washington Bothell has established partnerships with approximately 75 regional health organizations to support students, faculty, and regional health. •Serve as liaison with community health organizations to develop access and opportunities for SNHS students in all degree programs. •Maintain existing relationships and identify and develop new community healthcare and health care organizations across the region with strong attention to diversity, equity, and inclusion practices in partnership development. •Collaborate with the Office of Community-Based Learning and Research in addition to SNHS faculty and staff to support health partnership integration into capstones, community-based research, and community project-based courses. •Conduct periodic site visits to community partner organizations, attend consortium and affiliate events, and serve on professional and service organizations as a representative of the University on matters related to health partnerships. FIELDWORK PROGRAM MANAGEMENT: •Collaborate closely with fieldwork faculty, core course coordinators, and students taking an active role to ensure fieldwork opportunities align with the class learning goals. Respond to SNHS Academic Advisors and curriculum committees considering student enrollment strains, course scaffolding structures to best support sustained partnerships and student learning, and student career interests. Expand opportunities across the School that potentially serve undergraduates and graduate students. Focus on expanding multiple opportunities within a single partnership. •Oversee the quarterly placement process for three Nursing and Health Studies degree programs: Year 1: •Health Studies Fieldwork: maintain and enhance health studies placements for up to 150 undergraduate students each required to complete 40 fieldwork hours. •Master of Nursing Fieldwork: build advanced level fieldwork placements for up to 40 graduate students each required to complete 100 fieldwork hours. Years 2 and beyond: •RN-to-BSN Fieldwork: bachelor’s in nursing project placements for up 150 students over the year, each required to complete 100 fieldwork hours. •Alumni Coordination: build and maintain a database of graduates from all programs. Utilize database for expanding opportunities for fieldwork placements. Collaborate with UWB SNHS Advancement officer. •Project management process includes: timelines, recruiting partner position/project submissions, utilizing EXPO (online partner matching database), ensuring policy paperwork is completed by parties, and creating feedback loops for students, partners, faculty. •Facilitate fieldwork in-class orientations at the beginning of each quarter covering student responsibility, professionalism, communication, overview of fieldwork opportunities, and EXPO registration. •Oversee the assignment of qualified fieldwork supervisors. Assess quality of placement sites. Develop continuous quality improvement methods for fieldwork placements. RISK MANAGEMENT AND POLICY: •Negotiate, coordinate, and maintain affiliation agreements(MOU’s) for each fieldwork site. •Develop Health Studies fieldwork partnership affiliation agreements and develop affiliation agreement process for partners who collaborate with both Nursing and Health Studies courses. •Maintain database of health-related fieldwork preceptor assignments overseeing preceptor files to ensure relevant documents, resumes, and licenses are up to date as required by accrediting bodies. Provide required information for periodic program accreditation. •Define process for approving petitions presented by the Health & Safety Coordinator. COMMUNICATION: •Prepare and submit annual and periodic assessment, surveys, and reports. •Regular communication with UW Bothell Advancement team on grant and funding opportunities with health-based partners. Respond to requests for data and contact information as needed. •Create communication tools to help health partnerships navigate cross-disciplinary ways to mutually support students, faculty, staff and their partnership interests. •Develop fieldwork process flow charts to help health community partners understand how to engage with UW Bothell’s School of Nursing & Health Studies. MINIMUM REQUIREMENTS: •Bachelor’s Degree in Nursing, Public Health, or related field. Other disciplines considered if work experience intersects with health. •Minimum 3 years of demonstrated experience building and maintaining relationships with health care and/or community health organizations, along with social justice organizations whose work impacts health (homelessness, food security, environmental, economic development, educational institutions or racial/gender/sexuality justice organizations). •Knowledge of and demonstrated commitment to principles of equity, diversity, and inclusion. •Experience with supporting adult learners. •Ability to travel to off-site locations. •Strong communication skills with ability to communicate across diverse constituencies. •Excels at information management and process improvement. DESIRED: •Experience with community organizations, alumni relations, Advancement. •Demonstrated experience administering and using online databases for fieldwork placement. •Registered Nurse with current licensure. •Master’s degree in Nursing, Public Health, or related field. •Previous Fieldwork Coordinator experience in a health-related environment. •Experience with graduate and first-generation students. •Provide clinical clearance expertise, approve health and safety petitions presented by the Health and Safety coordinator. Conditions of employment: •Flexible working hours, travel around the area. Application Process: The application process for UW positions may include completion of a variety of online assessments to obtain additional information that will be used in the evaluation process. These assessments may include Work Authorization, Cover Letter and/or others. Any assessments that you need to complete will appear on your screen as soon as you select “Apply to this position”. Once you begin an assessment, it must be completed at that time; if you do not complete the assessment you will be prompted to do so the next time you access your “My Jobs” page. If you select to take it later, it will appear on your "My Jobs" page to take when you are ready. Please note that your application will not be reviewed, and you will not be considered for this position until all required assessments have been completed.

https://govphcareers.astho.org/jobs/14105533

Update: Due to the ongoing COVID-19 pandemic, the Harford County Chamber of Commerce will be allocating all resources to support our mission of helping members and the greater business community connect and thrive during this difficult time. The mission and purpose of CONECT has been impacted by the pandemic, but we will still focus on promoting support and connection resources to students, businesses, and educational institutions. We will also identify virtual opportunities for local businesses, students, and educational institutions to connect until the current statewide health. Please stay updated as we will be continually updating the website. WHO WE ARE CONECT brings together Harford County businesses, government organizations and education institutions to recruit and develop a talented workforce to lead Harford County into the future.

https://www.harfordconect.org/

# Librarians Without Borders Librarians Without Borders is an international nonprofit organization with headquarters located in London, Ontario, Canada. This is not to be confused with Libraries Without Borders, which has its headquarters in France, Belgium, Canada and Switzerland, or Bibliothécaires Sans Frontières, a now defunct French nonprofit. The organization is overseen by student committees at five Canadian Universities and a volunteer Executive Team and Board of Directors. Librarians Without Borders seeks to provide access to information in communities worldwide by creating partnerships with local people and local librarians. Librarians Without Borders engage in a number of outreach programs created to inspire a love of learning, community engagement and citizen scientists. Members are located in over 75 countries with the majority in Canada and the United States. ## History Librarians Without Borders (LWB) was founded by Melanie Sellar and Jorge Chimbinda at the University of Western Ontario's library school in London, Ontario, in February 2005. The organization was founded with the mission to "strive to improve access to information resources regardless of language, geography, or religion through the formation of partnerships with community organizations in developing regions." The first project undertaken by LWB was in Huambo, Angola, with the goal of building a sustainable library to house desperately needed nursing and medical information resources, among other resources to be added later. ## Projects Since its inception Librarians Without Borders has partnered with local community organizations, international non-governmental organizations, educational institutions, and other non-profit organizations to improve access to information in developing regions. Major projects have been undertaken in Angola, Ghana, Costa Rica, and Guatemala. ### Angola Librarians Without Borders' inaugural project focused on providing a medical and nursing collection for the Biblioteca Tutangi, a Portuguese-language library in Huambo, Angola. The library was acquired and renovated in early 2004 with the support of a local Catholic Mission. In addition to providing medical resources, LWB planned to partner with Angola library staff to provide collection development and maintenance support, information literacy instruction, and professional development. Due to complications related to legal issues surrounding the name of the organization brought forth by Doctors Without Borders and communication difficulties as a result of staff relocation, LWB decided to direct funds destined for the development of the collection to another African library by adopting an institution through the Canadian Organization for Development through Education (CODE). ### Ghana In 2011, Librarians Without Borders partnered with Librii—whose vision is to work with local communities to build low-cost networked libraries in the developing world—to develop a digitally powered library in Accra, Ghana. While Librii would provided the "up-front costs for the facilities and provided content updates for the digital portal," LWB would bring to the partnership the professional expertise and skills needed to establish and manage the library. Since launching its Ghana project LWB has offered library science students and professional librarians the opportunity to work with Librii and its parent organization, Libraries Across Africa, to conduct research projects in library and information science. ### Costa Rica In 2010, LWB student committee members from the University of Western Ontario traveled to El Humo de Pejibaye in Costa Rica to build a school library and furnish it with books and other materials obtained through fundraising. The project was made possible through a partnership with La Asociación de Voluntariado, Investigación y Desarrollo Ambiental. In addition to constructing the library, students also "designed a basic cataloging method, processed the ISO-plus Spanish and English books purchased, created a card catalog, and prepared a library handbook for the school administrators." ### Guatemala In April 2010, students at the LWB Chapter at McGill University traveled to Quetzaltenango, Guatemala, to establish a school library at the Asturias Academy, a combined preK-12 grade school of 250 students. The LWB Chapter students brought donations of books and school supplies, but their primary goal was to "address key aspects of library building and practices, including cataloguing, collection development, library space and layout, shelving recommendations, and programming ideas" Since 2010, LWB runs annual library service trips to Guatemala during April and May. ## Student Chapters and Committees Founded and supported by graduate students, Librarians Without Borders is governed with the support of Executive Committees from five Canadian Universities: Dalhousie University McGill University University of Ottawa University of Toronto University of Western Ontario

https://en.wikipedia.org/wiki/Librarians_Without_Borders

Such collaborative efforts have achieved national and international recognition and have improved our ability to create the interdisciplinary networks often required to take full advantage of new research funding programs such as those of the Canada Foundation for Innovation and the Ontario Research & Development Challenge Fund. They have also led to the development of new and innovative interdisciplinary undergraduate programs and opened up opportunities for graduate students to become involved in broadly based programs of research. Just as we support the individual researcher and teacher and affirm the continuing importance of discipline-based study, we must continue to work to ensure that the creativity engendered by collaborative activity is nurtured and supported at all levels of the University and to ensure that both formal and informal boundaries that might inhibit the career progress and academic creativity of faculty involved in interdisciplinary work are minimized. Many of the most interesting academic questions today cross the lines of the established disciplines. Western has responded to many of these evolutions in scholarship by creating new programs, such as the undergraduate program in Media, Information and Technoculture and the graduate Neurosciences program, as well as establishing courses of study leading to joint degrees in such professional program areas as Medicine, Engineering, Law and Business. In a somewhat different context, we must also work to encourage collaboration among faculty, staff, and students in the fulfilment of the University’s mission. A collaborative spirit throughout the University must be a priority. Among staff, for example, job sharing or exchange programs across academic units and administrative departments may provide an opportunity to enhance skills and to develop a broader appreciation of the challenges facing all areas of the University. The collaborative spirit must be extended beyond the University. The University contributes significantly to the development and well-being of our surrounding communities through the substantial economic activity which it generates, as well as the participation of faculty, staff and student volunteers in community organizations and events. For its part, the community and its citizens have strongly supported the University through donations, direct financial support for key projects such as the City of London’s multi-year capital grant as part of SuperBuild, and in providing a safe, welcoming and supportive environment for our faculty, staff, and students. While continuing to ensure that academic freedom and the intellectual integrity of the research process are maintained, we must continue to strengthen our links within the local community - governmental and non-governmental organizations, the private sector, and First Nations communities - to develop new partnerships. Some key areas include the creative development of solutions to important social issues through applied research and curriculum reflective of our diverse society, educational and employment opportunities, technology transfer and industry liaison in the promotion of local and regional economic development, and continuing enrichment of the cultural life of London and the region. Western must also work with the local community, as well as at the regional, provincial and national levels, to expand its international horizons, as befits a research-intensive university of its size and scope. Currently, many members of the University community participate visibly on the international stage: faculty through publications, teaching, conference participation, and collaborative research; staff through professional associations and organizations; students through participation in an array of study-abroad and exchange programs. Such accomplishments should be celebrated and actively expanded. International research should become an institutional priority, and faculty collaboration should be encouraged in key areas of investigation where research strengths exist. Academic Plans at the Faculty, School, and Department levels should include components on potential international initiatives, and these should be consolidated into an overall institutional plan for the University’s international objectives. Selective partnerships with a limited number of universities, in Canada and abroad, should be pursued, based upon the potential for collaboration in research, as well as student, staff, and faculty exchanges. The University should also work to renew and enhance its commitment to Veritas et Utilitas well beyond the local area, encouraging new and innovative partnerships aimed at both assisting individuals and strengthening the capacities of institutions and governments in developing countries. Our Commitments: 10. Western will enhance mechanisms to promote collaboration and interdisciplinarity with in the University. Our University community will: 10.1 Develop new and creative ways to appoint and retain faculty across disciplines and to support them through the tenure and promotion process; 10.2 Promote program flexibility and encourage students at both the undergraduate and graduate levels to pursue areas of study which cross disciplinary lines and to become involved in both individual and collaborative research programs; 10.3 Ensure that interdisciplinary programs, research groups, centres, and institutes are actively contributing to the mission of the University and support efforts by collaborative research groups to secure funding and to identify new areas for the development of research networks. 11. Western will seek closer collaboration with local communities in support of community/University development. Our University community will: 11.1 Strengthen the communication between the University and local government, non-governmental organizations, First Nations communities, and the private sector; 11.2 Enhance engagement with our community and our region through such programs as student placements, Community Legal Services, and the ongoing rural and regional medicine initiatives; 11.3 Encourage activities which bring the local community onto the campus for cultural, athletic, and academic events using University facilities; 11.4 While protecting academic freedom and the integrity of the research process, promote the application of research to social needs in the local community and beyond, and seek ways in which technology transfer and industry liaison can contribute to local and regional economic growth; 11.5 Celebrate the contribution of faculty, staff and students to the community through awards and other forms of recognition; 11.6 Collaborate with the local community in the development of initiatives designed to promote London to prospective faculty, staff, and students. 11.7 Build on the successes of neighbourhood cooperation in issues of interest to Western and those who share our community. 12. Western will actively engage in a process of internationalization. Our University community will: 12.1 Develop an International Strategic Plan for the University, based on a consolidation of initiatives identified by Faculties, Schools and Departments in their Academic Plans; 12.2 Recognize and validate existing individual and collaborative research and teaching activities in the international sphere; promote the development of course content and programs which deal explicitly with international issues; and develop partnerships with universities and institutes abroad to pursue research and teaching collaboration and to expand the University’s capacity for assistance to institutions and communities in developing areas; 12.3 Promote and expand opportunities for student participation in study-abroad and exchange programs.

https://president.uwo.ca/strategic_planning/sptf2001/collaboration.html

Providing pathways to college degrees and certificates is vital to our nation’s economic recovery. It has never been more important to help individuals gain the knowledge and skills necessary to compete in the job market. Here in Arizona, we have seen deep budget cuts to education since the onset of the recession in 2008. According to the Center on Budget and Policy Priorities, the state has reduced funding to K-12 schools by more than 20 percent during this time period. In addition, a study released early this year from The Center for the Study of Higher Education at Illinois State University, shows that state support for higher education in Arizona has been reduced by nearly 32 percent over the last five years. Our most vulnerable communities feel the greatest impact when educational resources are reduced or eliminated. Residents in these neighborhoods can’t afford to wait for the economy to improve or for legislative action to be taken to restore funding. Data from the Arizona Department of Education indicates that last year, 825,000 or 17 percent of Arizona residents, age 16 and older, did not have a high school diploma or a GED, and were not enrolled in school. As budget concerns continue to grow, educational institutions must create cost-efficient and sustainable partnerships whenever possible in order to retain and engage high school students and provide opportunities for adults who want to improve their lives. KJZZ’s SPOT 127 new youth media center in Maryvale is an example of such a partnership. KJZZ, along with the Phoenix Union High School District, Rio Salado College and other community partners, launched this innovative initiative that teaches high school students state-of-the-art skills in digital media, radio broadcast and journalism. Experience shows that students involved in after-school classes like these are more likely to complete high school and continue on to college. When students are prepared to enter college and succeed in the learning process, they become role models for family members and others in the community. This is especially true for first-generation college students. It is also important to provide access to adults who need basic education, want to earn a GED, improve their language skills or prepare to enroll in college. Regardless of where they are in their pathway, adult learners overcome many obstacles in order to advance their lives through education. Challenges include limited resources and over-loaded schedules. Many work several jobs in order to provide for themselves and their families. Transportation can also be an issue. In addition, most adult students haven’t been in school for many years and lack the confidence to take the next step. Barriers to educational access can be alleviated when educational institutions and community organizations forge partnerships to provide support and convenient access to education in neighborhoods that need it most. As students transition on to college classes, online options also provide the flexibility they need as working adults. If we expect our citizens to improve their circumstances through pathways to higher education, we must engage them early on in the process and provide renewed opportunity for those who fall behind. It will take a willingness and commitment from educational, business and community organizations to partner and provide the empowerment tools necessary to strengthen individuals and communities.

http://blog.riosalado.edu/2013/01/my-turn-column-by-dr-bustamante.html

As Maryland’s first historically black public university, Bowie State University empowers a diverse population of students to reach their potential by providing innovative academic programs and transformational experiences as they prepare for careers, lifelong learning, and civic responsibility. Bowie State University supports Maryland’s workforce and economy by engaging in strategic partnerships, research, and public service to benefit our local, state, national, and global communities. Core Values Excellence Bowie State University expects students, faculty, staff, and administrators to demonstrate outstanding levels of performance by fostering a stimulating learning and work environment. Inclusivity Bowie State University is intentional about creating a community that encourages involvement, respect, and connection among students, faculty, staff, and administrators regardless of differences of race, gender, ethnicity, national origin, culture, sexual orientation, religion, age, and disability. Integrity Bowie State University students, faculty, staff and administrators demonstrate high ethical standards in their interactions with one another and the larger community. Accountability Bowie State University expects each member of the University community to be responsible and accountable for the outcomes of their efforts and actions. Innovation Bowie State University aspires to infuse innovative practices into academic and administrative functions by encouraging students, faculty, staff, and administrators to utilize best practices and pursue new opportunities. Vision Bowie State University will be widely recognized as one of the nation’s best public comprehensive universities that is a model for academic excellence, innovation, and student success. Goal 1 - Achieve academic excellence supported by curricular and co-curricular experiences Bowie State University will achieve academic excellence through quality teaching, learning, and research; high-demand innovative academic programs; high-impact student activities; and strategic partnerships. Objectives 1.1 High-demand, innovative academic programs — Modify existing academic programs, and create and support new, high-demand programs that will promote the ongoing growth and development of the institution. 1.2 High-impact activities — Integrate and enhance opportunities for students to participate in study abroad, service learning, civic engagement, internships and other experiential learning activities, with University financial support available to assist those with limited means. 1.3 Engaged faculty — Recruit and retain faculty committed to student success through continuous development of excellence and innovation within their pedagogical course delivery. Provide support for faculty scholarship, research, and academic presence in their respective fields. Enhance faculty skills and capacity for applying for and managing external funding. 1.4 Cultivate external relationships — Increase corporate, educational, and government partnerships to help provide career-oriented opportunities for our students and alumni. 1.5 Undergraduate education – Re-examine the undergraduate general education experiences to prepare students for success in their majors, promote lifelong learning, and provide a foundation for personal and professional success after graduation. 1.6 Graduate education – Re-examine our approach to graduate education and revise as necessary to address the unique needs of the adult learner population and to grow enrollment. 1.7 Learning outcomes assessment – Continue to mature our system of assessing student learning outcomes and implementing curricular improvements resulting from assessment findings. Goal 2 - Promote a holistic and coordinated approach to student success Bowie State University will honor its rich heritage and culture by promoting access, affordability, and completion through resources and opportunities that empower students to succeed at every level of learning. Objectives 2.1 Enrollment Management Division – Create a comprehensive enrollment management approach that promotes a student-centered philosophy through a coordinated, consolidated, and streamlined system of enrollment management operations and retention activities using data, information, and program evaluation to inform continuous improvement and long-term strategic enrollment management. 2.2 New student experience program – Develop a comprehensive new-student experience program for all levels that sets standards and expectations of what it means to be a successful Bowie student. 2.3 Admission policies and procedures – Align admission policies and procedures to ensure that the University is honoring its historical mission of access and opportunity. 2.4 Financial aid awarding strategy – Develop a comprehensive financial aid awarding strategy that leverages institutional, private, state, and federal resources to strategically align resources to support student success. 2.5 Student retention and progression strategy – Develop and implement a comprehensive undergraduate and graduate retention and progression strategy by encouraging innovation and collaboration between academic and non-academic units in efforts to support student success. 2.6 Holistic student development – Integrate deliberate academic and co-curricular programs and services with the goal of developing our students intellectually, emotionally, socially, physically, artistically, creatively, and spiritually. Goal 3 - Encourage academic and administrative innovation to meet student needs Bowie State University will engage in academic transformation initiatives which encourage increased levels of student success and we will regularly evaluate administrative processes and leverage new approaches to improve the student experience. Objectives 3.1 Faculty experimentation/innovation – Leverage internal fiscal and physical resources and USM Academic Transformation grants and other opportunities to promote experimentation and innovation. Examine current human resource practices, promotion, and tenure expectations and the faculty merit process to recognize faculty efforts in these areas. 3.2 Academic programming through alternative formats – Offer targeted programs through alternative modalities, online delivery, at regional higher education centers, and in the community, in order to meet the needs of all prospective students and of the state, national, and global workforce. 3.3 Leverage current and new technologies to support student success – Assess the capabilities of current technologies to promote efficiency and effectiveness in administrative and academic processes and have a transparent and inclusive process for evaluating new technologies. 3.4 Construct an analytics capacity – Develop a data warehouse that incorporates a reporting tool to provide actionable information to support student retention, progression, and graduation. Goal 4 - Enhance our campus culture of diversity, inclusion and civic engagement Bowie State University will embrace, promote, and support a community of cultural inclusivity, diversity and accountability by ensuring that faculty, staff, and students develop a mindset of accountability in teaching, learning, support programs, and extra-curricular campus experiences designed to enhance collaboration and engagement. Objectives 4.1 Community of inclusion – Sustain our commitment to fostering and supporting a safe, civil and welcoming environment for students, faculty, and staff by being intentional about how our community encourages involvement, respect, and connection among its members. 4.2 Culturally responsive pedagogies – Expand the use of culturally responsive pedagogies through faculty development. 4.3 Multicultural programs and services – Establish an Office of Multicultural Programs and Services that promotes an appreciation of inclusion and diversity on campus and assists with the retention and graduation of international students. 4.4 Culture of historical richness – Cultivate a culture of historical richness through campus displays and events that celebrate historical significant events and outcomes. 4.5 Civic responsibility – Continue to educate the next generation of global citizens to build stronger, more engaged communities through coordinated and deliberate activities aimed at improving the quality of life in our community and strengthening our democracy through political and nonpolitical engagement. Goal 5 - Ensure long-term viability of BSU Bowie State University will create a unified understanding of the elements that define the unique qualities of its value to attract a culturally diverse student body and actively engage alumni, friends, and partners to address critical needs of Prince George’s County and the surrounding region. We will leverage fiscal resources from public and private sources to advance strategic priorities that create a sustainable future for the university, the county, and the state of Maryland. Objectives 5.1 Entrepreneurship/workforce development – Develop entrepreneurship education for equipping the future workforce with leadership and entrepreneurial mindset required in the twenty-first century. 5.2 Engaged employees committed to student success – Recruit and retain employees committed to student success, and support them through ongoing professional development opportunities and opportunities for advancement and engagement. 5.3 Alumni engagement – Implement strategies to solidify mutually beneficial and intentional connections between alumni and the university to expand opportunities for personal and career development for both alumni and students through the BSU for Life program. 5.4 Service for the public good/community engagement – Cultivate collaboration with business, government, economic development, and community organizations to serve the public good by using the University’s resources to impact critical areas of need including social justice, education, technology, economic development, and health. 5.5 Identity/branding – Broaden recognition of the distinctive experiences and programs that define BSU and its value for individuals and communities locally and globally. 5.6 Resource development – Grow a culture of philanthropy and enhance external funding from public and private giving, grants, contracts, partnerships and sponsorships and promote and demonstrate effective stewardship of resources to achieve the university’s strategic priorities. 5.7 Sustainability and facilities development – Continue to develop a campus infrastructure that supports a commitment to environment-friendly practices in expanding facilities that enhance student development, living and learning environments and innovative instructional practices.

https://bowiestate.edu/about/administration-and-governance/division-of-academic-affairs/2021-middle-states-self-study/strategic-plan.php

Jaqueline Cortez Wang joins ATD as chief strategy officer, vice president of external partnerships Achieving the Dream is excited to welcome Jaqueline Cortez Wang, an equity advocate and leader of collaborative change, as chief strategy officer and vice president of external partnerships. In her role, Cortez Wang will be leading new strategy implementation, working to develop current and new strategic partnerships, and supervising marketing and strategic communications. The daughter of Mexican immigrants and a first-generation high school and college graduate, Cortez Wang brings nearly two decades of dynamic professional experience focused on ensuring equitable educational access and improving student outcomes. Her experience managing multifaceted education programs and collaborative outreach initiatives will help strengthen ATD’s commitment to community college students across the nation. “To work for an innovative organization that not only puts student success first, but that unapologetically centers equity and anti-racism is an opportunity to join an organization that is making real investments for long-term impact,” Cortez Wang said. She joins ATD from her position as senior director of strategic partnerships at the International Society for Technology in Education (ISTE), where she managed partnership development, K–12 initiatives, and private-public coalition and network building in support of teaching, learning, and innovation within the education field. Prior to joining ISTE, she served as vice president of accounts for GMMB, a prominent public affairs agency, where she oversaw communication initiatives for national and local nonprofit organizations. Cortez Wang served more than five years at the U.S. Department of Education, including as Deputy Director for the White House Initiative on Educational Excellence for Hispanics. In that role, she led the strategic implementation of key policy priorities, special initiatives and national events focused on expanding educational opportunities and improving educational outcomes for Hispanic students. She also served as the Hispanic Communications and Outreach Director where she was instrumental in the development and execution of public affairs, public engagement, and education communication efforts for Hispanic stakeholders. “Jaqueline’s broad experience in leading numerous government, nonprofit, corporate, and philanthropic partnerships as well as strategic communications work make her portfolio of talent unique,” said Dr. Karen A. Stout, president and CEO of Achieving the Dream. “She will help raise the profile of our institutions and extend ATD’s reach to organizations and agencies that enable community colleges to broaden educational success for racially minoritized students and spur local and regional economic renewal.” “ATD cannot accomplish its vision alone,” Cortez Wang said. “It is instrumental that we work in partnership with organizations across this country, aligning efforts to effectively and intentionally transform student success outcomes. I also look forward to continuing to elevate the reputation of community colleges, which are uniquely positioned to bolster economic and community recovery as we emerge from the pandemic.” Cortez Wang began her career at NASA Johnson Space Center, departing after 13 years of various experiences, including her work leading a Human Research Program Education & Outreach program, where she managed the development of K-12 education programs focused on motivating young students to pursue careers in science, technology, engineering and mathematics. A native of Pasadena, Texas, Cortez Wang is a community college graduate holding an Associate of Arts degree from San Jacinto College–Central as well as a dual Bachelor of Business Administration in management and marketing and a Master of Arts in cross-cultural studies from the University of Houston-Clear Lake.

https://www.achievingthedream.org/news/18595/jaqueline-cortez-wang-joins-atd-as-chief-strategy-officer-vice-president-of-external-partnerships

How can communities provide holistic financial support for low-income students? February 2016 College affordability is central to any discussion about the completion agenda. Although nearly all households worry about how to pay for college, costs pose an even higher hurdle for low-income students. Although traditional financial aid resources like grants, scholarships, and loans can address tuition and fees, they fail to holistically address the costs students incur before they even set foot on campus. Housing, food, transportation, and childcare are all significant expenses that many students must consider in order to make college a realistic option. Class schedules also limit the hours that students can work to cover these costs, which can stop students in their tracks just as much as tuition bills do. Improving postsecondary access and success requires reimagining financial supports for low-income students. Campuses can work to better understand who their low-income students are, what financial hurdles those students routinely encounter, where institutional resources can best be targeted, and how their institutional processes and policies may have unintended impact on low-income student access and persistence. Institutions can also help connect students with public and community resources that can fill in the gaps. Nonprofits working with low-income communities should consider extending their reach to students on campus. Below are a few examples of intervention strategies that stakeholders can use to make college more affordable for low-income students. Linking Campus and Community Resources: Does your community want to bundle critical financial resources to improve access for low-income students? Bundling resources like food assistance and family health care with campus services like legal aid and career coaching can provide students with holistic support—in both their on- and off-campus lives—and may make them more likely to access services. Audit Institutional Policies and Processes: Does your campus want to evaluate its administrative processes to identify any unintended financial barriers to low-income students? Student academic or financial policies, processes, and deadlines may have unintended consequences for low-income students. Review your institution’s administrative practices from the lens of a low-income student and consider updates or modifications as appropriate to respond to needless barriers. Campus–Community Partnerships to Support Low-Income Student Well-Being: Does your community want to develop a coalition of campus, civic, and nonprofit organizations in support of low-income students? Consider investing the time in developing a coalition of campus, civic, faith-based, and nonprofit organizations with a shared interest in low-income student well-being. Partnerships like these can further strengthen and expand networks of care and make it more likely that low-income students won’t fall through the cracks. This chapter profiles the Beyond Financial Aid guidebook, a resource developed by Lumina Foundation that helps campuses build their capacity to strengthen the financial stability of students. This chapter ends with a list of additional resources that you can use to find more information about making college more affordable for low-income students. Beyond Financial Aid Profile Beyond Financial Aid: An Approach to Meeting Students’ Unmet Financial Need Even after receiving financial aid, many low-income students have an unmet financial need that can significantly contribute to their failure to complete educational goals. Institutions can mitigate this unmet financial need by integrating supports that enable students to address the broader spectrum of financial hardships—nutrition, housing, transportation, and childcare, as well as financial, tax, and legal services—while providing greater academic supports. The Beyond Financial Aid (BFA) guidebook is designed to support community colleges and four-year institutions in facilitating discussions about strengthening students’ financial stability in order to improve student success and completion. The centerpiece of BFA is an institutional self-assessment that can help campuses assess existing efforts and identify strategies to build their capacity to strengthen the financial stability of students. In addition to the self-assessment, BFA includes a primer that makes the case for broader financial supports and lays out a framework of six concrete strategies for providing this support— strategies distilled from best and promising practices at colleges across the country. THE SIX BFA STRATEGIES TO INCREASE FINANCIAL SUPPORT FOR LOW-INCOME STUDENTS - Know the low-income students at your institution by reviewing quantitative and qualitative institutional data to better understand their experiences. - Provide supports to help low-income students overcome practical barriers by bundling diverse on-campus and off-campus resources and centralizing their access. - Leverage external partnerships for service delivery by connecting with groups that have shared missions and values and can help bring services to students. - Empower low-income students to use available resources by normalizing the use of financial supports. Also, consider opt-out versus opt-in models. - Review your internal processes from the student’s perspective. This can uncover unintended impacts and suggest ways to revise and streamline processes and policies. - Implement other effective practices that strengthen the academic progression of all students, knowing that these practices can make a greater difference for low-income students. To learn more, visit the BFA website at http://www.luminafoundation.org/bfa where you can (1) browse the BFA website and materials, (2) sign up for periodic updates delivered straight to your inbox, (3) join the BFA electronic mailing list, (4) listen to archived webinars and obtain resources, (5) provide feedback on BFA through a brief survey, and (6) share your college story. Please e-mail bfa@luminafoundation.org if you have any questions or would like assistance in adopting and implementing BFA strategies. Chapter 4 Download Additional Resources College Affordability and Transparency Center [2015: U.S. Department of Education] This resource spotlights institutions with the highest and lowest tuition and net price. Students and families can also search for costs across several types of institutions, including public and private, for-profit and nonprofit, and four-year and two-year programs. College Affordability: What Is It and How Can We Measure It? [2014: Lumina Foundation] This paper takes a student-centered approach at moving toward a more meaningful understanding of financial accessibility of postsecondary education for students in different circumstances. It proposes defining and tracking an integrated set of metrics over time to monitor changes in college affordability. College Affordability for Low-Income Adults [2014: Institute for Women’s Policy Research] This report argues that affordability must expand beyond a singular focus on cost to reflect the variety of circumstances that may affect low-income students’ decisions to enter college and succeed. As low-income students are more likely to be financially independent, to be first-generation students, to be students of color, and to be parents, they have greater time constraints, less access to relevant postsecondary information, more unmet needs, more health challenges, and a higher likelihood of serious material scarcity.

http://www.ihep.org/guidebook/studentsupports/chapter/four

The Center for Educational Partnerships collaborates with school districts, community-based organizations, community colleges, and four-year institutions to work on multiple initiatives aimed at the ultimate goal of increased student academic achievement and college access. All programs and initiatives are part of holistic strategies for systemic change to enhance the educational opportunities of the families we serve. American Indian Resource Program (AIRP) The American Indian Resource Program (AIRP) in the Center for Educational Partnerships (CFEP) at UC Irvine leverages an array of institutional services to provide flexible support strategies for Tribal students, parents, and communities. The mission of the AIRP at UCI is to assist American Indian, Alaska Native and Indigenous stakeholders by identifying, developing, coordinating, and implementing opportunities and experiences that contribute to students successful completion of degree programs in preparation for leadership roles in their chosen professions. Program Director: Joe Graham, Ph.D 949-824-6502 California State Summer School for Math & Science (COSMOS) The California State Summer School for Mathematics and Science (COSMOS) provides intensive learning and discovery in a four-week high school residential program on the UCI campus taught by UCI faculty and their colleagues in California higher education. The mission is to motivate and encourage talented students in math and science to explore STEM topics and support college and career goals in STEM. Each summer, eight different subject areas are offered to a selective and competitive pool of applicants, including out of state students. Prospective students must apply online and meet eligibility requirements, including strong grades in math and science courses, two recommendations from science/math teachers, official transcripts, well-developed essays focused on interest in math and science, and cluster choice. Program Director : Darlene Boyd 949-824-8927 Early Academic Outreach Program (EAOP) As the University of California’s largest academic preparation program, EAOP helps students in underserved schools prepare for college and the work force by completing all UC and California State University admissions requirement, and apply for college and financial aid. Through a series of collaborative strategies that include Academic Enrichment Programs, Academic Advising, Test Preparation, and Parent Engagement; EAOP is position to develop the next generation of university scholars. Program Director: Ashley Cheri 949-824-2324 Upward Bound Upward Bound provides opportunities for students to succeed in their precollege performance and pursuit of higher education. Upward Bound serves high school students from low-income families and/or students who will be the first in their family to go to college. The goal of Upward Bound is to increase the rate at which participants complete secondary education and enroll in and graduate from institutions of postsecondary education. Upward Bound provides academic advising, after-school tutoring & mentoring, monthly Saturday sessions, college visits, and a summer residential program. The UC Irvine Upward Bound program works with students from Anaheim High School, Katella High School, and Loara High School in the Anaheim Union High School District. Program Director :

http://www.cfep.uci.edu/k-12-student-programs

EEC's programs complement those in the disciplinary research divisions of the Directorate for Engineering. The Center programs support interdisciplinary research that is of a scale that requires the center mode of research and that is relevant to industry. The Education programs address reform in undergraduate engineering education content and pedagogy, while the Human Resources programs support a variety of mechanisms to provide opportunities for those participating in or providing instruction leading to engineering education. EEC programs typically overlap two or more program areas. For example, Centers are involved in education, while Education projects include human resources components. Similarly, Human Resources projects can take place at EEC-funded research centers. Centers Programs EEC's centers promote partnerships among researchers in different disciplines and between industry and universities. They focus on integrated engineered systems and produce technological innovations that strengthen the competitive position of industry. Their graduates are well-rounded, professionally oriented engineers with a global outlook, experience in technological innovation, and the ability to assume leadership roles in industry, academe, and government. Engineering Research Centers (ERC) Program Provides an integrated environment for academe and industry to focus on next-generation advances in complex engineered systems, with synergy among engineering, science, and industrial practices. ERCs integrate research and education at both the graduate and undergraduate levels and produce curriculum innovations derived from the engineering systems research focus of the ERC. ERCs build partnerships with industry, develop shared infrastructure, and increase the capacity of engineering and science graduates to contribute to U.S. competitiveness. Information about individual ERCs, accomplishments, and education and human resources programs is available at: http://www.erc-assoc.org/erc_links.htm. In addition, ERC Program Funds have been used to support the engineering based Nanoscale Science and Engineering Centers (NSEC) and the engineering based Nanoscale Interdisciplinary Research Teams (NIRT). Industry/University Cooperative Research Centers (I/UCRC) Program Develops long-term partnerships among industry, academe, and government. The centers are university-based and catalyzed by a small investment from NSF but are primarily supported by industry members. I/UCRCs are led by faculty who have a strong desire to work with industry and who want to pursue fundamental research agendas recommended by industrial advisory boards. Center research projects are conducted primarily by graduate students; the program thus develops students who know how to conduct industrially relevant research and communicate their findings effectively. Additional information about the IUCRC program is available at: http://www.eng.nsf.gov/iucrc/. Engineering Education Programs Engineering Education Program The Engineering Education Program -- an unsolicited program -- has the goal to increase the quantity and quality of U.S. citizens who earn BS degrees in engineering. We welcome unsolicited proposals from faculty with cutting edge new ideas for undergraduate engineering education improvements. Target Dates for submission of proposals to this program are January 9 and July 9 of each year. Grants for Department-Level Reform of Undergraduate Engineering Education Supports departmental and larger units to reformulate, streamline, and update engineering and engineering technology degree programs; develop new curriculums for emerging engineering disciplines; and meet the emerging workforce and educational needs of U.S. industry. These efforts should increase the relevance of undergraduate engineering curriculum to modern engineering practice and induce an increased proportion of students who enroll to complete engineering degree programs. The deadline for submitting proposals to this program is March 12 of each year. Beyond these programs, the Engineering Research Centers conduct a range of engineering education activities (http://www.erc-assoc.org/educate/programs_index.htm). In addition to EEC’s own programs -- the Division participates in: The Division seeks to increase the number of people pursuing engineering education and engineering careers and the participation of underrepresented minorities, women, and persons with disabilities at every level of the engineering education and workforce enterprise. To address these goals, EEC manages the Directorate for Engineerings involvement in the following programs: Research Experiences for Undergraduates (REU) The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specially designed for the purpose. Each student is associated with a specific research project, where he/she works closely with the faculty and other researchers. REU Supplements may be included in proposals for new or renewal NSF grants or cooperative agreements or as supplements to ongoing NSF-funded projects. REU Sites are based on independent proposals to initiate and conduct undergraduate research participation projects for a number of students. REU Sites projects may be based in a single discipline or academic department or be based on interdisciplinary or multi-department research opportunities with a strong intellectual focus. Research Experiences for Teachers (RET) RET Site Proposals Due October 12, 2004; see NSF 03-554 The Research Experiences for Teachers (RET) program supports the active involvement of K-12 teachers and community college faculty in engineering research in order to bring knowledge of engineering and technological innovation into their classrooms. RET Supplements may be included in proposals for new or renewal NSF Directorate for Engineering (ENG) grants or as supplements to ongoing NSF/ENG funded projects. RET Sites are based on independent proposals to initiate and conduct research participation projects for a number of K-12 teachers and/or community college faculty. Besides these programs, Engineering Research Centers conduct a range of research activities by undergraduates http://www.erc-assoc.org/educate/reuprogram.htm and K-12 teachers and students http://www.erc-assoc.org/showcase/education/gradelevel/precollege.htm. In addition, EEC participates in the following human resources programs: Partnerships for Innovation (PFI) Partnerships for Innovation (PFI) is a National Science Foundation (NSF) program that promotes innovation by bringing together colleges and universities, State and local governments, private sector firms, and nonprofit organizations. These organizations form partnerships that support innovation in their communities by developing the people, tools, and infrastructure needed to connect new scientific discoveries to practical uses. The goals of the PFI program are to:

https://webharvest.gov/peth04/20041016123229/http://www.eng.nsf.gov/eec/programs/index.htm

The Stephen M. Ross School of Business at the University of Michigan believes in building a better world through business by developing leaders with a deep sense of purpose and ideas that generate positive change. The William Davidson Institute is an independent, non-profit research and educational organization guided by its founding principle that thriving businesses drive economic development and improve social welfare in low- and middle-income countries. A partnership between the School of Natural Resources and Environment and the Ross School of Business, the Erb Institute is committed to creating a socially and environmentally sustainable society through the power of business. The Zell Lurie Institute provides access to capital, competitions, entrepreneurial networks, and other means of significant support and resources allowing students to take the knowledge learned in the classroom, and launch a new venture while earning their undergraduate or graduate degree. The Center for Positive Organizations’ mission is to inspire and enable leaders to build high-performing organizations that bring out the best in people. The Tauber Institute for Global Operations’ mission is to empower leaders to solve operations and technology-based challenges through a multidisciplinary, action-oriented education, global industry partnerships, and a dynamic community to create positive impact. NextBillion’s goal is to stimulate discussion, raise awareness and provide a platform for sharing ideas that improve the lives of the poor and reshape entire economies. Serving students across nine academic programs at the Ross School of Business and offering several programs for the entire Michigan student body, the Sanger Leadership Center thrives in providing challenging and transformative experiences that develop students into leaders for business and society.

http://wdi-publishing.com/partners/

These resources include logistical information about traditional academic concerns, such as Graduate School regulations, forms, and general degree requirements, but they also include information about issues that affect the quality of life of graduate students, such as parking and transportation, health insurance, and resources for wellbeing and professional development (including teaching and other opportunities). Academic Resources - Graduate School Academic Forms and Timeline Matrix - Graduate School Catalog - Graduate School Resource Guide - Graduate Student Council – serves as a liaison between graduate students and the Graduate School. - Office of Biomedical Research, Education and Training (BRET) The Academic Life Coach assists Graduate School students and postdoctoral scholars in their academic and professional development during their time at Vanderbilt. This position was created to support students and postdocs through individual coaching and group programming around effective time and stress management, resilience, conflict resolution, navigating academic relationships, and juggling work/life responsibilities. Student Access Services Center If you have a disability and need an accommodation, please contact the Student Access Services Center, 110 21st Avenue South, at (615) 343-9727. English Language Center (ELC) The ELC supports the university’s internationalization, diversity, equity, and inclusion efforts through engaging English for Academic and Professional language instruction and targeted resources for international students, faculty, staff, and scholars who use English as an additional language. Their goal is to help you achieve the most from your Vanderbilt experience by providing innovative, high quality, individualized English-language instruction. The ELC offers a number of free courses, workshops, and 1:1 opportunities. The Office of the University Registrar supports the mission of Vanderbilt University by serving the needs of Vanderbilt’s colleges and schools, the faculty, current and former students, staff, and the general public in accordance with Vanderbilt’s academic policies and procedures. The Office of the University Registrar is committed to providing timely, accurate, and efficient service, and is dedicated to ensuring the integrity, confidentiality, and security of Vanderbilt education records. Wellness and Safety Resources For distress intervention involving the imminent threat of harm or a life endangering situation, please refer to the following resources: Vanderbilt University Police Department (VUPD) Call (615) 421-1911 or 911 for emergencies and (615) 322-2745 for non-emergencies. For distress intervention involving an urgent situation without the imminent threat of harm, please refer to the following resources: The UCC supports the mental health needs of Vanderbilt students, encouraging their work toward their academic and personal goals. Our highly skilled and multidisciplinary staff develop evidence-based treatment plans tailored to each individual’s unique background and needs by working together with students, campus partners, and community providers. The UCC also emphasizes prevention and education through collaboration and consultation focused on the development of the skills and self-awareness needed to excel in a challenging educational environment. We offer culturally responsive services in a safe and affirming space, and are committed to engaging in an ongoing dialogue that provides our team with opportunities to grow in the context of their own cultural identity development.The UCC is committed to understanding the role of diverse experiences and backgrounds in order to best promote mental health and wellbeing in the lives of individuals and in our community. The UCC has recently collaborated with BRET faculty to provide mental health services that are more readily available and designed to seamlessly and effectively meet the needs of biomedical research students. Due to current limitations stemming from the COVID-19 pandemic, the UCC’s BRET Satellite Clinic will be offered Mondays through Thursdays through telehealth (Zoom). Services will be available between 2:00pm and 5:00pm. The Student Care Network is a holistic network of services and resources pertaining to health and wellness available to all Vanderbilt University students. Primary offices include the Office of Student Care Coordination, the University Counseling Center, the Student Health Center, and the Center for Student Wellbeing. Students also have access to a wide range of additional on-campus and community resources through the Student Care Network. Additional Wellness Resources The Center for Student Wellbeing is a central part of Vanderbilt’s Student Care Network – the holistic network of resources and support services available to all students in support of their health and wellness. Support services and programs are available to students, faculty and staff. Covid-19 Health & Safety Protocols Additional University Resources Bishop Joseph Johnson Black Cultural Center The Mission of the Black Cultural Center (BCC) is to enhance the Vanderbilt experience of Black students, faculty, and staff by providing effective programming and resources to address the academic, cultural, well being, and social needs of the community we serve. The BCC is an essential resource for Vanderbilt and the greater Nashville community that seeks to highlight Black history, accomplishments, and culture. Our programs and partnerships promote greater cultural understanding, allyship, and appreciation for equity, diversity, and inclusion. KC Potter Center and the Office for LGBTQI Life Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex Life at Vanderbilt University is a cultural center, a place of affirmation for individuals of all identities, and a resource for information and support about gender and sexuality. LGBTQI Life serves all members of the Vanderbilt community, including students, faculty, staff, and alumni, by creating educational, cultural, and social opportunities. The office also supports and advises LGBTQIA2S+-related campus groups and activities. International Student and Scholar Services International Student & Scholar Services (ISSS) fosters the education and development of non-immigrant students and scholars to enable them to achieve their academic and professional goals and objectives. ISSS provides advice, counseling, and advocacy regarding immigration, cross-cultural, and personal matters. ISSS supports an environment conducive to international education and intercultural awareness via educational, social, and cross cultural programs. Margaret Cunnigim Women’s Center The Margaret Cuninggim Women’s Center is an affirming space for women and for all members of the Vanderbilt community that actively resists sexism and all forms of oppression by providing resources and educational programming. Office of the University Chaplain and Religious Life The Office of the University Chaplain and Religious Life nurtures an inclusive community of communities consisting of diverse religious, spiritual, and secular perspectives, wisdom traditions, and worldviews where all students, faculty, postdoctoral scholars, and staff are invited to experience hospitality, to engage in discovery, and to practice generosity. Exhaustive list of resources of all students. Graduate students may participate in the multitude of student organizations supported through Dean of Students Office.

https://medschool.vanderbilt.edu/epi-phd/resources/

The Stephen M. Ross School of Business at the University of Michigan believes in building a better world through business by developing leaders with a deep sense of purpose and ideas that generate positive change. The William Davidson Institute is an independent, non-profit research and educational organization guided by its founding principle that thriving businesses drive economic development and improve social welfare in low- and middle-income countries. The Zell Lurie Institute provides access to capital, competitions, entrepreneurial networks, and other means of significant support and resources allowing students to take the knowledge learned in the classroom, and launch a new venture while earning their undergraduate or graduate degree. The Center for Positive Organizations’ mission is to inspire and enable leaders to build high-performing organizations that bring out the best in people. The Tauber Institute for Global Operations’ mission is to empower leaders to solve operations and technology-based challenges through a multidisciplinary, action-oriented education, global industry partnerships, and a dynamic community to create positive impact. NextBillion’s goal is to stimulate discussion, raise awareness and provide a platform for sharing ideas that improve the lives of the poor and reshape entire economies. Serving students across nine academic programs at the Ross School of Business and offering several programs for the entire Michigan student body, the Sanger Leadership Center thrives in providing challenging and transformative experiences that develop students into leaders for business and society.

https://staging.wdi-publishing.com/partners/

Tacoma Community College has served the community since 1965. More than 500,000 students have earned their associate’s degree to transfer to a four-year university or professional-technical certificate to embark on a new career. Others have come to TCC to learn English, get high school and college credentials or start fresh. Many of our students are adult learners, or people who seek a better life and career through a college education. At TCC, our doors are always open and accessible to anyone who wishes to learn. Much has changed since we opened the first college building in 1965. But our spirit has remained the same. At TCC, we are welcoming, supportive and committed to student success. This spirit is an important piece of us that continues to lead us into the future. Our New Strategic Plan The 2020-2025 Strategic Plan will be TCC’s guide on how we will forge a strong future for our students and community. A culmination of a year’s journey, students, staff and faculty came together in focus groups, a “Future Summit,” and work sessions to dream up ideas about what TCC can become in the next five years. This was a highly collaborative effort, where people from all disciplines and departments offered their voices, ideas and opinions, through a collective and intentional process. This strategic plan is meant to have real impact on our college community. We developed the Core Themes, Goals, Objectives and Action Plans to not only drive our new mission and vision, but to improve TCC and position it well for the future. The Student Experience Statement emphasizes TCC’s most important audience: Our students. And our new Values are the heart and soul of what we do. Our plan is exciting, fresh and new. It will set the agenda for TCC for the next five years as we build upon six decades of excellence of quality higher education. Mission As the community’s college, we create meaningful learning, advance equity, and strengthen student and community success. Vision We are a premier community college where all students, faculty, staff, and community members are welcomed, appreciated, and valued. We engage students where they are, leading to equitable opportunities for success in learning, life and work. We foster vibrant, productive partnerships that benefit our students and strengthen our community. Values Student Experience Statement Tacoma Community College aims to provide a quality education exemplified by a transformative student experience. That student experience is characterized by: - an academically rigorous and relevant education that fosters a love of learning and personal growth; - a sense of belonging created through meaningful relationships with faculty and staff who reflect the diversity of the student body; - personalized and accessible support services that meet the individual needs of each student; and - clearly defined pathways to completion, transfer, and career placement. Tacoma Community College faculty, staff, and administration support this experience with: - an inclusive and welcoming community dedicated to equitable educational outcomes for all students; - a student-ready institution equipped to serve all learners; - an ongoing commitment to eliminating barriers to student success; and - a culture reflecting compassion, respect, and continuous improvement in service of the local community. Core Theme 1: Advancing Equity, Diversity and Inclusion We empower students, faculty, and staff through equitable access to opportunities, knowledge, and resources. Goal 1: We are committed to equity, diversity, and inclusion by ensuring that our campus reflects our community. Objectives: - Increase and foster the diversity of our students, staff, and faculty. - Celebrate and engage those who work and learn on our campus as well as those who live in our community. - Implement best practices that advance institutional equity, diversity, and inclusion. Goal 2: We promote institutional responsibility, awareness, and direct action to dismantle systems of oppression. Objectives: - Develop a shared understanding and common language that reflects our commitment to highlighting, disrupting, and ending systems of oppression. - Promote intercultural engagement and reduce inequity and segregation among students, staff, and faculty, particularly those from historically marginalized groups. Core Theme 2: Cultivating Exceptional Learning We encourage and challenge students to excel in a supportive teaching and learning environment. Goal 1: We provide coherent pathways from college entry to completion, transfer, and employment. Objectives: - Create consistent curriculum and pathway maps to ensure students begin and complete their coursework. - Build healthy and sustainable program and course offerings that meet the needs of our students and community. Goal 2: Our faculty and staff strive for teaching and learning excellence. Objectives: - Review and revise curriculum, instructional, and institutional practices to optimize student success. - Monitor academic progress to inform scheduling and advising policies and practices. - Develop intentional outcomes, assessment, and curriculum design. - Incorporate culturally relevant and inclusive instructional practices that allow students to see themselves represented across the curriculum. Goal 3: We offer students relevant and timely resources to support their needs. Objectives: - Develop and expand nonacademic resources such as housing, child care, nourishment and emergency assistance. - Ensure that employees are informed of available resources for students both on and off campus. - Create a communication system that allows students to receive the support they need when and how they need it. Goal 4: Students have equitable access to onboarding, career cluster and specialization, technology, course materials, and advising information. Objectives: - Provide a comprehensive student services experience for current and prospective students accessing college information in person or online. - Develop a student support model that focuses on engagement and excellence in service. - Develop a student advising model that allows students to obtain accurate and timely information. - Increase access to technology and course materials. Core Theme 3: Strengthening Community Partnerships The College and the community thrive from intentionally sustained community partnerships Goal 1: We establish and enhance partnerships that promote student success. Objectives: - Develop partnerships that allow for student career exploration. - Support partnerships with local school districts, community organizations, and other agencies to improve pathways into our school. - Strengthen partnerships with employers and four-year institutions. Goal 2: We provide the necessary training and education that our community needs. Objectives: - Establish ourselves as the first-choice option for post-secondary education to local high school students. - Provide first-rate educational opportunities for community members who are unemployed, underemployed, or can benefit from a post-secondary education. Goal 3: Students experience equitable work-based learning and employment opportunities on and off campus. Objectives: - Become known among employers as the college of choice for employees and future leaders. - Create a sustainable model of work-based learning to continually advance a future career-ready population. Goal 4: The College and the community thrive through established local and global partnerships. Objectives: - Create a centralized community partnership development system. - Establish our institution as an innovative regional center for the arts, athletics, cultural events, and civic engagement. - Promote academic and student services to local and global partners. Core Theme 4: Enhancing Institutional Vitality We build toward a sustainable future by anticipating and meeting the needs of our community. Goal 1: We sustain and support current and new initiatives. Objectives: - Promote a culture of innovation and entrepreneurship. - Develop educational opportunities to support underserved communities. - Create a fundraising campaign focused on the needs of the College and its students. - Implement a comprehensive strategic enrollment management plan. Goal 2: We promote sustainable practices. Objectives: - Strengthen environmental sustainability practices. - Ensure faculty, staff, and students make best use of current resources. Our Team Chairs:

https://www.tacomacc.edu/about/strategicplan/strategicplan

Appendix I: Supplemental Strategic Actions in Support of the Strategic Objectives Six subcommittees of the Strategic Planning Committee (SPC) were established to develop specific actions that Maritime College might undertake to achieve each of the objectives identified for each goal. A steering committee of the SPC was also established to review all of the actions developed by the six subcommittees, identify overlaps and narrow down the number of actions to the three to five they felt were most important for each objective. This resulted in over 50 actions that the plan would commit the College to undertake. In subsequent discussions, the SPC agreed that it would be preferable to examine the actions further and identify one action for each objective, combining where necessary the elements of several actions. The steering committee took this step to create the draft that is now the College strategic plan. However, the SPC also agreed that it would be important to retain the full list of prioritized actions developed by the subcommittees as a resource for those individuals and groups who would be involved in implementing the strategic plan. This supplement represents that archive. It is organized, like the strategic plan, into strategic goals and objectives. The three to five actions selected by the steering committee for each objective are provided in full. A Objective: Provide rigorous, high-quality, and relevant curricula and academic programs across the College Actions 1. Enhance and support faculty driven assessment processes Conduct a comprehensive review of the College Assessment Plan, and create a structured and sustained assessment process to evaluate student learning using multiple, evidence-based measures. 2. Identify competencies that can be applied across the curricula and course levels of every program Such competencies may include: leadership, teamwork, ethics, communication, information literacy, technology/digitization, multicultural awareness, and critical thinking. These skills will ensure our students develop the adaptability they will need for postgraduate study, career advancement, and to confront future workplace changes. 3. Conduct a comprehensive review of each academic program Ensure that all programs provide an appropriate balance of subject-area knowledge, skills, and experiential learning opportunities. Exposure to these three elements will prepare our students for rigorous postgraduate study and a broad range of potential careers, and will help them develop a desire for lifelong learning. 4. Enhance the roles and activities of our industry advisory boards Develop a consistent structure for the boards and a clear articulation of their expected roles in order to take best advantage of the professional expertise of board members and thereby ensure that our curricula remain cutting edge and relevant. 5. Promote a climate of critical inquiry and intellectual discourse Supplement traditional classroom learning with a rich menu of conferences, symposia, lecture series, and workshops that allow students to engage, in classrooms and co-curricular activities, with diverse public figures, intellectuals, and industry thought leaders. B Objective: Develop programs of national and international distinction Actions 1. Expand and strengthen undergraduate and graduate degrees into premier programs Conduct a comprehensive review of our academic portfolio to identify existing programs of distinction and develop new programs that have the potential for national and international recognition. 2. Create relevant and innovative new graduate and undergraduate programs in a manner that allows them to be implemented quickly Create new minors, certificates, licenses, tracks, and micro-credentials that can be introduced and modified quickly and have the potential to become premier programs. Such programs will allow us to enrich the options for students and the professional community. 3. Expand Maritime College’s unique educational programs to a wider audience of students Deliver programs in a variety of formats (e.g., online, hybrid, etc.) and schedules (e.g., evening/weekend; intensives; summer terms, and the like) in order to attract new students. C Objective: Elevate applied-learning experiences to new levels Actions 1. Provide more varied and in-depth professional experiential learning opportunities Expand the number and quality of professional development options for students in both regimental and civilian programs by: - Increasing the size of our Cadet Shipping Program - Creating the position of internship coordinator to work with companies, faculty and students to both grow the number of internship opportunities and make them more accessible for students - Increase opportunities for students to participate in international student exchange and study abroad programs - Conduct a thorough and fundamental review of the license programming, both on campus and on board the training ship to ensure the maximum effectiveness of these programs 2. Encourage and support meaningful student research opportunities Increase student exposure to cutting-edge scholarship and research by creating incentives for faculty to engage students in faculty research projects and/or oversee independent student research. One such incentive would be the provision to faculty of greater research support for projects that involve students. 3. Increase the impact of community service and civic engagement by linking these experiences to classroom teaching and learning Increase, document and assess service-learning opportunities for students, encourage their involvement in communities outside the campus, and link these experiences to classroom and applied-learning experiences. 4. Evaluate all applied learning experiences against SUNY’s Applied Learning Criteria SUNY specifies five criteria by which applied-learning experiences should be measured. - Be structured, intentional and authentic - Require preparation, orientation and training - Include monitoring and continuous improvement - Require structured reflection and acknowledgment - Be assessed and evaluated A Objective: Develop a diverse and consistently high-quality faculty, deeply engaged in and across their disciplines Actions 1. Recruit and hire high quality faculty Create a strategic faculty recruitment and hiring plan that defines clearly desired faculty characteristics and provides strategies for attracting talented faculty. Evaluate current search policies and practices for improvements and establish a robust training program for search committees. 2. Develop and retain talented faculty Invest in support and mentorship for new faculty, including training to help develop potential mentors. Maintain consistent, pertinent, and predictable expectations for promotion and tenure and a structured process for documenting successes. Increase opportunities and incentives for ongoing faculty development (including non-tenured faculty). 3. Periodically benchmark faculty salary levels Compare Maritime College faculty salaries to appropriate peer institutions on a regular basis, taking into account the cost of living in the metropolitan area, to ensure the College’s ability to attract and retain the very best talent. B Objective: Cultivate a faculty of scholar-teachers for whom research and teaching are mutually reinforcing Actions 1. Identify the forms of scholarship most suited to Maritime College Develop a College-wide ethos of scholarship by providing engagement for undergraduates and master’s- level students in academically rigorous forms of research and connecting student and faculty research to teaching and learning. 2. Facilitate faculty creativity, innovation, and entrepreneurship Draw on our faculty’s creative, intellectual spirit to encourage interdisciplinary approaches to teaching and research. Help faculty extend the impact of their research and scholarship by identifying external partners interested in working with faculty to accelerate the translation and commercialization of ideas. 3. Incentivize scholarship Catalyze innovative scholarship by offering grant support; working with the SUNY Research Foundation; providing facilities and equipment, other resources, and release time for research and scholarship. 4. Facilitate, promote and celebrate student involvement in faculty scholarly activity Identify and support a variety of ways for faculty to introduce their scholarship to students and engage them as active participants both in and outside the classroom. C Objective : Empower active, multifaceted faculty engagement with the maritime and other industries Actions 1. Expand the available venues and formats for faculty-industry interaction Create such forums as on-campus conferences and symposia, and faculty participation in industry association panels. Provide support for faculty to attend industry events. 2. Promote relevant Maritime College expertise and research in industry circles We will identify faculty expertise and develop with industry representatives mechanisms for sharing this expertise with industry in useful ways with the goal of identifying both current faculty work that bears on industry needs and problems in industry that might steer future faculty research. 3. Encourage faculty engagement with industry Support faculty participation on industry professional boards and committees. Create incentives and opportunities, including a well-articulated faculty sabbatical policy that increases participation in sabbaticals. Create an observer role for licensure faculty on ships that will help them keep current on immediate shipboard challenges facing the industry. A Objective: Deepen and enrich the College’s relationship with industry and government partners Actions 1. Leverage the College's unique mission and location Proximity to the New York metropolitan area’s maritime, transportation, financial, technology, construction, and energy industries, among others, provides Maritime College an exceptional opportunity to explore new joint program and experiential learning possibilities, engage visiting “expert” instructors, and sponsor conferences, symposia, and industry panels. 2. Become the maritime industry's go-to resource for research, analysis and new thinking Convene groups of faculty and maritime industry representatives to explore challenges facing the industry and identify relevant faculty expertise. Create the appropriate structures (e.g. centers, institutes, etc.) to ensure ongoing collaboration between industry and our faculty on an ongoing basis. 2. Increase continuing professional education opportunities Work with Maritime College alumni and representatives of various industries to identify key professional development needs and consider how the College might address these for its own alumni and other professionals in these industries. B Objective: Strengthen alumni engagement Actions 1. Establish a strong collaborative relationship with the Alumni Association, as well as alumni at large Develop the support structure for appropriate engagement between the Alumni Association and College. 2. Expand the number and types of opportunities for alumni engagement Develop a robust menu of ways in which alumni of various ages and stages of life can engage with the College (e.g. industry advisory boards, assistance with student recruitment, career mentoring, guest lecturing and similar activities). 3. Build students' lifelong affinity with the College Increase opportunities for interaction between Maritime College alumni and students. Involve students throughout their College years in activities sponsored by the Office of University Relations and the Alumni Association. C Objective: Build strong and mutually beneficial relationships with educational partners Actions 1. Increase joint programs and collaborations with SUNY institutions, research facilities, and other colleges and universities Such partnerships will allow the College to expand the academic, research, co-curricular, and career opportunities for Maritime College faculty, staff, and students beyond what we can provide as a single institution. 2. Expand partnerships with secondary schools The growing number of maritime-focused schools across the nation provides Maritime College an opportunity to identify and attract well-prepared students with an affinity for the specific educational program the College offers. By working with selected Bronx secondary schools to increase recognition and knowledge about the college, we can also identify well-prepared students, increase student diversity, broaden interest in maritime and related careers, and ensure stable enrollments. A Objective: Cultivate a visible culture of respect, civility, and inclusion among students, faculty and staff Actions 1. Ensure our campus is inclusive of all - Review all college policies and activities for implicit bias, cultural sensitivity, and inclusion of populations that have been overlooked in the past - Ensure that the College conveys the value we place on diversity in its messages and actions across all facets of the college - Determine how Maritime College can be more culturally sensitive in such activities as food menus and holiday celebrations, and how we can foster inclusiveness through actions such as the design of facilities 2. Institutionalize a culture of respect, civility, and safety Create an inclusive, welcoming, supportive ethos through actions such as: enhancing Title IX diversity, bias, and anti-harassment education programs; increasing student, faculty and staff participation in ongoing diversity and inclusiveness training; and developing a campus campaign to encourage reporting of bias incidents and harassment, encourage bystander intervention, and increase visibility of allies. 3. Imbed diversity and inclusion into our curriculum Help our students develop a sense of the history, significance, importance, and value of diversity and inclusiveness through such actions as: increasing the number of non-Western civilization and foreign language courses offered; including multi-cultural topics in appropriate courses; and adding sections on respect, civility, and inclusion to syllabi. B Objective: Build a diverse faculty and staff Actions 1. Actively recruit a diverse faculty and staff Utilize tested approaches to increase the diversity of applicant pools for faculty and staff searches. Engage candidates with the Maritime College community in ways that will increase their likelihood of accepting our offers of employment. 2. Cultivate and retain diverse talent Connect new hires, as well as current members of underrepresented groups, to faculty and staff of similar backgrounds. Increase the diversity of employees participating in campus-wide special projects and key committees. Develop mentorship programs that provide support for new faculty and staff. C Objective: Attract and retain highly qualified students of diverse races, ethnicities, genders, and socioeconomic backgrounds Actions 1. Promote programs that connect diverse underrepresented students to the Maritime College campus Establish partnerships with local communities, middle schools, high schools, community-based organizations, and community colleges that bring prospective students to campus. Expand programs for middle and high school students and educators that encourage college preparedness. 2. Create a holistic admission review process for applicants from underrepresented groups Evaluate applicants across a range of criteria that studies have demonstrated lead to student success in college. 3. Establish a support program to improve the retention of students from traditionally underrepresented and underserved groups Such a program will provide an environment where students can feel a sense of support and belonging and will help them develop meaningful supportive relationships with mentors, advisors, peers, faculty and staff. A Objective: Embrace a holistic approach to student development Actions 1. Establish a student center and strengthen student-life programming By constructing a true student center we will showcase the College’s diverse populations, activities, and interests while providing a welcoming space for students to engage with one another and make the College their own. We will also foster the growth and enhancement of student-life programming and student clubs, organizations, and activities that promote a diverse and inclusive campus community. 2. Implement an advising center for students and faculty To support the diverse programs and services necessary for student success, Maritime College will establish an advising center for students. In collaboration with the Academic Success Center and Center for Teaching Excellence, the Advising Center will provide support to students and faculty in the areas of course selection, major exploration, academic coaching, registration assistance, mentorship programming, and career guidance. 3. Increase residential life programming Housing and Residential Life will collaborate with Student Affairs, the Regiment, faculty, and other areas to help build additional student engagement into the residence halls, including such components as living- learning communities and social events focused on bringing students together. 4. Build a more student centered campus environment Identify the current service levels of all campus student administrative, educational, and student support services. Revise policies and processes to provide a higher level of customer service and satisfaction. Develop a set of desired outcomes and an assessment plan for academic, educational, and student support services. B Objective: Enable the highest levels of student success at Maritime College and beyond Actions 1. Improve and promote educational and student support services Develop comprehensive student educational support services, including: critical academic-progress milestones, desired course and program outcomes, a system for early identification of at-risk students, and appropriate intervention strategies. Work with faculty and students to ensure their understanding of the role of these services and how to access and use them. 2. Develop a comprehensive leadership program available to all students Expand leadership development opportunities, and promote their benefits to all students, regardless of their programs or career plans. Develop, implement and assess formal programming on leadership and ethical decision making available to all students. Conduct a fundamental review of regimental structure and organization in order to maximize opportunities for leadership and teamwork. 3. Increase and diversify career preparation for jobs of the future Enhance the College’s career services to provide a broad array of resources and programming in the practical elements of career exploration (e.g., job search, letter and resume writing, interview preparation, and the like). At the same time, promote the “soft skills” such as written and oral communication that are needed for professional success. Work with faculty and staff across the College to incorporate them into students’ academic and co-curricular experiences. A Objective: Enhance our learning platforms Actions 1. Continue advocacy efforts to replace the Training Ship Empire State VI and acquire a second small vessel for research and training While efforts to obtain a replacement for the Empire State are out of the College’s hands—as a matter of congressional allocation and funding—Maritime College will continue its strenuous efforts to advocate for a replacement ship. In addition, the College will seek to obtain a second, smaller vessel to provide applied learning and research opportunities for students in the Marine Environmental Science program and additional small-boat-handling opportunities for deck license students. 2. Develop a technology enhancement plan Such a plan will: identify Maritime College’s most pressing technology infrastructure needs and establish an appropriate level of investment; delineate opportunities to enhance the integration of technology into instruction through increased faculty development; and improve the long-term sustainability and efficiency of our information technology facilities and networks. 3. Develop a College environmental sustainability plan Incorporate sustainable living practices that reduce Maritime College’s carbon footprint and build a College-wide culture of environmental care. The sustainability plan will create strategies addressing greater efficiency of operations and buildings, reduced greenhouse gas emissions, sustainable sourcing of food and dining operations, recycling programs, storm water management, and utility consumption reduction. 4. Better connect the College to the New York metropolitan area Explore improvements and expansion of transportation options, including such possibilities as obtaining a new ferry stop at Maritime College on the New York City’s East River ferry system (or the creation of a new student-operated ferry system); a shuttle service from campus to area bus, train, subway, and airport connections; and additional parking opportunities on and off campus. B Objective: Build and promote an identity that increases the College’s visibility, recognition, and reputation Actions 1. Develop a comprehensive and coordinated marketing and communications plan The goals of such a plan will be to promote and enhance Maritime College’s reputation and distinctive educational program; convey the College’s achievements to alumni and increase their connection with the College; and increase public understanding of Maritime College’s role in preparing students for careers that strengthen the nation’s infrastructure and economy. 2. Conduct an extensive rebranding effort Maritime College is an institution that must communicate its unique mission and place in higher education. As the College positions itself for the future, it should tell its story in a strategic, succinct and unified way, with a clear brand identity and cohesive messaging and visuals. C Objective: Strengthen the College’s financial foundation Actions 1. Leverage external partnerships for financial sponsorship Expand the College’s relationships with philanthropic organizations, government agencies, and industry funders. Identify and successfully pursue grant opportunities. 2. Increase development activity Expand the number and frequency of development activities and their results. This will include greater involvement of students, faculty, alumni, and staff on in efforts to engage alumni and other philanthropically inclined organizations and individuals. 3. Establish a SUNY Maritime College Foundation The Foundation will, among other things, undertake a capital fundraising campaign to be completed at College’s 150th Anniversary in 2024. 4. Increase grant activity, support and linkage to the SUNY Research Foundation The College will enhance grants support services to assist faculty and administrators identify external funding sources (i.e. foundations, corporations, and government agencies); prepare and submit grant requests; and manage grant execution and oversight. 5. Prepare a sustainable long-range financial plan Such a plan should align with this Strategic Plan and identify specific strategies to increase and diversify the College’s operating income, create new revenue generating programs, project anticipated tuition increases, improve operational efficiency, and streamline administrative processes and procedures.

https://www.sunymaritime.edu/about/strategic-planning/appendix-1-supplemental-strategic-actions

Salem State University was established in 1854 as Salem Normal School. In 1932 the institution was renamed Salem Teachers College, and from 1968 to 2010 it was known as Salem State College. As of 2013, Salem State enrolled 7,664 undergraduate and 1,637 graduate, full- and part-time students. Salem State's mission is to provide a high quality, student-centered education that prepares a diverse community of learners to contribute responsibly and creatively to a global society, and serve as a resource to advance the region's cultural, social and economic development.The university offers Bachelor and Masters Degrees in the Arts and Sciences, Masters of Business Administration, and Post Masters Certificates in more than 40 academic disciplines. In addition, the university also offers Continuing Education courses for credit and non-credit. Salem State University opened a Center for The Holocaust, Genocide Studies plus an interdisciplinary program of research, education and community outreach. Under the agreement, archival material from the Peabody center, which includes video interviews with more than 100 Holocaust survivors and a number of artifacts, will move to Salem State University. Cummings Foundation provided $100,000 in 2012 to establish the Center and committed an additional $1 million in 2014 for its ongoing operation. Career services is here to guide you from your first day on campus through your entire professional life. We're here to help with everything from career exploration to resume-building, finding and internship, interviewing skills and so much more. In addition to working one-on-one with students and alumni, we partner with local, regional and national organizations who are eager to hire Salem State Vikings. Let us help you find a career path you're passionate about and a great company to begin your professional life. The Global Student Satisfaction Awards empower students across the globe to determine the best universities of 2019. By rating institutions on a scale from 1 to 5, on multiple studies-related questions, we found the top educators in the world.Learn more about the Global Student Satisfaction Awards Did you know that you can directly apply to available Masters from our selected selected Application Partners in United States? Read more, or check the complete list of programmes to apply for right now. From help with your classwork to your physical and emotional well-being to planning for your future, Salem State's support services are here to help you have the best experience possible. The Center for Academic Excellence (CAE) helps students achieve academic success by providing a variety of academic services, including: advising, tutoring, mentoring, supplemental instruction, reading and test-taking strategies, and collaborating with other departments to ensure that students have the appropriate academic supports to be successful at Salem State. Your first year at Salem State University is an opportunity to explore, learn and grow. The first year experience office (FYE) is here to ensure that you have access to the resources and support you will need to successfully navigate the transition from high school to university life.There's always something happening in your residence hall lounge, at the Ellison Campus Center, the Mainstage Theatre, the O'Keefe Center, and more. When students are asked what they remember most about living on campus, the first thing they say is, "my friends". Living in a residence hall allows you to meet people who are different from you and develop life-long friendships. The library provides one-on-one assistance, instruction sessions, and workshops designed to teach information competencies to students, faculty and staff. To meet with a librarian or schedule an instruction session for your class, contact a Reference and Instruction Librarian. Counseling and health services is staffed by nurse practitioners, a part-time doctor, psychologists, licensed mental health counselors, post-doctoral fellows and advance graduate interns. Health services offers medical care, consultation on health-related issues, health promotion programs, and referrals and collaborations with area providers and primary care physicians. The Salem State University Department of Athletics and Recreation serves the intercollegiate and recreational needs of the Salem State University community by providing a variety of athletic, recreational, social and educational programs. Salem State University Athletics is proud to be affiliated with the following intercollegiate athletic conferences: Accounting AssociationEncourages professional interest among students preparing for careers in accounting. African Student UnionUnites African students and raises awareness of African issues, culture and values. The AllianceOffers opportunities to meet, support and plan events for gay, lesbian, bisexual, transgender students and their straight supporters. ALPFA Through our numerous partnerships and sponsors with large corporations, organizations and financial firms firms, varying across various industries and fields, we connect a global network of almost one million passionate Latino Leaders to career, networking and professional opportunities. Salem State University is accredited by the New England Association of Schools and Colleges, Inc. (NEASC), a non-governmental, nationally recognized organization whose affiliated institutions include elementary schools through collegiate institutions offering post-graduate instruction. Together with the ISIC Association and British Council IELTS, Studyportals offers you the chance to receive up to £10000 to expand your horizon and study abroad. We want to ultimately encourage you to study abroad in order to experience and explore new countries, cultures and languages. It was a great experience studying in SSU. Wicked friendly, helpful, understanding and cooperative teaching staffs. Being an international student from Nepal and studying abroad, I never felt away from home. SSU has very diverse population of student from all over the world.

https://www.mastersportal.com/universities/16870/salem-state-university.html

As a group, DOERS3 members believe in supporting student success through the implementation of affordable, openly-licensed alternatives to high-priced, traditionally-copyrighted, instructional materials. We recognize that the choice of instructional materials remains the purview of the faculty; with OER becoming an increasingly viable option when preparing relevant and engaging course materials. The following principles guide the Collaborative’s work and the efforts of the statewide/provincewide OER initiatives that make up its members. As part of the Collaborative, members endeavor to: ● Develop a clear statewide/provincewide rationale for adopting and scaling OER as an integral component of student success; ● Share learning, tools, and resources within the Collaborative and with higher education organizations and the broader OER community as appropriate; ● Collaborate in cross-state/province projects to advance research, policy, accessibility, and quality; ● Require all newly created OER supported by OER-designated public funds to be openly licensed, easily discoverable, and fully accessible and encourage affiliated institutions, systems and organizations to do the same; ● At the state/province level, engage with OER service providers that provide products that are fully accessible, provide day-one access, allow students to retain content, and make content openly and freely available outside of their platforms and encourage affiliated institutions within their statewide/provincewide initiatives to do the same; ● Drive OER innovation to enhance the higher education ecosystem by: ○ Identifying gaps and coordinating the development of new content ○ Ensuring discoverability ○ Informing development of platforms and analytics ○ Developing partnerships with OER vendors and service providers ● Inform institution, system, state/province, and federal policy with respect to the implementation and use of OER. For the purposes of this Collaborative, Open Educational Resources (OER) are defined as instructional materials that are fully accessible and reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge (adapted from the Hewlett Foundation definition of OER). Fully accessible refers to the practice of designing learning materials that can be navigated and understood by all users, including those who have visual, auditory, motor, or cognitive disabilities (adapted from the National Federation of the Blind and the Rouse and Souza definitions of accessibility).

https://at.usnh.edu/news/2019/09/driving-oer-sustainability-student-success-doers3

Our purpose is to occupy the horizons of knowledge, to extend them, and to ask bold questions that drive exploration forward. We strive to practice and teach learning and discovery as ways of being that enrich lives, solve problems, extend opportunity, and create a better world. Integrative Values At the inception of the new College of Arts and Sciences, we call attention to values that we share broadly. Recognition of these shared values can provide a first step, helping to focus our joint efforts in pursuit of our vision. Inquiry: Exploration is the foundation of our shared creative, scholarly, research, and educational efforts. Our inquiries are diverse, reflecting the great span of intellectual and creative interests in the College of Arts and Sciences, and they all result in products that enhance our world and our understanding of it. Education and the Promotion of Broad Understanding: Building on the finest traditions of the American public research university, our teaching is informed by our research and creative endeavors, the histories of thought in which they are based, and the challenges of our time. Our interdependent commitments to inquiry and instruction, across the range of human knowledge, are critical to the depth, breadth, and quality of our students’ educations. Addressing Human and Global Conditions: A wide range of research and scholarship in the college coalesces around the enduring issues of sustainability, health, and security as applied to people and other life, sociocultural systems, and natural environments. Through our artistic, humanistic, and scientific inventions, we contribute to solving the problems that confront us at local to planetary scales. Outreach and Service: Service and outreach that extend beyond the University are central to the land-grant mission of WSU. The faculty, staff, and students of the college serve local and regional communities as well as the nation and the world by applying our scholarly and creative work to practical needs, participation in professional societies and other organizations, service to governmental and nongovernmental agencies, the dissemination of scholarly and presentation of creative products, through the outreach of museums and institutes, and many other avenues. Diversity, Equity, and Ethical Behavior: Both human and intellectual diversity are essential to encompass and meet the wide-ranging challenges presented by the contemporary world. The college and its units are committed to increasing the diversity of faculty, staff, and students and to creating an equitable environment that promotes the success of all of these individuals. This success is contingent upon adherence by all members of the college to the highest standards of ethical behavior in their interpersonal interactions and educational and professional endeavors. Vision This vision offers a guide to realizing our shared values. To be useful, vision aspirations must be addressed by the leadership and community of the College of Arts and Sciences in planning and decision-making. To be practical, vision aspirations need implementation strategies, and we end this section with recommendations that will help us to achieve our objectives. To be successful, vision aspirations must evolve as objectives are achieved, opportunities change, and new problems arise. Research, Creativity, and Scholarly Productivity - The college will enhance its local, national, and international recognition for research and creative excellence as it leads WSU to the front ranks of research universities. - Research efforts of the college will be integral to and play a major role in furthering the strategic initiatives of WSU. - With research, creativity, and scholarly production as a central focus, the college must improve its infrastructure and resources and adopt policies to expand research, creative, and scholarly achievements. - Faculty will engage undergraduate, graduate, and postdoctoral students in advanced research and artistic creativity that drive the frontiers of contemporary knowledge. - The college will increase its role in solving important societal problems by helping bridge basic and applied research and by making our creative and scholarly works broadly accessible. - The college will lead WSU in multidisciplinary research and artistic creativity by substantially strengthening interactions among disciplines within the college and with other academic units, centers, and programs across WSU campuses and by reaching out to forge links with other universities and research institutions across the globe. Education - The learning environment of the college will be based upon inquiry and will foster critical thinking, acquisition of essential skills and knowledge, and ability to communicate effectively. - Through its commitment to general education, the college will foster breadth of understanding, multiple literacies, appreciation of diverse ways of knowing, and the basis of informed citizenship. - The college aims to prepare undergraduate majors in disciplinary majors and interdisciplinary programs for nationally and internationally competitive professional careers. - The college will train graduate and post-graduate students for international leadership in cutting-edge, interdisciplinary research and artistic creativity. Service - The college aspires to be a university leader in public outreach and development of policies that offer sustainability, security, and health in a changing world. - The ongoing development of institutes, museums, and departmental outreach that facilitate communication of scholarly and artistic work to the public in Washington and beyond will be a priority. - The college will advance the core facilities and institutional resources that contribute to the shared mission of WSU. - Through encouraging faculty service and leadership in our communities, professional societies, funding agencies, review panels, editorial boards, and governmental and nongovernmental organizations, the college will foster the arts, humanities, and sciences across Washington, the nation, and the world. Community - The college will pursue creative recruitment and retention efforts to improve the diversity of the faculty, staff, and student body. - To improve equity, morale, and outcomes, the college will work to formalize faculty, staff, and student participation in decision-making and governance. - Broad-based involvement of the college’s community in its strategic planning, new initiatives, and performance evaluation will be essential to achieve buy-in from stakeholders both inside of the college and outside of it. - Members of the college community will be fully integrated in planning and implementing the strategic goals of WSU. - The college will promote free and open communications centered in mutual respect among administrators, faculty, staff, and students. - The college will provide a supportive environment that promotes excellence in achievement through equitable treatment of individuals and access to and fair distribution of resources. Key Efforts to Achieve Our Vision - We must emphasize outreach and effective communications about our mission and accomplishments to promote the visibility of the College of Arts and Sciences. This will reinforce our centrality to the mission of the University, help to recruit students and faculty, secure additional funding support, and establish the collaborations and partnerships vital to realizing our vision. - The college must be introspective but also flexible and responsive to established and emerging opportunities, novel uses of our resources, and innovative paths of creative activity. The physical, financial, and technical resources of the college, including its administrators, faculty, and staff, must be energized toward effective and efficient achievement of its goals. - In order to achieve our vision, resources must be not only increased but also strategically, effectively, and fairly deployed. Administrators, faculty, and staff must be entrepreneurial to diversify and strengthen revenue streams. Our college and its academic units must augment resources from the University by actively seeking external grant support and by soliciting support via philanthropy. - The strengths of the diverse disciplines in the college can be bolstered substantially by hiring new faculty with strong, focused research or artistic programs that are also interdisciplinary and collaborative, by vigorously fostering national and international collaborations, and by pursuing opportunities to promote multidisciplinary education and training. - Our vision for education and training within disciplines includes outstanding instruction for introductory core and nonmajors courses and an increased commitment to upper-division and graduate courses. Ongoing critical evaluation of curricular goals, teaching arrangements, and instructional methods will be essential for achieving our objectives. - We must strategically strengthen graduate programs, especially by promoting inter- and multidisciplinary efforts that serve to train students in ideas at the frontiers of knowledge and creativity. This strengthening must be augmented by funding approaches that allow for more effective recruitment of the best students and provide more competitive stipends. - The college must be more active in promoting diversity among its faculty, staff, and students and incorporating diverse perspectives and broad participation in leadership and decision-making. - Leadership of the college must engage the faculty broadly and extensively in decision-making and strategic planning to improve participation of stakeholders, to develop a sense of shared ownership, to enhance morale, and to improve outcomes if the college is to be successful. - Initiatives to enhance college productivity, prominence, and success in research, scholarship, and creativity must emerge from collaborative processes between faculty and leadership.

https://cas.wsu.edu/welcome/vision/

Listar por tema "adolescent" Mostrando ítems 1-7 de 7 - An Updated Review of the Epidemiology of Swimming Injuries (John Wiley and Sons Inc, 2021)Objective: To carry out a systematic review to update the scientific evidence on the incidence and prevalence of injuries in the swimming discipline, as well as the location, type, and mechanism of the injuries, and to ... - Entrenamiento de la fuerza explosiva en jugadores de fútbol juvenil (Journal of Sport and Health Research, 2017)Objetivo: Las exigencias condicionales en el fútbol son cada vez mayores, por lo que es necesario optimizar las capacidades físicas desde las etapas formativas, teniendo la fuerza explosiva un papel determinante sobre el ... - Health-Related Quality of Life and Cumulative Psychosocial Risks in Adolescents (Youth and society, 2021)Psychosocial risks can negatively affect adolescents’ physical, psychological, and social health. Grounded on the cumulative risk theory, the objective of this study was to analyze the differences in health-related quality ... - Impact of the moon physical education program on the socio-emotional competencies of preadolescents (MDPI, 2021)Few studies have analyzed emotional educational experiences through physical education interventions. The objective of this study was to evaluate the effects on socio-emotional competencies of a physical education intervention ... - Reduced hippocampal volume in adolescents with psychotic experiences: A longitudinal population-based study (PLoS ONE, 06/2020)Aims Smaller hippocampal volumes are among the most consistently reported neuroimaging findings in schizophrenia. However, little is known about hippocampal volumes in people who report psychotic experiences. This study ... - Relationship between cyberbullying and health-related quality of life in a sample of children and adolescents (Quality of Life Research, 10/2018)Purpose Health-related quality of life (HRQoL) is a well-known construct that refers to a state of complete physical, mental, and social well-being. Its relationship with multiple forms of violence, including bullying, ... - The Perspective of Physical Education Teachers in Spain Regarding Barriers to the Practice of Physical Activity among Immigrant Children and Adolescents: A Qualitative Study (International journal of environmental research and public health, 2021)Physical activity (PA) contributes to the development of children and adolescents and to their mental and physical health. The practice of PA in the school context can contribute towards generating a more inclusive educational ...

https://reunir.unir.net/browse?type=subject&value=adolescent

My interests are based around primary care, complex interventions and evidence synthesis. Currently I am interested in issues around evidencing and developing non-NHS delivered interventions, including social prescribing pathways, outlined here. Employed by University of Plymouth Areas of expertise Health inequalities, research methodology, systematic review A systematic review of physical activity for alcohol and substance use disorders: evidence synthesis with stakeholder engagement to formulate practical recommendationsPaediatric Acute Care Project Social Prescribing - Cornwall and Plymouth Researcher in Residence Social Prescribing - Nature on Prescription Social Prescribing - Effective Mechanisms for Social Prescribing Social Prescribing - Understanding what works in, and supporting provision of, nature - based therapeutic interventions for people with an identifiable mental illness Beyond greenspace: an ecological study of population general health and indicators of natural environment type and qualityParticipation in environmental enhancement and conservation activities for health and well-being in adults: a review of quantitative and qualitative evidenceSocial prescribing offers huge potential but requires a nuanced evidence basePrescribing gardening and conservation activities for health and wellbeing in older peoplePrescribing gardening and conservation activities for health and wellbeing in older peopleInterventions for reducing unplanned paediatric admissions: an observational study in one hospitalSocial prescribing: where is the evidence?Social prescribing: where is the evidence?Understanding how environmental enhancement and conservation activities may benefit health and wellbeing: a systematic reviewSupplementary search methods were more effective and offered better value than bibliographic database searching: a case study from public health and environmental enhancementExploring the relationship between childhood obesity and proximity to the coast: A rural/urban perspectiveThe proportion of the population of England that self-identifies as lesbian, gay or bisexual: producing modelled estimates based on national social surveysPhysical activity and the prevention, reduction, and treatment of alcohol and/or substance use across the lifespan (The PHASE review): protocol for a systematic reviewPaediatricians: Are they just little adults? Dillington House, Ilminster, Somerset, TA19 9DT NIHR Research Design Service South West is offering a unique opportunity to researchers in health... More information South Cloisters, St Luke's Campus, University of Exeter Patient and Public Involvement Advice Clinics Held every month 30 minutes between 12pm-1pm Whatever your query, from finding... More information 12 November 2019 DE-STRESS Project shortlisted for Mind Media Award A series of items about antidepressant use on Radio... Read more 05 November 2019 PenARC and the University of Exeter are collaborating with universities and charities across the UK... Read more 28 October 2019 Postdoctoral Research Associate or Postdoctoral Research Fellow - PenCHORD (ref: P47520) Do you want to help...

https://www.arc-swp.nihr.ac.uk/staff/kerryn-husk

IMPORTANT NOTE REGARDING WORD LIMIT REQUIREMENTS: Please note that each and every assignment has its own word limit. The word cohort is a group of people that share characteristics. So cohort studies are a type of medical research used to investigate the causes of disease and to establish links between risk factors and health outcomes. It is a particular form of longitudinal study that samples a cohort typically those who experienced a common event in a selected period, such as birth or graduation, performing a cross-section at intervals through time. Mental illness is a health condition that is extremely common but is constantly going unnoticed. The cohort study of the relationship between mental illness and physical activity. The participants' treatment group are 928 12–13 year olds in the UK. These participants were in the Activity and Healthy Eating in Adolescence trial (AHEAD) trial and were observed over 3 years. The physical activity was measured using accelerometers. At follow-up, mental wellbeing was measured using the ‘Warwick Edinburgh Mental Wellbeing Scale’ (WEMWBS) and symptoms of mental health disorder using the ‘Strengths and Difficulties Questionnaire’ (SDQ) (Bell, Audrey, Gunnell, Cooper, & Campbell 2019.)The analyses assessed the association between physical activity and the measures of mental wellbeing and symptoms of mental health disorder.This cohort study found no strong evidence that physical activity is associated with better mental wellbeing or reduced symptoms of mental health disorder in adolescents. However, a protective association between physical activity and the emotional problems subscale of the SDQ was found. A cohort study described as an observational study rather than an experimental study because an observational study is a study where researchers simply collect data based on what is seen and heard and infer based on the data collected.Observational studies are ones where researchers observe the effect of a risk factor, diagnostic test, treatment or other intervention without trying to change who is or isn’t exposed to it. (At work 2016) Bell, S. L., Audrey, S., Gunnell, D., Cooper, A., & Campbell, R. (2019.). The relationship between physical activity, mental wellbeing and symptoms of mental health disorder in adolescents: a cohort study. INTERNATIONAL JOURNAL OF BEHAVIORAL NUTRITION AND PHYSICAL ACTIVITY, 16(1). https://doi-org.lopes.idm.oclc.org/10.1186/s12966-019-0901-7 At Work, Issue 83, Winter (2016) Institute for Work & Health, Toronto retrieved from https://www.iwh.on.ca/what-researchers-mean-by/observational-vs-experimental-studies Respond to the bold paragraph ABOVE by using one of the option below... in APA format with At least two references and a minimum of 200 words..... .(The List of References should not be older than 2016 and should not be included in the word count.) - Ask a probing question. - Share an insight from having read your colleague's posting. - Offer and support an opinion. - Validate an idea with your own experience. - Make a suggestion. - Expand on your colleague's posting. Be sure to support your postings and responses with specific references to the Learning Resources. It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this class To get maximum points you need to follow the requirements listed for this assignments 1) look at the word/page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors. REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED. Final Answer Attached. Running head: COHORT STUDIES 1 Cohort Studies Name Institution COHORT STUDIES 2 Cohort Studies As indicated in the post, cohort studies are a form of longitudinal study which observes the association between a specific dependent and independent variable. Cohort studies are associated with various limitations. Prospective cohort studies have been shown to follow a large number of par...

https://www.studypool.com/discuss/19810260/wk5-d2-res4-jeeeeeeeee

3 NIHR ARC Wessex funded mixed methods projects: - Implementation of a digital health coaching intervention for older people with frailty in Wessex - Examining factors that facilitate and hinder the implementation of digital tools for self-management of long-term conditions - Implementation of a non-digital support intervention for maintaining physical activity in people with long-term conditions. Other current research projects are: - A systematic review and narrative synthesis to explore the meanings, experiences and impacts of frailty from the perspectives of older people - A systematic review of case management interventions for older people with frailty in community settings - A qualitative study to investigate service user, carer and provider perspectives on integrated care and integrated care pathways for older people with frailty in Lambeth and Southwark, South London - A programme of research to evaluate the implementation of integrated physical and mental health services for people with mental health conditions in South London. Supervised research includes mixed methods studies to evaluate patients’ experiences of digital pain management interventions, and an ethnographic study exploring the relationship between health system responsiveness and the implementation of person-centred integrated care for older people with frailty. Research projects Active projects Researchers: Sponsor: Maudsley Charity Intelligent Sensing to Promote Self-management of Posture and Mobility in Community dwelling Individuals Researchers:

https://www.southampton.ac.uk/people/5xt7qz/doctor-euan-sadler

Objective: This systematic review will assess the association between developmental coordination disorder and low motor competence, and impairments in bone health across the lifespan. Introduction: Individuals with developmental coordination disorder tend to have a pattern of physical activity associated with bone health impairments. Preliminary studies have found impairments in bone health measures, including fractures, throughout the lifespan with potential public health ramifications. As studies in this area are of small samples across wide age ranges no comprehensive picture of bone health in this group has been formed, hindering action. A systematic review is needed to determine the potential risk of bone impairment in this population. Inclusion criteria: Studies that assess the relationship between developmental coordination disorder/low motor competence and bone health, regardless of measures used, will be included in the review. There will be no exclusions based on region, study design, or participant demographic characteristics. Methods: Published studies and gray literature will be searched, with no limits on publication date or language. Assessment of studies for inclusion, as well as data extraction, will be performed by two reviewers, with data cross checked for accuracy. Studies will be appraised using the appropriate JBI tool for the study design. Data to be extracted include unadjusted results and effect sizes for bone health measures. A narrative synthesis will be performed and if there is a sufficient number of studies, a meta-analysis using the same outcome measures will be performed on odds ratios of abnormal bone phenotype and fracture in this population. ... PublisherJBI ISSN Search the Publication Forum2689-8381 Keywords Publication in research information system https://converis.jyu.fi/converis/portal/detail/Publication/47216562 MetadataShow full item record Collections - Liikuntatieteiden tiedekunta Additional information about fundingThis systematic review is not directly funded. JT is supported by a Western Australian Bone Research Collaboration (WABRC) doctoral scholarship. NHH is supported by a Postdoctoral Research Fellowship with Cancer Council of Western Australia License Related items Showing items with similar title or keywords. - Physical activity reduces the risk of pneumonia : systematic review and meta-analysis of 10 prospective studies involving 1,044,492 participants Kunutsor, Setor K.; Seidu, Samuel; Laukkanen, Jari A. (Springer Science and Business Media LLC, 2021)The beneficial effects of regular physical activity in promoting health and preventing chronic diseases are well documented. The relationship between regular physical activity and the risk of pneumonia is uncertain. We ... - Physical activity and risk of atrial fibrillation in the general population : meta-analysis of 23 cohort studies involving about 2 million participants Kunutsor, Setor K.; Seidu, Samuel; Mäkikallio, Timo H.; Dey, Richard S.; Laukkanen, Jari A. (Springer, 2021)Regular physical activity is well established to be associated with reduced risk of cardiovascular disease outcomes. Whether physical activity is associated with the future risk of atrial fibrillation (AF) remains a ... - Motorisen oppimisen vaikeuden tunnistaminen ja tukeminen kouluympäristössä Asunta, Piritta (Jyväskylän yliopisto, 2018)Motorisen oppimisen vaikeudella, kuten kehityksellisellä koordinaatiohäiriöllä (DCD), tarkoitetaan huomattavaa vaikeutta oppia uusia motorisia taitoja ja soveltaa jo opittuja taitoja uusiin tilanteisiin. Tämän tutkimuksen ... - Effect of Chronic Exercise Training on Blood Lactate Metabolism Among Patients With Type 2 Diabetes Mellitus : A Systematic Review and Meta-Analysis Zhao, Tong; Le, Shenglong; Freitag, Nils; Schumann, Moritz; Wang, Xiuqiang; Cheng, Sulin (Frontiers Media, 2021)Purpose: To assess the effect of chronic exercise training on blood lactate metabolism at rest (i.e., basal lactate concentrations) and during exercise (i.e., blood lactate concentration at a fixed load, load at a fixed ... - Effectiveness of Exergame Intervention on Walking in Older Adults : A Systematic Review and Meta-Analysis of Randomized Controlled Trials Janhunen, Maarit; Karner, Vera; Katajapuu, Niina; Niiranen, Oona; Immonen, Jaakko; Karvanen, Juha; Heinonen, Ari; Aartolahti, Eeva (Oxford University Press (OUP), 2021)Objective. The objective of this review was to systematically evaluate the effectiveness of exergaming on walking in older adults. In addition, the aim was to investigate the relationship between the exergaming effect and ...

https://jyx.jyu.fi/handle/123456789/73817

Browsing City University of Seattle by Degree Field "Counseling" Now showing items 1-20 of 771 - Aboriginal Women's Encounters with Mainstream Mental Health Services: The Critical Incidents that Facilitate Healing (2013)This study examines Aboriginal women’s encounters with mainstream mental health services. Using the Critical Incidents Technique, the researcher developed a list of categories to describe factors that help or hinder healing ... - Accessing Therapeutic Reverie with Task-Based Counselling (2021-02-23)A healthy function of the vagus nerve pathways will increase right hemisphere activation, increasing capability of accessing therapeutic reverie and the associated benefits thereof. If we can honor this sequence, it becomes ... - Across the Prison Divide: the Role of Therapeutic Alliance in Treatment of Mandated Substance Abuse Clients (2008)The therapeutic alliance has been studied over many decades and suggested to be an important element in successful treatment outcomes. A number of studies have discussed the relationship between alliance and substance abuse ... - Adapting the Islands of Safety Model for LGBTQ2S+ Communities (2016-10-24)The purpose of this study was to gain initial feedback from lesbian, gay, bisexual, trans, queer, two-spirit and other gender and sexual minority (LGBTQ2S+) counsellors, social workers and anti-violence workers on the ... - Addiction and Recovery: Examining Recovery-Oriented Systems of Care and Recovery Management (2021-05)This capstone explores addiction and recovery. The first chapter explores the history of substance use within North America to provide context to modern perceptions of addiction. The moral and disease models of addiction ... - Addiction Counsellors: Ethical Issues (2008)This thesis is a proposal to investigate ethical issues and dilemmas that may arise for addiction counsellors who work within 12-step informed facilities. This proposal was based upon Scott’s (2000) research entitled, ... - Addressing Bullying Behaviours Without Labeling the Individual (2018-05-31)This thesis explores ways of addressing bullying behaviours without labeling the individual. There is a lot of information in the news, research and the media about helping victims of bullying but there seems to be little ... - Addressing Internalized Oppression in Cognitive-Behavioural Therapy: Towards a Liberating and Inclusive Clinical Practice (2016)This document consists of five chapters that attempt to integrate liberating and anti-oppressive concepts and Cognitive-Behavioural principles in psychotherapy. Its purpose is to develop guidelines for cognitive behavioural ... - Addressing the effects of social media use on adolescents (2019-11)Communication is humans’ most basic desire and as technology advances, mobile phones and social media provide this by allowing people to connect and by giving a sense of belonging. As of January 2017, approximately 37% of ... - Addressing the Impacts of Workplace Violence: An Exploration of Supporting the Diverse Needs Population, Workplace Violence and Its Psychological Effects (2021-05)Workplace violence is an unfortunate reality for many different professions that are involved with helping people. Until recently, the impacts of workplace violence on psychological distress were unknown, and a lack of ... - Addressing the Implicit Impacts of Sexual Trauma: An Exploration of Somatic Experiencing as an Adjunct to Psilocybin-Assisted Therapy (2021-05)Sexual trauma is a life-altering violation with persistent, long term implications for survivors. Trauma can produce distinctive impacts on individuals, and therapeutic approaches that offer healing to some, may not be ... - Adolescent Bereavement: A Nuanced Landscape of Loss (2015-04)The purpose of this thesis is to explore the topic of adolescent bereavement within the scope of three essays which together comprise a manuscript thesis. Drawing upon both structuralist and postmodern theoretical frameworks, ... - Adolescent Bullying in Elementary Schools: An In-depth Review of an Effective Prevention and Intervention Technique to Reduce Bullying (2012)This critical literature review summarizes the most current data available on bulling amongst adolescents in elementary schools. In the existing literature, bullying is being defined as the negative and often aggressive ... - The Adolescent from Poland: an Autoethnographic Journey of an Immigrant Experience in Canada (2009)This thesis explores the experience of a non-English speaking, immigrant adolescent from Poland to Canada. This is a self-study, I the subject and researcher at once. I have chronicled and traced the experience of my own ... - Adolescent Therapy: Dropout, Relationship, and Beyond (2022-03-31)The purpose of this capstone is to review current research on ways to improve adolescent mental health through engagement with therapeutic interventions, utilizing a relational lens. Many adolescents drop out of therapy, ... - Adult Male Survivors of Child Sexual Abuse: Braving the Shame (2012-12)Shame has been found to be an effect of child sexual abuse (CSA) in male and female survivors. This thesis explores the lived shame experiences of six adult males who were sexually abused as children by adult perpetrators. ... - Adult Women's Experiences of Health Food Industry Advertising (2011)This study investigated the relationship between adult women's perception of healthy eating and their use of health food industry advertising as a guide to managing their food consumption. The general hypothesis was that ... - Adventure Therapy: A Program Design Based on Common Factors and Related Change Constructs (2012)Ever since the days of Hahn (founder of Outward Bound) and Lord Baden Powell (founder of the Boy Scouts movement), concerned adults have recognized large therapeutic effects of the wilderness and outdoor activities on ... - Advocating with Humility: Improving Access of Treatment Services for Filipino Immigrant Families with Autistic Children in Alberta, Canada (2020-12-15)Different factors influence access to services for Filipino immigrant families with autistic children in Alberta, Canada. These include the immigration process, the immediate needs of the family as they settle down in their ... - An Analysis of Health Related Information in Canadian Running Magazines: What Motivation and Threshold of Activity is Endorsed? (2009)Regular physical activity is thought to be associated with better physical and mental health. The Canadian Society for Exercise Physiology (CSEP), in partnership with Health Canada released Canada’s physical activity guide ...

http://repository.cityu.edu/handle/20.500.11803/1/browse?type=discipline&value=Counseling

A Comparison of Learner Assessment Use Between Physical Education and Core Academic SubjectsAs advocated by the National Association for Sport and Physical Education, physical education demonstrates the same characteristics that define core academic subject areas (NASPE, 2010). This synthesis investigates a critical mass of research that aims to compare and contrast core academic subjects and non-core academic subjects, specifically physical education and their use of learner assessments. Results from the critical mass identified three main themes: (1) skill acquisition through the use of learner assessments, (2) student perceptions of learner assessments and (3) teacher perceptions of learner assessments and their effects on the stakeholders involved in the teaching-learning process. Skill acquisition through the use of learner assessments refers to a student’s ability to gain knowledge and develop abilities in a multitude of domains. Perceptions of learner assessments for both students and teachers refer to the way in which researchers recognize and interpret the use of learner assessment data as valuable in the teaching-learning process. This synthesis concludes that if students and teachers perceive learner assessment as important and valuable in the teaching-learning process, then assessment in general becomes more in line with the intent of designating which areas become core academic subjects. This includes content areas that generate important educational outcomes that are vital and meaningful for a child’s overall learning experience during school age years. - A Review of Literature on the Benefits of Sport Education on Secondary Physical EducationThis synthesis will review the benefits of Sport Education on secondary physical education. More specifically, the literature review will review benefits in the topics of enjoyment, activity time and participation, skill increase, content knowledge and motivation. The literature review uses peer-reviewed and scholarly articles in order to examine the benefits in these areas. The literature review points to benefits in all these areas of physical education for secondary students and also provides results to be considered by current and future teachers. Results show that Sport Education can be especially beneficial for low-skilled and amotivated students. Sport Education can increase enjoyment, activity time and participation, skills, content knowledge and motivation. Sport Education provides teachers with a different way of delivering content to students which has the potential to benefit students in multiple areas of learning. - A Review of Literature on the College Experience of Students Employed in Campus Recreation ProgramsStudent employment has become an educational fact with more students seeking work after every year. The purpose of this synthesis is to demonstrate the impact of college students who work in Campus Recreation in relation to their collegiate experience and level of job satisfaction. There has been plenty of research conducted on students in regards to the collegiate experience or job satisfaction, but not together. Selected by strict criteria, eleven accredited scholarly journal articles were examined that specifically investigated collegiate experience and job satisfaction. Other sources were used to incorporate background information. Furthermore, factors such as academic performance, leadership and professional development, beneficial socialization practices and sense of belonging, all have partial variables that can influence a student’s life on campus, as well as their experiences in the workplace. It is an obligation for student affairs-based departments such as Campus Recreation to foster camaraderie, develop a professional dynamic and include the work setting as a learning venue in order to nourish student maturation. Ultimately, it is up to the student to determine their own fate at their post-secondary academic institution and workplace. - A Review of the Campus Recreation Programming Factors Impacting the Recruitment and Retention of College StudentsThis synthesis will highlight the impact of campus recreation programming on the recruitment and retention of college students. In order to study this matter to the fullest extent there were ten peer-reviewed articles examined that studied the campus recreation programming factors impacting the recruitment and retention of college students. Several factors that affected the recruitment and retention of college students included: Fitness and Wellness Needs, Campus Recreation Programming, Place Bonding, and Student Involvement and Integration. The review of literature provides information, data, results, and conclusions that support the notion that the best way to recruit and retain a college student is through campus recreation programming because of benefits that are attained through participation. Higher education administrators need to understand the value of campus recreation programming and the influence that it has on a student’s experience while bringing value to an institutions bottom line. - A Review the Literature on Problems and Challenges Encountered by Educators During the IEP ProcessThe Individualized with Disabilities Educational Act (IDEA) ensures that every child diagnosed with an eligible disability ages 3-21 is provided a Free Appropriate Public Education (FAPE) in the least restrictive environment. One of the provisions of IDEA is that students who qualify for special education services receive an Individualized Education Plan (IEP). IDEA requires specific guidelines to be met by schools, however, research indicates IEP’s established by educators have missing components and quality IEP’s are lacking. Therefore, the purpose of this synthesis project is to review the literature on problems and challenges encountered by educators during the IEP process. - Abusive Behavior in Sport: When Does a Coach Cross the Line?Abstract The purpose of this synthesis is to review current research about how to identify, prevent and respond to an abusive coach. A total of 12 articles were used for this literature review. Literature suggests that coaches hold a significant position of power over their athletes (Misia, Rhind, & Luzar, 2016). There is reason to believe that coaches who have a certain type of coaching style have a higher chance of being emotionally, mentally, verbally, and physically abusive towards their athletes. This synthesis aims to identify what constitutes tough coaching vs. abusive coaching. From the literature review, a few major themes were noticed. These themes helped answer the research questions that were drawn up and provided the basis for the conclusions. Based on the literature the three conclusions were (1) the behaviors that reflect coaching abuse are accepted in sports when the intent of the coach is for the development and growth for the athlete; (2) teachers are trained and coaches are not always trained indicating a need for more formal training of coaches; and (3) high level athletes respond to different coaching styles that may include behaviors linked to coaching abuse and may, in fact prefer the behaviors. Techniques used within sports are purposefully used in order to teach and produce winning teams. Depending on the intent of coaches, these techniques are a part of the culture of sports. The intent to develop and push an athlete will come at a cost. Depending on the level of competition, some coaches and athletes will endure whatever it takes to win. - Administrative Evaluation Practices and the effects they have on College Head CoachesCollege Head Coaches are being replaced at an alarming rate over the past two decades. Turnover rates of 20% in certain sports are raising eyebrows on why college coaches are being fired or stepping down and changing positions. Studies show that there are many different components that go into selecting a head coach for a new hire. Also, studies talk about the different types of evaluations, depending on level of competition, and criteria used to evaluate those Head Coaches once they are in a program so it is clear to them how to keep from being fired or replaced. - Adventure Based Education as a Potential Intervention for Disruptive School BehaviorThe purpose of this synthesis was to examine the existing body of knowledge on adventure education and its potential as an intervention for disruptive student behavior such as off task behavior, insubordination, and bullying. Previous research has identified low self-concept and low levels of social intelligence as predictors of disruptive behavior. Adventure education was examined for its ability to address these predictors. Common themes which emerged throughout the critical mass of adventure education research were positive effects on self-concept, social intelligence, relationships, resilience, and overall student behavior. The majority of the current body of knowledge examines adventure education programs in outdoor settings rather than the context of public school physical education classes. While previous research indicates that adventure education is an effective treatment for low levels of self-concept and social intelligence further research is needed to address the impact of this intervention on learners who display challenging behavior. Specifically, future research should examine the critical characteristics that must be included in an adventure education physical education curriculum to make it an effective intervention. - Alternative Teaching Approaches to Promote Student Motivation in Physical Education at the Secondary LevelThe purpose of this synthesis was to examine the existing body of literature on alternative teaching approaches in physical education and their relationship to student motivation at the high school level. The self-determination theory was used throughout the critical mass of articles as a guide to measure student motivation levels. Themes were organized by varying teaching approaches used within each study. Prevalent research focused on the sport education model (SEM) as a major alternative teaching model that was useful when measuring student motivation. To provide concrete findings, more research needs to be conducted in regards to other alternative teaching styles in connection to student motivation in physical education. Specifically, future research should examine alternative teaching approaches that are “less-direct” to see if there is a correlation between student involvement and student motivation to participate. Keywords: [increased student motivation, autonomy, amotivation, student participation, teaching styles or methods, pedagogy or teaching or learning, self-determination theory, sport education model, teaching games for understanding, and constraints-led approach] - An Analysis of Factors Contributing to Anxiety in Athletic PerformanceThe purpose of this synthesis was to first investigate factors associated with cognitive and somatic anxiety among athletes. Secondly, this synthesis aimed to investigate the relationship between cognitive and somatic anxiety and athletic performance. An exhaustive review of the literature yielded ten studies that were relevant to this review. Six studies examined self-confidence in relationship to anxiety; two studies examined anxiety in relationship to age and experience; two studies examined anxiety in relationship to incentives; one study examined the effects of coaching style on anxiety; and one study examined anxiety in the presence of an audience. The relationships between self-confidence and performance show a positive linear trend and the relationship between somatic anxiety and performance show a curvilinear trend. Further research is needed in order to determine if anxiety can be a positive thing for some athletes. Additional research is also needed to exam continuing changes in athlete anxiety and how they can control this anxiety to improve their performance. - An Analysis of Factors Related to Time-Dependent vs. Acquired Aging in MalesThe purpose of this synthesis was to determine which factors impact, slow down, or even halt certain aspects of the natural aging process in males. Initial review of the topic included an examination of the aging theories found in the literature. The subsequent focus of this synthesis was on a critical mass of data based literature relating to the signs and symptoms of the aging processes. Next, the critical mass was synthesized to determine the most prominent findings in the published research regarding the slowing of the aging process in both the physical and cognitive domains. This included studies about the effects of physical activity, nutrition, supplementation, and cosmetic care to examine the potential impact these variables have on males as they grow older. Data for this synthesis came from studies examined in both published literature and thesis collections. The results from the critical mass of literature demonstrated that evidence exists supporting the notion that people can slow the aging process with proper physical activity, nutrition, supplementation, and cosmetic care. Disease and disability were once considered an inevitable part of growing older, but that is no longer true. While aging does put us at greater risk for health issues, many older adults can be healthy and active well into their advancing years. Currently, the average active life expectancy for the ADL is 68.4 years for males in the United States. It was determined that with an evolving regimen of proper exercise, nutrition, supplementation, and cosmetic care an individual can successfully delay the acquired effects of aging. - An Examination of Collegiate Student Athletes Maintaining Positive Mental HealthAbstract Student athletes who perform at any collegiate level are required to balance the roles of being both a scholar and an athlete. The stress of a college student is magnified as student athletes must plan their schedule down to the minute of each day in order to keep up with the duties in each role. Many students at the college level, athletes or not, are hesitant to seek help because of the negative perception surrounding mental health. The stigma that receiving help makes a person look weak, or identifying that they might have an issue, scares many people. The purpose of this synthesis is to review the literature on effective strategies for maintaining positive mental health for student athletes. - An Examination of the Role of Physical Education as a Determinant to Continued and Lifelong Physical Activity in FemalesThis synthesis examined a critical mass of research to identify significant determinants of continued physical activity in females across the lifespan. More specifically, a central aim of this project was to examine physical education programming as a one of these determinants and examine the potential avenues for educators to instill lifelong involvement for female participants. Literature was used to create themes such as youth participation, physical activity across the life span, gender differences, ethnic and economic determinants of lifetime participation, attitudes and perceptions of physical education and physical activity, physical activity preferences, and physical education as an indicator / promoter of lifelong physical activity. Based on a synthesis of the literature, the following list of recommendations as well as a “Yearly Student Influenced Curricular Plan of Action” was developed in order to increase the likelihood of continued involvement outside and after the influence of physical education programs: (1) programs should increase focus on achievement in the “affective domain” (50% or greater), (2) provide students with a student-selected, choice curriculum based on more non-traditional activities, (3) ensure that each activity has a focus that female students especially find meaningful and enjoyable and can access outside of the classroom, individually, and at least potentially across the lifespan, (4) ensure a safe and success oriented environment sensitive to females and accepting of a variety of attitudes, perceptions and backgrounds, and (5) provide a genuine reflection process at the end of each class session or unit to assess whether or not student attitudes and perception toward course activities are remaining positive and influential. - Approaches to Overcoming Barriers to Physical Activity in Urban AreasStudents in urban areas face many unique challenges when it comes to achieving at least 60 minutes of moderate to vigorous-intensity physical activity daily. Students in urban areas face many unique obstacles that prevent them from meeting this guideline. In this literature review, the barriers to physical activity are identified and broken down into four sub-categories, which are safety concerns, personnel factors, environmental factors and programmatic concerns to help synthesis the approaches to overcome these barriers. Approaches to overcome these barriers include, providing education to professional staff, provide supervision in appropriate areas where physical activity is in session, and partner with local sports clubs so that students can get the adequate amount of physical activity required. - Barriers to Physical Activity in AdolescentsAbstract Physical activity is an important component to living a healthy lifestyle; however, adolescents’ physical activity levels are often very low. Thus, the purpose of this synthesis was to examine barriers adolescents face when it comes to being physically active and find out how they can be prevented or overcome. The critical mass revealed several internal and external barriers that adolescents face. These include lack of motivation/interest, lack of resources, and increased screen time. Since the research is examining adolescents, parents also played a large role in the studies. In order to address some of the barriers, strategies focused on increasing motivation, providing adequate social support, and redirecting screen time should be implemented. Future research should look further into trying to prevent barriers, especially internal ones that adolescents have more control over. If barriers are prevented, then adolescents will hopefully be more physically active and live a healthy lifestyle. Keywords: Barriers, adolescents, physical activity - Behavioral problems and solutions for children with intellectual disabilities in physical activity settings - A review of the literatureThe purpose of this synthesis was to review common behavior issues in children with intellectual disability, explore barriers and facilitators of participation in physical activity, and to find intervention strategies so children can participate successfully in physical activity. Of eighteen articles that were reviewed, thirteen articles were used to answer the research questions: one) what are the physical activity levels and motor skills of children with intellectual disabilities? two) what are the most common behavioral issues in children with intellectual disabilities? three) what are the facilitators and barriers to physical activity for children with intellectual disabilities? and four) what are the most effective strategies for managing behavioral issues in physical activity settings for children with intellectual disabilities? Results indicated that children with intellectual disabilities have significantly lower physical activity levels, and face many barriers that can prevent them from participating in physical activity. The barriers for students with intellectual disabilities to physical activities are lack of supervision, sedentary activities, social impairments, physical impairments, and a scarcity of community programs or resources. The strategies that help children with intellectual disabilities participate in physical activity are behavior interventions, family involvement and encouragement, choice of activities, participation in early intervention programs, playground interventions, after school programs. - Benefits of Physical Activity for Adults with Intellectual DisabilitiesAbstract The purpose of this synthesis was to examine the existing body of literature on benefits of physical activity for adults with intellectual disabilities. Research has indicated many benefits that could be gained through physical activity and three main themes emerged which were physical, social and emotional health. With the help of caretakers and legal guardians who aid in day to day living for adults with ID, the overall quality of life could be increased through engagement in physical activity. Areas such as daily living, overall negative health prevention and overall well-being were seen as the most prevalent factors that could be improved through the use of physical activity. Future research should be focused on three main points which are quantitative physical test scores, perceptions of caretakers and legal guardians in aiding with the physical activity process and the benefits of long-term engagement in physical activity for adults with intellectual disabilities. - CAN PHYSICAL ACTIVITY BENEFIT MENTAL HEALTH? A SYNTHESIS OF LITERATUREThe purpose of this synthesis is to examine the benefits of physical activity, as opposed to prescription medication, on mental health, specifically the diagnosis of depression and anxiety. Within this synthesis there is research done showing data of overprescribing and a lack of healthy treatment options from this generation’s medical professionals. The studies reviewed within the critical mass highlight many factors bringing positive data to using physical activity as a treatment for depression and anxiety in many different types of ways. Studies were reviewed through the length of intervention, type of intervention, based on participant’s symptoms and medication levels. The participants were looked at through the course of using physical activity through their knowledge/interest of activity, ideas for activity, guidance for activity etc. in the hopes that physical activity will become a lifelong treatment option for their diagnosis as opposed to prescription medication. It is the hope that future research continues to gather data to support this topic and spread awareness of it for a healthier future for both the mind and the body. Keywords: [physical activity, mental health, depression/anxiety, medication, overprescribing, symptoms, positive] - Character Development in Youth AthletesThe purpose of this synthesis project was to review the literature on factors that influence character development of youth sport athletes. An extensive review of literature was conducted in order to analysis and character development and the leading factors to its development among youth athletes. There are many positives that come along with youth sport participation, and participating in sports has been known to help in the development of character and life skills. This synthesis will review the literature on participation of youth athletes in sports and the role coaches, parents and teachers play in the impact of character development. - Coaching Behaviors and their Impact on Burnout of High School AthletesThrough sport activity, coaches can impact, effect, and influence their athletes in many ways. The purpose of this synthesis was to review the literature on coaching behaviors and their impact on burnout of high school athletes. There is an association between controlling coaching behaviors and athletes’ negative experiences in their respective sports. Negative experiences, such as emotional abuse, is a key issue that was brought up in youth sport that can have long term effects on athletes. Coaches may not know the impact that they have on athletes. Coaches may think that they are motivating the athletes, but in fact they may be discouraging the athletes by a lack of communication on their performance. Research has indicated that athletes themselves serves as the dependent variable in terms of the effect controlling coaches have on athlete burnout. The key categories found in this synthesis are coaching behaviors, controlling coaching behaviors, and athlete mental toughness and burnout.

https://soar.suny.edu/handle/20.500.12648/1986/browse?type=title

Background: Minoritygroups such as female heads of households are more vulnerable in terms of mental health than other groups due to accepting multiple responsibilities. Objectives: This study aimed to determine the relationship between predictive factors of mental health and its relation to the health-promoting lifestyle in female heads of households in Zahedan, Iran. Methods: This was a cross-sectional study conducted on 420 female heads of households from four regions of the north, south, east, and west of Zahedan selected using purposive sampling. The research tool included a demographic information form, a standard health-promoting lifestyle profile (HPLP-II), and a standard general health questionnaire (GHQ-28). Data analysis was performed using Spearman's correlation coefficient, Chi-Square, and logistic regression tests. Results: Based on the results of the present study, a high percentage of the sample (72.4) had mental health disorders. The most and the least impact on the prediction of health status were related to spiritual growth (OR= 0.196, CI = 0.106 - 0.360) and physical activity (OR= 0.757, CI = 0.384 -1.494 Except for physical activity, all subscales of the health-promoting lifestyle were able to predict the mental health status (P < 0.01), but in the presence of economic and social factors, they could not predict the mental health status (P < 0.05). Conclusions: Since mental health in female heads of households is influenced by a complex system other than health-promoting behaviors, empowering both women and community to cope with these problems and move toward health promotion seems essential. Moreover, the results of the current study might be used by authorities in evidence-based decision making to reduce health inequalities.

https://eprints.bmsu.ac.ir/3553/

Mental and physical aspects are both integral to health but little is known about the dynamic relationship between them. We consider the dynamic relationship between mental and physical health using a sample of 11,203 individuals in six waves (2002–2013) of the English Longitudinal Study of Ageing (ELSA). We estimate conditional linear and non-linear random-effects regression models to identify the effects of past physical health, measured by Activities of Daily Living (ADL), and past mental health, measured by the Centre for Epidemiological Studies Depression (CES-D) scale, on both present physical and mental health. We find that both mental and physical health are moderately state-dependent. Better past mental health increases present physical health significantly. Better past physical health has a larger effect on present mental health. Past mental health has stronger effects on present physical health than physical activity or education. It explains 2.0% of the unobserved heterogeneity in physical health. Past physical health has stronger effects on present mental health than health investments, income or education. It explains 0.4% of the unobserved heterogeneity in mental health. These cross-effects suggest that health policies aimed at specific aspects of health should consider potential spill-over effects. CITATION STYLE Ohrnberger, J., Fichera, E., & Sutton, M. (2017). The dynamics of physical and mental health in the older population. Journal of the Economics of Ageing, 9, 52–62. https://doi.org/10.1016/j.jeoa.2016.07.002 Mendeley helps you to discover research relevant for your work.

https://www.mendeley.com/catalogue/13bf35fc-f538-3570-b188-191760e2e0fe/

Recent nation-wide data on self-reported leisure-time physical inactivity reveals that about one third of the American population age 50 and over is sedentary. Several national organizations are promoting leisure-time physical activity among older adults as a strategy for this population to adapt to age-related declines in mental and physical functioning and to improve their quality of life. Inferences from past research suggest that social support is significant in enabling older adults to achieve better health outcomes. Unfortunately, little is known about the relationship between health and wellbeing of older adults depending upon the amount and type of social support received for leisure activities, i.e., social support for leisure (SSL). In this study, we investigated the influence of SSL sources (family members, friends, and acquaintances) on physical activity levels and wellbeing, i.e., life satisfaction, stress, and health among older adults (age 50 and over). Study findings highlighted the importance of support from friends for increasing leisure and recreational physical activity participation among older adults. Findings revealed that both family and friends’ support for leisure had positive effects on older adults’ perception of wellbeing. Another important finding in this study was the positive relationship between family social support for leisure and the respondents’ life-satisfaction levels.

https://experts.illinois.edu/en/publications/older-adults-physical-activity-participation-and-perceptions-of-w

This study aimed to examine the relationship between health literacy and the health status of older adults. The first section of the study consisted of a comprehensive literature review of prior research regarding cognitive, health, and behavioral factors associated with functional health literacy in older adults. Factors in older adults that influence health literacy include: demographics, including age, race, socioeconomic status, and education; cognitive abilities; health and disease knowledge; health beliefs including mistrust of traditional and nontraditional medicine; reading levels; communication skills; social support; healthcare access; preventive care behaviors; and hospitalizations. The second section of the study involved a comprehensive review of instruments testing health literacy. Most instruments testing health literacy revolve around medical term recognition and are based on clinical experiences and not on the practical application of using health knowledge to maintain and improve one’s health. Instruments examined include the REALM, REALM-R, TOFHLA, S-TOFHLA, MART, NVS, DAHL, SAHLSA, OHLI, and screening questions. The most widely used instrument at this time is the S-TOFHLA and most of the newer instruments use it as the standard when testing their validity. The third section of this study used primary data to examine health literacy, patient activation and health status in older adults. The study participants were older adults (n=533) recruited from senior centers, aging programs, and churches in southeast Texas between 2010 and 2012. Participants completed a survey regarding demographics and health status, functional health literacy and the shortened Patient Activation Measure. Using multivariate linear regression, health literacy was related to mental health (β= –.191, p<.000) and number of days of limited physical activities (β= –.123, p=.019); patient activation was related to overall general self-reported health status (β= –.234, p<.000) and number of days of limited physical activity (β= –.159, p<.001); and the interaction was related to poor physical health β= –.994, p<.000). The only statistically significant relationship with the interaction of the two was with the number of days of limited physical activity. Health literacy is related to the health status of older adults but better instruments are needed to more accurately assess levels of functional health literacy, especially in older adults. Patient activation is also related to the health status of older adults but the only statically significant relationship between the interaction of patient activation and health literacy was with the number of days of limited physical activity. Fulton, Daphne Saxon (2014). Health Status and Health Literacy in Older Adults. Doctoral dissertation, Texas A & M University. Available electronically from http : / /hdl .handle .net /1969 .1 /153624.

http://oaktrust.library.tamu.edu/handle/1969.1/153624

In February 2011, the FSRG IRB #1 approved three new clinical studies, according to FSRG Secretary and research assistant, MI Poling, who is the co-author of the protocols, along with her mentor and FSRG President and Physiologist-in-Chief, Dr. RJ McCormick. Poling said, 'This marks the beginning of an exciting new era in clinical research. We are eager to help patients in innovative ways and educate the different lay and professional communities about Freeman-Sheldon [FSS] and Sheldon-Hall syndromes [SHS].' While all three studies are designed to collect observational information, Poling explained that each study paves the way toward therapeutic trials. Study of Therapeutic Outcomes and Practices in Freeman-Sheldon Syndrome, or STOP-FSS, is a survey and medical records review study designed to collect information about patients' medical history, their current problems, and how they were affected by any specific treatments they had. 'The goal is to learn what we're doing right and what we're not,' said Poling. 'Before we start interventional trials,' she continued, 'we must sort things out.' According to the trial protocol, a secondary goal of the study is to collect better information about problems in FSS and SHS. Freeman-Sheldon Syndrome Quality of Life Study, or FSS-QLS, is a study designed to collect information about patients', their families', and other affected individuals' (persons who have spent considerable time with FSS and SHS patients) quality of life in relationship to FSS and SHS. The study involves a medical examination to evaluate subjects' physical and mental health and completion of some surveys. The study aims to evaluate mental health issues in subjects and the relationship between physical and mental health and quality of life. The study will also evaluate effectiveness of different standard surveys to evaluate quality of life and mental health. 'The first phases of this study will lay the groundwork for drafting and evaluation of a syndrome specific survey,' said Poling, who adds, 'Recent studies in patients having different genetic and acquired conditions point toward the idea that surveys tailored to their specific condition do a significantly better job of evaluating how they're doing and how they feel.' 'That assessment helps clinicians tailor care and researchers develop more appropriate therapies that are outcomes-focused,' she continued. The end result is that we all do a better job of helping patients feel better and function better in life. Freeman-Sheldon Syndrome Evaluation and Diagnosis in Clinical Settings, or FSS-EDICT, is a study designed to evaluate the functioning of persons' bodies (with the above disorders) compared with normal people's bodies. Knowing the difference in the body's functioning is very important in developing new treatments. Similar to FSS-QLS, FSS-EDICT involves a medical examination to evaluate subjects' physical and mental health and completion of some surveys. Additionally, subjects will complete a stress test, if they meet certain safety guidelines. Poling said, 'We know basically what these syndromes look like, but 73 years after the original case reports, we still do not know what they do to the way patients' bodies function.' 'We must understand the physiology of FSS and SHS before we can legitimately and thoroughly develop and evaluate syndrome-specific therapies,' she continued. All involved in the research agreed that this study was the most significant of the three and the most critical on the road to being able to gain better insights into the underlying difficulties that can make these syndromes so hard to treat. Persons with FSS, SHS, distal arthrogryposis type 1, and type 3 are being sought to participate in the studies. Healthy participants are being sought for FSS-EDICT. For more information or to enquire about enrolment, please contact Maria Patterson, the clinical research coordinator, via her electronic mail address recruiter@fsrgroup.org.

http://www.fsrgroup.org/in-the-news/recruitmentbeginsinthreeclinicalstudies

Science, Technology Groups Ask Congress To Loosen Federal Travel Regulations Looking to reverse the damage done by recent budget cuts, 63 science and technology associations have asked Congress to scale back federal travel restrictions viewed as an impediment to important industry work. Leaders of several of the nation’s leading science and technology organizations want the Obama administration to lift travel restrictions for federal employees, and they’ve asked Congress for help. Concerned that the fiscal constraints imposed due to sequestration are keeping federal workers from engaging in the kinds of meaningful conversations needed to move the nation’s science and technology agenda forward, 63 science, technology, and engineering groups have petitioned House and Senate leaders to lift recent the White House Office of Management and Budget (OMB) travel restrictions that have blocked some agency employees from traveling to industry events. The coalition, led by the American Institute of Aeronautics and Astronautics (AIAA), recently sent a letter to members of Congress [PDF] that says the travel restrictions keep influential government employees for taking part in “vital collaborative interactions” with scientific and technology leaders in “industry, academia, and government.” Among the many activities the groups say government employees are missing out on are presentations of peer-reviewed research, face-to-face conversations with colleagues and peers, and the opportunity to look at old challenges in new and different ways. “AIAA and its members, along with 62 other scientific and engineering organizations, have asked Congress to modify OMB rules that affect the ability of government employees to attend scientific and technical conferences,” AIAA Executive Director Sandy Magnus said in a statement. She added, “These conferences foster and encourage collaborative processes that are vital to innovation in the scientific and engineering professions.” Specifically, the letter to Congress requests lawmakers’ support of open exchanges of information, “establishing legislative guidance that exempts federal employee travel to conferences, seminars, and meetings where attendance promotes agency interests as well as professional development and competency of government scientists, engineers, or other specialized experts.” Research and development spending down. The request comes not long after the American Association for the Advancement of Science (AAAS) said sequestration would force the government to gut $9.3 billion in research and development funding for projects in 2013, including $6.4 billion from Department of Defense funding, $1.5 billion from the National Institutes of Health, and $749 million from NASA. “Most agency budgets are going to be set back at least a few years,” Matthew Hourihan, director of the Research & Development Budget and Policy Program at AAAS, said in a statement reported by Associations Now in May. “Many of them are going to be set back a decade or more under sequestration.” Science advocates aren’t the only ones seeking an exception. The Army has also asked for waivers to allow more uniformed personnel to travel to industry events. To improve travel budgets and create efficiencies within the government, the OMB in May adopted a series of best practices developed in partnership with ASAE [PDF]. They include guidelines such as keeping hotel costs within government-established per diem rates. ASAE also recommends that federal agencies scale back unnecessary expenditures, such as social events, and seek discounts where available. After meeting with ASAE, the OMB said it continues to support travel by government employees to industry events. “It is critical for each agency to continue to recognize the important role that mission-related travel and conferences can often play in government operations,” the OMB said in a memo. “Given the unique travel and conference needs of each agency, there are circumstances in which physical collocation is necessary to complete the mission.” “ASAE and its members worked with OMB to suggest guidelines that would be beneficial for government employees, so they could attend association meetings for business purposes, for training, and to discover the latest trends occurring in the private sector,” ASAE President and CEO John H. Graham IV wrote when the partnership was announced. “This is a great example of associations and government working together to develop guidelines, so both sectors can benefit from face-to-face meetings.” Has your association noticed a decline in attendance at industry events as a result of sequestration or other federal cutbacks? Let us know in the comments.

https://associationsnow.com/2013/06/science-and-technology-associations-ask-congress-to-loosen-federal-travel-regs/

Making the Case for a University-Level Approach to Continuing EducationPeter Moroney | Interim Executive Director of Continuing Studies, University of British Columbia The unique mission and value of the continuing and professional education (CE) enterprise in higher education can be both challenging to articulate and difficult to comprehend. This is especially true within our own institutions where traditional faculties and departments are organized and aligned in accordance with specific bodies of knowledge, practices and stakeholders as defined by their disciplinary specialization. In spite of having worked in this context for many years, and with numerous opportunities to explain and clarify the role of our CE unit, I admit to being unprepared when a relatively new dean at our university who, with absolute sincerity, confessed his complete ignorance of the continuing education mission and bluntly posed the following question: What does it mean to offer university-level continuing education and why is it different from what a community college can do? In that moment I became acutely aware of the existential nature of his question and I committed to myself and the new dean that I would return with a proper response. During my more than two decades in CE, I have always been guided by a sense that everything we did, every program launched and student served, was informed by a sense of needing to ensure we were bringing something to the table that could not be easily replicated elsewhere at our institution, nor at the community colleges across town. Now, the prospect of articulating this in a coherent way presented itself to me as a daunting tabula rasa, a large blank slate begging for something intelligible. This called for more than an articulation of our unit’s strengths; it called for a deeper assessment that spoke to the quality, integrity and value of what we do, in the university context. In the weeks that followed, and with significant help from colleagues, we put our minds to answering the dean’s challenging question. It would have been relatively easy to scour the literature for the wisdom of colleagues who have addressed questions about the nature and purpose of the university CE unit, and I was already aware of what some of that would be. Our roles in public engagement, learner access, workforce development, market responsiveness, educational innovation, and incubation are often cited. However, our team felt our response had to be authentic to our situation given that answering the dean’s question was a crucial step toward a proposed partnership with his faculty. As such, our response needed to reflect the actual practices of our unit, not generalizations about the broad goals of lifelong learning. This directed us to look specifically at what we were doing in our unit through a bottom-up analysis. Eventually this led us to a concise and coherent response that not only answered the dean’s question, but also provided us a guiding framework for our future work that is both practical and aspirational. In articulating what we called A University-Level Approach to Continuing Education at UBC, we identified six broad strategies and corresponding practices under the following themes: academic rigour, industry relevance, pedagogical practices, intellectual development, career enhancement and student service. Taken as a whole, these strategies and practices contributed to a compelling case for the kind of university-level CE we were proposing for the partnership: Academic rigour is ensured through appropriate academic oversight. Specific actions to achieve this include: - Faculty members participate on advisory committees that guide program design and delivery - Faculty members engage in curriculum development and teaching where appropriate - Programs are subject to academic oversight and approval policies of Senate - Student admission is based on academic and work experience, letters of intent, references - Student learning assessment and grading are consistent with university-level standards - Courses and instructors are regularly evaluated by students and reviewed by program staff - Programs are overseen by program directors (members of Faculty Association) with both academic and administrative expertise - Program management team members are actively engaged in university continuing education professional community. Industry relevance ensures programs respond to employers’ needs through the following practices: - Industry practitioners participate on advisory committees that guide program design and delivery - Industry practitioners engage in curriculum development and teaching where appropriate - Curriculum is applied in focus, but guided by best practices developed and researched in both academic and workplace settings - Programs integrate leading-edge principles, methods and technologies - Programs are aligned with professional certifications and standards - Curriculum updates are identified through ongoing networking, consultation and partnerships with industry, and through monitoring industry trends. Pedagogical excellence is guided by research-based best practices for teaching and learning: - Curriculum incorporates experiential learning and recognizes how student interaction in groups can enhance learning - Curriculum includes individual and group reflection on key issues that ensure educational experience is immediately relevant - Courses emphasize student teamwork that reflects workplace environments, and students assessed on their ability to demonstrate key competencies - Flexible format allows adult learners to pursue studies in conjunction with personal and professional commitments - Programs employ “best-of-breed” technologies that may not be part of traditional university technology infrastructure. Intellectual development is encouraged through integrating a broad range of intellectual, social/ethical and creative capacities: - Programs emphasize critical and creative thinking, analysis and problem-solving - Curriculum develops students’ abilities to think strategically and tactically, work collaboratively, and communicate effectively - Curriculum employs contemporary case studies and examples from instructors’ and students’ experiences to foster a real-world learning dynamic - Programs develop understanding of intercultural contexts within learning and work settings - Programs promote understanding of broader social/environmental impacts of decisions and support student engagement in civil society. Career enhancement objectives ensure program offerings meet students’ career needs: - Industry practitioners are integrated into instructional team to ensure topical focus on current work-related issues - Curriculum draws on students’ personal and professional work experience as part of learning process - Program design ensures learning outcomes have practical, real-world application related to students’ career aspirations - Curriculum aligns with credentialing requirements of professional bodies where appropriate - Programs and courses are critiqued for relevancy through evaluations completed by students - Students are encouraged to establish professional networks and communities as part of their studies, which may include instructors, industry practitioners and fellow students. Student service excellence is fostered through client-centred practices and systems: - Students benefit from flexible, client-centered policies and procedures that adapt to changing realities in adult learners’ lives - Interactions with students are often highly personalized - Administrative, instructional and support staff use a team-based approach for timely communication and feedback that enhances learner support - Student service staff are encouraged to build rapport with clients, practicing a high level of professionalism in customer service. Undoubtedly there are different strategies and practices other CE units might cite in answering the question about what it means to offer university-level continuing education. For us, it was the unique combination of these strategies and practices within our own university context that allowed us to answer the dean’s question. Colleagues may find these to be a helpful starting point in addressing difficult existential questions within their own institutions, but also in thinking about the expertise and competencies needed to excel at university-level CE. As our unit undergoes significant transformation as part of a campus-wide Career and Personal Education Strategy, these are the questions we are continuing to ask of ourselves, our operations and our programs. With acknowledgement of the following colleagues for their contributions: Deena Boeck, Raquel Collins, Mary Holmes, William Koty, and Jennifer Mielguj.

https://evolllution.com/managing-institution/operations_efficiency/making-the-case-for-a-university-level-approach-to-continuing-education/

Gartner Analysts are industry thought leaders who create must-have research, market predictions and best practices for a broad range of world-leading organizations. A Director possesses a keen eye for identifying gaps, problems and solutions within the market they serve. They use their knowledge to help clients make better decisions, solve complex issues and execute new practices that propel clients’ businesses toward key objectives. A Director publishes these insights as pragmatic and/or provocative research. Additionally, they reinforce Gartner’s value every day by engaging clients via in-person and virtual meetings, sales support visits, Gartner conferences and industry events. 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https://cyberdefenseprofessionals.com/jobs/senior-director-cloud-network-security/

The response identifies: - opportunities and barriers to the re-use of oil and gas assets for CO2 transport and storage to facilitate the deployment of CCUS at scale - oil and gas assets expected to have the greatest re-use potential for CCUS projects - where further work will be done, in partnership with industry and regulators, to develop guidance on the technical feasibility and requirements for re-using oil and gas assets, and on the handling of decommissioning liabilities Detail of feedback received We received 35 responses to the consultation, broken down into the following groups: - oil and gas and industrial sectors (12) - trade bodies and industry associations (6) - academia (including individuals) and professional bodies (8) - consultancy groups (7) - UK devolved administrations (2) Respondents were generally supportive of the initial proposals for the types of infrastructure with the greatest re-use potential, work to address barriers to the transfer of assets, and on proposals for the preservation of suitable assets to allow for future re-use in CCUS projects. Original consultation Consultation description In the CCUS deployment pathway: action plan, we committed: - to complete a process to identify existing oil and gas infrastructure that has the potential for re-use for carbon capture, usage and storage (CCUS) - to develop a policy on this We’re seeking views on this infrastructure and the associated policy proposals to: - introduce a discretionary power for the Secretary of State to remove the decommissioning liability from previous oil and gas asset owners if assets are transferred to CCUS projects - change policy and guidance documents to encourage owners and operators of oil and gas assets to propose a period of suspension prior to decommissioning This consultation is of particular interest to: - the CCUS industry - oil and gas companies - groups interested in CCUS but anyone with an interest in CCUS and its potential role in meeting our net-zero target is welcome to respond. Documents Last updated 17 August 2020 + show all updates - Government response published. - First published.

https://www.gov.uk/government/consultations/carbon-capture-usage-and-storage-ccus-projects-re-use-of-oil-and-gas-assets

Relevance – Region: The success of small and medium enterprises in many industries to engage in cross border trade requires trusted collaborations between stakeholders: industry, government, professional societies, research institutions, and consumers. Unethical behaviour undermines this trust, leading to significant adverse consequences for SMEs and economies. These consequences include elevated consumer distrust, unfair business conditions and/or inaccessible market opportunities, stifled innovation and investment, over regulation, and differing standards across borders leading to elevated business cost and legal risk. To address unethical behaviour, the Business Ethics for APEC SMEs Initiative has developed world renowned principles, guidance, training resources, and mentoring programs to strengthen ethical business practices in target sectors. From 2012 to 2019, the initiative has achieved near-universal adoption of ethics codes by medical technology and biopharmaceutical industry associations within APEC economies, more than doubling the total number of codes from 37 to 83 (including within 10 economies where codes previously did not exist). This has expanded high-standard ethical conduct to more than 18,000 companies (of which more than 13,000 are SMEs). Before the Business Ethics for APEC SMEs Initiative was launched, the region’s first 38 codes in these sectors took over three decades to develop. This project will refine training tools and virtual deployment to enhance accessibility for thousands of SMEs across the region. Endorsed by APEC SME Ministers September 2014, the Nanjing Declaration sets targets for the medical device and biopharmaceutical industry, governments, healthcare professionals, and non-government organizations, particularly patient organizations by 2020 to promote ethical environments. The Forum in 2020 will revisit these commitments to see where progress still needs to be made. For the first time in its history, the initiative will undertake an impact assessment in the form of a report to measure the impact of these efforts with respect to economies, businesses, society, and innovation. Relevance – Eligibility and Fund Priorities: This project supports APEC’s capacity building goals for developing economies by providing in-person and sustained virtual training resources to SMEs, governments, and other health system stakeholders. Specifically, the project supports five funding priority areas of the APEC Support Fund (General Fund): 1) Developing and strengthening the dynamism of SMEs: This project fosters an external business environment and strengthens internal capacities that permit SMEs to sustainably operate as global suppliers and distributors. 2) Developing human capital: Supporting key implementation provisions of the APEC Strategic Plan on Capacity Building to Promote Trade and Investment, this project includes integrated and multi-faceted capacity-building based on demonstrated needs and mobilizing greater external resources to facilitate human development. 3) Facilitating technology flows and harnessing technologies for the future: This project will leverage technology by integrating online programs such as a Distributors Compliance Portal for the medical device sector and an APEC SME CEO Integrity Program for the biopharmaceutical sector to scale access for thousands of SMEs across the APEC region. 4) Integration into the global economy: This project supports the implementation of high-standard codes of ethics for SMEs across all member economies, and the reach extends into all areas where they conduct business, thereby facilitating SME integration into the global economy. Regional convergence to high standards of business conduct clarifies ethics rules for SMEs and reduces costs attributable to cross-border compliance risk, catalyzing trade and investment. These efforts also strengthen SME partnership opportunities across borders, expanding their market reach. 5) Addressing social dimension of globalization: This project continues to successfully address a major vulnerability in international trade for SMEs as well as for consumers/patients. According to the IMF, among advanced economies, a economy in the top 25 percent in terms of control of corruption collects 4.5 percent of GDP more in revenues on average than a economy in the lowest 25 percent. The gap in revenue collection is 2.75 percent of GDP among emerging market economies and 4 percent of GDP among low-income economies. SMEs suffer the greatest impact, with up to 25 percent of annual operating capital lost to unethical practices. This social dimension is particularly salient in sectors that are tied to public finances, such as the health industry. Relevance – Capacity Building: With support from the Business Ethics for APEC SMEs Initiative’s 150+ person expert team, which has a proven track record of delivering stellar, quantifiable results in capacity-building, this project will deploy a train-the-trainer approach by providing in-person and virtual training, mentorships, and dialogue sessions for every APEC developing member economy. Training resources include a Distributors Compliance Portal for the medical device sector to leverage technology for thousands of SME and a SME CEO Integrity Program for the biopharmaceutical sector to support SME leaders to strengthen their competitiveness. Alignment - APEC: This project responds to the call by APEC Economic Leaders in 2018 to “improve the business environment for Micro, Small and Medium Enterprises (MSMEs) as part of our efforts to advance inclusive growth…we recognise the importance of our efforts to combat and prevent corruption, promote transparency and good governance and strengthen the rule of law.” It responds to the 2018 APEC Joint Ministerial Statement that urges “third parties to join the effort to promote ethical business practices which are crucial to the sustainable growth of MSMEs.” It also responds to APEC SME Ministers’ call in 2017 to “strengthen ethical business practices to free SMEs from the high costs of corruption and support their ability to access global markets…reaffirm[ing] our commitment to the 2014 Nanjing Declaration and its goals.” In fact, the Nanjing Declaration calls for this annual Forum in 2020, therefore this Project supports a Ministerial level target. Please visit http://mcprinciples.apec.org for further reference to APEC statements in support of the project. Alignment – Forum: The project is directly aligned with the SME Working Group Strategic Plan, which envisions promoting competitive, sustainable growth of SMEs and a mission of “enabling policy, business, and regulatory environment for SMEs” and “strengthening the participation and access to global markets for SMEs.” Unethical business practices serve as a detrimental barrier to achieving this vision, and these challenges will grow as health innovation expands. APEC SME Ministers have called for convening the APEC Business Ethics for SMEs Forum on an annual basis and have recognized the importance of this work within each APEC SME Ministerial Statement since 2010. Outputs: 1) Consensus Frameworks for Ethical Collaboration: Two economies are expected to adopt consensus framework agreements for ethical collaboration at the 2020 APEC Business Ethics for SMEs Forum. Since 2014, hundreds of medical device and biopharmaceutical industry associations, healthcare professional and hospital groups, patient organizations, health regulators, and other stakeholders across nearly a dozen member economies have committed to improving collaboration on ethical business conduct through Consensus Frameworks. A Consensus Framework is a formalized agreement or commitment by multiple parties across the healthcare system to convene on a routine basis and facilitate action items that support ethical business conduct. In addition to the adoption of consensus frameworks, which is a significant achievement for SMEs and all health economy stakeholders, there will also be discussion of specific tactics for implementation at the 2020 Forum. For those economies who have adopted a Consensus Framework, 1-2 economies are expected to leverage the Government Strategies to Encourage Ethical Business Conduct (Resource Guide) produced by the 2019 APEC Business Ethics for SMEs Forum. This Guide outlines strategies that governments are already taking around the world to encourage ethical business conduct across six unique areas: (1) Convening Power, (2) Procurement, (3) Regulatory Practices, (4) Enforcement Recognitions and Incentives, (5) Government Supported Business Ethics Training, and (6) Trade Agreements. 2) Distributors Portal (Medical Device Sector, Self-Funded): The initiative has focused on ambitious but achievable targets for distributors, medical technology associations, healthcare providers, and governments to help third-party intermediary SMEs strengthen adherence to high-standard ethical business practices. In 2018, the initiative issued Tokyo Recommendations to implement the 2017 APEC Guidance for Ethical Third Party Intermediary Relationships in the Medical Device Sector. In 2020, the associations will pilot the Third Party certification mechanism in at least two economies, each reaching over 1,000 distributors (see details in the Tokyo Recommendations. 3) APEC SME Leaders in Ethics and Integrity (LEIP) Program (Biopharmaceutical Sector, Self-Funded): At least two biopharmaceutical industry associations will pilot each stage of the APEC SME Leaders in Ethics and Integrity (LEIP) Program. This will build upon the design plan to be presented at the 2019 APEC Business Ethics for SMEs Forum created by leading SMEs ethics and compliance trainers. The design plan outlines the phases for equipping the top leadership of SMEs in the sector with tools to implement an effective ethics and integrity program aligned with APEC Principles. Biopharmaceutical industry associations will identify SMEs within their membership to serve as candidates for the LEIP program and leverage their current training programs to engage SME CEOs. 4) 2020 Reports on Code of Ethics Implementation by APEC Medical Device Industry Associations and Biopharmaceutical Industry Associations (Graphic design, APEC funded; printing/survey design and dissemination, self-funded; to be an published as an APEC Publication) The goal of these two reports is to synthesized and present detailed information collected from industry associations in each respective sector to indicate where progress has been made since 2012 and where challenges remain. The report covers four main areas: 1) code governance; 2) code alignment; 3) member enterprise implementation; and 4) external engagement. The target audience for the survey are the 34 medical device sector industry associations and 71 biopharmaceutical sector industry associations, which collectively represents over 18,000 member companies of which over 13,000 are SMEs. Insights are useful for governments, healthcare professionals, patient groups, non-member companies, and third party intermediaries. The reports are each 7-8 pages in length (see 2018 reports here and here). These will be disseminated on the initiative websites and to the initiative database of over 1500 stakeholders. These reports will serve as the Summary Report for the Forum. 5) Strategic Plan for Business Ethics for APEC SMEs Initiative: Forum participants representing the medical device and biopharmaceutical sectors will hold strategy sessions to determine a strategic plan to meet the 2020 Nanjing Declaration goals and to address new challenges beyond 2020. These strategy sessions will take place at the Forum to develop a finalized document to be circulated following the Forum. Outcomes: Upon successful implementation, the following outcomes are anticipated (see Strategic Assessment of 2020 Commitments for a logic model of these inputs, activities, outputs, outcomes, and impact): 1) Nanjing Declaration: Updates to the Nanjing Declaration to Promote Ethical Environments in the Medical Device and Biopharmaceutical Sectors (2014-2020). This includes goals for each stakeholder’s unique role in the healthcare sector including universal medical device and biopharmaceutical industry association code adoption and implementation. 2) Tokyo Action Plan Recommendations to Promote Ethical Third Party Intermediary Relationships in the Medical Device Sector Through 2021: Sets indicators for third party intermediary relationships in the medical device sector through 2021 depending on the stakeholder. 3) The project team also anticipates the project’s positive outcomes will extend beyond APEC, with the initiative increasingly viewed as a model in non-member economies (e.g., Colombia, Brazil, India, UAE, Saudi Arabia, among others). We also expect several new consensus frameworks and public-private partnerships to emerge from this event that will have a major regional impact on strengthening ethical practices, especially for APEC developing economies. The project team looks forward to enhancing collaborations (between industry associations and their SME members), elaborating best practices and facilitating cross-border trade. Beneficiaries: The direct project participants will include all attendees at the 2020 APEC Business Ethics for SMEs Forum. Attendance is expected from approximately 250 professionals and stakeholders relevant to the medical device and biopharmaceuticals industry. Professionals are generally represented by leaders from individual companies or industry associations, including many who serve SMEs. Related stakeholders include healthcare professionals, patient representatives, and government regulators, among others. The anticipated project outputs will benefit a large set of SMEs and other stakeholders. The project’s beneficiaries include: 1) Medical device and biopharmaceutical industry associations in the APEC region and the thousands of SME member companies they represent. They will directly benefit from virtual training resources and guidance documents developed at the 2020 Forum. These resources will be made available online and thereby available to any interested SME or stakeholder. 2) Government officials from APEC economies responsible for anti-corruption through an expanded effort to proactively engage in promoting ethical business practices in the medical device and biopharmaceutical sectors through the Government Incentives Compendium in areas such as Consensus Framework agreements, procurement, training, and free trade agreements; and 3) Healthcare professional organizations, such as physicians, pharmacists, and nurses, through the development and adoption of consensus frameworks for ethical collaboration with diverse healthcare system stakeholders, including industry associations and SMEs across the APEC region. The results and outputs of the 2020 Business Ethics for SMEs Forum will be captured in the 2020 Report on Code of Ethics Implementation by APEC Medical Device Industry Associations and by APEC Biopharmaceutical Industry Associations, which will be an APEC publication. Reporting and other written outputs associated with this project, which will be publicly available, will be presented to the Secretariat in a standard of English which requires no further copy-editing. Participation in and outcomes from the 2020 APEC Business Ethics for SMEs Forum will be communicated within APEC through in-person and electronic reports to the SMEWG and SME Ministers, ABAC, Life Sciences Innovation Forum (LSIF), Health Working Group (HWG), and Anti-Corruption & Transparency Working Group (ACTWG). Outside of APEC, electronic and in-person communications will be disseminated to stakeholders identified as critical to fostering ethical business environments in the healthcare sector. These include: · Governments – Officials responsible for anti-corruption and health and relevant regulators; · Industry – Associations and their member enterprises in the medical device and biopharmaceutical sectors; and · Other key stakeholders - Leaders of hospital, pharmacy, insurance and other payers, healthcare professionals, and patient/consumer groups. The project team utilizes satellite websites established in 2015 to enhance dissemination of project outputs and other resources for stakeholders in each covered sector. A website for the biopharmaceutical sector, accessible here, contains information and resources for small business to adopt codes of ethics and establish compliance programs. A new website was created in 2018 to host the resources developed the medical device sector, accessible here. These websites are supported in-kind by stakeholders and serve as an on-going communication platform. As with previous APEC Business Ethics Forums, we believe this project will receive notable media attention. The project team will coordinate with the APEC Public Affairs team, host economy, and other stakeholders to appropriately disseminate project outputs through the media in 2020. It is anticipated that a media release similar to that issued for the 2018 Forum (and at the upcoming 2019 Forum) will again be issued for the 2020 Forum. The 2018 media release can be found here. Key outputs include: · Setting Best Practices: Universal code adoption / implementation based on APEC Principles; Universal consensus frameworks: landmark agreements within economies to unite healthcare systems; · Capacity Building: Refining and expanding virtual / in person training programs; and The PO will proactively seek balanced representation by men and women in the project’s agenda, among Forum attendees, and in those leveraging the project’s outputs within each member economy. This includes taking an equitable approach to the selection of expert teams and speakers as well as during the recruitment process. This approach has enabled previous APEC business ethics programs to achieve strong gender balance. We are confident there will be robust participation by both genders in the project, particularly those leading industry and government organizations of great importance to SMEs. Women play a particularly important role in the success of APEC SMEs and their associations. They also benefit from the project’s efforts to strengthen ethical business practices within and between APEC member economies. Further efforts will be examined in 2020 on the positive gender impact of ethical business environments in the agenda and project outputs. PO will seek to include at least 50% of speakers / experts at the Forum and participation targets of male and female of 50%. Time Tasks Deliverables October – December 2019 Finalise Forum two-day structure General Information of the Workshop January 2020 Identify speakers and pane/workshop facilitators for the Forum Confirm Forum timing and venue Invitation/save the date February – March 2020 Identify target attendees and circulate save-the-dates Invitation / save the date April – May 2020 Finalise Key Deliverables for the Forum Forum Agenda Setting Best Practices Government Guide to Facilitate Ethical Business Practices (self-funded) Capacity Building: Refining and expending online training programs including the Distributor’s Portal and APEC SME Leaders in Ethics an Integrity (LEIP) Program (Biopharmaceutical Sector, Self-Funded) Monitoring and Evaluation: Survey Industry associations for the 2020 Reports on Code of Ethics Implementation by APEC Medical Device Industry Associations and Biopharmaceutical Industry Associations (to serve as the summary report) May – August 2020 Refine Forum Agenda, Secure Technology Resources, and Recruit Attendees Forum Agenda September 2020 Hold 2020 APEC Business Ethics for SMEs Forum Forum September – October 2020 Disseminate Forum outputs Completion Report April 2020 Submit Monitoring Report Monitoring Report September-November 2020 or February 2021 Drafting, endorsement and submission of the Completion Report and all supporting documents to the Secretariat June 2021 Participation in the Long Term Evaluation of APEC Projects conducted by the Secretariat, as required by all APEC funded projects Long-term evaluation Risk Management strategy Inability to secure host venue for Forum or venue-related logistical challenges Project team will rapidly assess venue options and will send a Request for Proposals to major venues. Lack of availability of target participants from select APEC economies Project has received overwhelming support from every APEC economy. Strong recruitment will address any gap stemming from limited interest. Early notification to address calendar pressures. Schedule conflicts from sought speakers, experts or trainers Project has a substantial pool of the world’s highest quality speakers, experts and trainers on ethics issues. Examples include executive-level industry leaders, government officials, and leaders of industry associations. Upon request, PO can provide a full participant list of the 200+ stakeholders expected to be involved in 2019. Enhanced recruitment will overcome scheduling conflicts that arise for target attendees. Program coordination between multiple sectors The Project Overseer and support team have substantial experience in balancing the needs of multiple sectors to ensure all objectives are met. The Business Ethics for APEC SMEs Initiative has implemented extensive monitoring and evaluation to ensure objectives are met. Key indicators include: (A) the number of trainings conducted (at least 2 economies), (B) commitments achieved under the Nanjing Declaration (universal code adoption by 2020 – see report on Code of Ethics Implementation), and (C) number of consensus framework agreements set under a collaborative vision for the APEC region as health innovations expand (the launch of at least 2 additional economies by 2021). Assessments through surveys will evaluate gender impact and be disseminated to all participants. 2019 Report on Code of Ethics Implementation by APEC Medical Device Industry Associations and Biopharmaceutical Industry Associations results to be released in August 2019. The Tokyo Action Plan Recommendations to Promote Ethical Third Party Intermediary Relationships in the Medical Device Sector Through 2021 sets indicators depending on stakeholder such as: Industry Associations (Company and/or Third Party Sales and Marketing Intermediary members): · Double the number of associations that have implemented codes or issued recommendations consistent with the Guidance by 2021 · Double the number of associations with annual Third Party SMI training by 2021 · Develop at least one voluntary Third Party SMI certification model by 2021 · These areas are being measured in the 2019 Report on Code of Ethics Implementation by APEC Medical Device Industry Associations and Biopharmaceutical Industry Associations to be delivered at the 2019 APEC Business Ethics for SMEs Forum. Governments: · Develop measures that promote or incentivize Third Party SMIs to adhere to and advance the Guidance and the APEC Kuala Lumpur Principles. These measures are currently under development for deliberation at the 2019 APEC Business Ethics for SMEs Forum. HCPs & HCP Organizations: · Enhance awareness of and/or promote code of conduct alignment with the APEC Kuala Lumpur Principles. These measures are currently under development for deliberation at the 2019 APEC Business Ethics for SMEs Forum. Business Ethics for APEC SMEs Initiative: · Establish a virtual resource portal by 2019 To provide accurate tracking of outcomes, the Business Ethics for APEC SMEs Initiative has implemented extensive monitoring and evaluation to continue to expand beyond the life of this project to ensure objectives are met. The project administers an annual survey, conducted online and by phone, which is undertaken by the Project Team (sample survey available upon request). The survey covers four areas: assessing code governance, alignment with APEC Principles, member implementation, and external engagement. The survey results are shared with all project partners and stakeholders to track progress toward the Nanjing 2020 goals and to maintain accountability. Post-event evaluations are conducted by participants through phone calls and email. There will also be significant, ongoing collaboration among the networks of ethics champions, with contributors providing regular status updates to the project overseer on the achievement of key objectives. This network of hundreds of ethics champions in the medical device and biopharmaceutical sectors (operating within and between all APEC member economies) will ensure sustained local and multilateral capacity building beyond the project team’s efforts. The project team plans to continue sustained monitoring and evaluation in collaboration with the network of ethics champions. We expect that the survey results will be presented in the Completion Report of this project. This project builds upon advances from the multi-year Business Ethics for APEC SMEs Initiative, as well as the 2014-2019 APEC Business Ethics for SMEs Forums, while maintaining its own specific objectives and deliverables. The project aligns with APEC Guidelines for Promoting Cross-Fora Collaboration through its engagement with members of the Anti-Corruption and Transparency Working Group (ACTWG), Life Sciences Innovation Forum (LSIF), and Health Working Group (HWG) on code of ethics development and health system strengthening. Routine cross-fora collaboration includes information sharing, contributing to initiative deliverables, recruitment of project participants, supporting local training and mentoring activities, and showcasing project outcomes at ABAC and other high-level meetings. The initiative has significantly expanded the cross fora collaboration, including in 2020 when we expect increased collaboration with the ACTWG to provide examples in the Government Incentives Compendium. APEC is the perfect source of funds, because it provides the lead funding to enable others to contribute and unlock other funds from private sector and civil society that would not otherwise be available. Without the APEC funds, these stakeholders would be unable to contribute to the efforts to strengthen ethical business practices. Previous forums have attracted millions of dollars in self-funding. The project’s outputs will continue to have an impact on industry, professional organizations and related codes of ethics aligned with the APEC Principles and in accordance with the Nanjing Declaration. We have already witnessed the elaboration of new codes from previous project outputs through (A) holding capacity-building programs, providing greater accessibility to organizations unable to attend previous events and (B) the initiative’s impressive focus on translating these outputs into concrete results through concerted follow-up. Now the initiative will focus on deploying the virtual capacity building tools to those in the region who are implementing those codes to realize the full impact of these codes of ethics across thousands of enterprises in every APEC member economy. Beneficiaries from this project include the wider medical device and biopharmaceutical sectors. This includes industry associations, governments, professional organizations, civil society, and academia to be engaged to carry forward the results and lessons from the project in the years to come. This will be achieved through the implementation of capacity building resources through industry associations with a reach of over 18,000 member enterprises, and the introduction of the APEC model to create new consensus frameworks agreements for ethical collaboration across APEC member economies as well as the effective implementation of existing frameworks. This will continue to be monitored through the initiative’s robust data reporting system. This collaborative effort engages with all stakeholders to ensure the project is sustained in the long term. This is achieved in four main ways. The first is through support from a private-public partnership and network of hundreds of ethics champions covering all 21 APEC economies. Second, this enjoys robust involvement from senior government leaders, industry and civil society. These stakeholders have a strong interest to ensure the 2020 APEC Business Ethics for SMEs Forum meets its objectives and project outputs are deployed within and between each APEC economy. This commitment is demonstrated through the dedication of major in-kind resources from stakeholders across each member economy, amounting to nearly five times that which APEC is contributing for this particular project. Third, the initiative’s comprehensive monitoring program will also continue to track efforts that ensure outputs are undergoing implementation an economy-by-economy basis. Lack of progress is reported to APEC governments for localized action. Fourth, there will be a concerted effort to build upon the project’s outputs through a continued call for regional cooperation to implement the APEC principles, heightened multi-sectoral collaboration, and expanded efforts that address new and emerging issues in business ethics. The project will facilitate APEC’s continued leadership in this effort while implementing the Nanjing Declaration. There are several next steps to build on project outcomes: · Prepare a dedicated, virtual library of multi-lingual modules that could be freely circulated from APEC to each association partner, supporting their no-cost, rapid implementation of best practices training to over 18,000 enterprises. The virtual library will continue to remain relevant through using an expert team comprised of industry and associations to ensure relevance. This will be maintained by the Project Team, and all material will be reviewed and vetted by the Project Overseer. · Continue to advance implementation of the APEC Principles among all relevant industry associations in the APEC region and work towards a majority of these associations’ member enterprises having implemented a code of ethics before the Forum takes place; · Support and monitor progress of local training programs for SME members by each association; · Develop additional mechanisms for regional coordination among all stakeholders, especially SMEs, on addressing new and emerging business ethics issues; · Continue APEC’s role in serving as ongoing platform for collaboration among all stakeholders to advance ethical business practices in sectors of key importance to SMEs. This includes plans to hold the APEC Business Ethics Forum on an annual basis through 2020. Each meeting will continue to build on progress from the last and report on efforts to implement previous project outputs within all APEC economies; and 1. A waiver is requested for business class travel for experts, government or non-government, if the expert required is critical to reaching an optimal outcome or if medically advisable. Business class travel for experts would only be approved on a case-by-case basis by the Program Director during the project’s implementation. This approval will only be issued if the experts travel exceeds 12 hours (airport to airport), there are sufficient funds in the budget, and/or (as appropriate) medical certification is provided by experts claiming it is medically advisable. 2. A waiver is requested for advance payment of travel funds to participants from travel-eligible economies and to expert attendees. 3. A waiver is requested for APEC funds to cover simultaneous interpretation expenses, not to exceed $5,000/day. This waiver is sought under exceptional circumstances since many speakers, experts, and attendees from East Asia cannot share leading best practices nor can they contribute to exchanges without simultaneous translation capabilities. These individuals are viewed as essential, without alternatives, and will help achieve the event’s objectives. Furthermore, the benefits of simultaneous translation will benefit attendees from all 21 APEC economies as best practices are exchanged with clarity. Thus, all attendees from every economy will benefit. We understand that this waiver request is subject to the guidelines set in Paragraph 9-8 of the Guidebook and may be approved only under exceptional circumstances. We believe this is an exceptional case. We hope this waiver request serves as strong justification to the Program Director in charge during the project’s implementation. 4. A wavier is requested that in the event APEC funds are denied to cover simultaneous interpretation expenses, the $5,000 designated for this category be transferred to “Hosting – Room & Equipment Rental” as it is likely the Unit Rate will exceed the $15,000 for this category. Project Overseer has verified this with a sample of local venues. 5. A Letter of Guarantee is requested for payment to selected venue for the actual costs incurred in the rental of venue for the 2020 APEC Business Ethics for SMEs Forum. All Rights Reserved © 2011 Asia-Pacific Economic Cooperation. Singapore. Developed with the assistance of Microsoft.

https://aimp2.apec.org/sites/PDB/Lists/Proposals/DispForm.aspx?ID=2447

The FDA has released draft guidance regarding its position on early and efficient communications during drug development as a key way to reduce approval times between the agency and Investigational New Drug (IND) sponsors. Each year, both sides engage in thousands of formal and informal communications—including meetings and teleconferences—often to share critical information on clinical trials and to let the FDA provide advice on trial design, dose selection, nonclinical study requirements and manufacturing and facility issues. “It is important that interactions be conducted efficiently and consistently, with clear, concise and timely communications,” the FDA stated in announcing the availability of the draft guidance for industry and review staff. Its purpose “is to describe best practices and procedures for timely, transparent and effective communications between INDs and FDA at critical junctures in drug development, which may facilitate earlier availability of safe and effective drugs to the American public.” For Bryant Storm, an analyst at Wolters Kluwer Legal & Regulatory Solutions in New York, the draft guidance confirms current FDA review practices that are aimed at streamlining the process. “However, the goal of the draft guidance was not to outline new policies, but instead to provide IND sponsors with a set of best practices for communication with the FDA throughout the drug development process,” said Storm, who wrote about the draft guidance in his law firm’s Health Law Daily. The 35-page draft guidance, titled “Best Practices for Communication Between IND Sponsors and FDA During Drug Development,” says it is appropriate for sponsors to seek scientific and regulatory advice—including clinical and statistical, safety, regulatory, clinical pharmacology and pharmacokinetics, nonclinical pharmacology, pharmacokinetics and toxicology, product quality and pediatrics. “This guidance helps us better understand how critical it is to have early and continuous communication with the FDA in order to maximize expeditious drug development,” said George Hemsworth, PPD’s senior director of clinical-regulatory consulting. The draft guidance also acknowledges the FDA’s limited resources and encourages sponsors to seek answers to scientific and regulatory questions from other available resources before contacting the agency. During the lifecycle of drug development, the primary endpoint of contact for communications between IND sponsors and FDA is the review division regulatory project manager (RPM). He or she is the main contact for facilitating timely resolution of technical, scientific and regulatory questions, conflicts or communication concerns between the sponsor and the FDA review team. “The key to working with the FDA is to funnel all communications through the RPM, from general review matters to specific questions directed to clinical, nonclinical and quality reviewers seeking information on response timeline expectations,” said Hemsworth. “To promote strong communication between the client and the FDA, understanding the RPM’s role, responsibilities and accountabilities is a vital step.” Although there are circumstances where sponsors may contact other FDA representatives, the draft guidance stresses that while reviewers assigned to a sponsor’s IND can expedite the exchange of information and progress in their drug development programs, sponsors should not contact FDA reviewers directly; instead, all inquiries should be directed to the RPM who will communicate them appropriately to supervisors and reviewers. Moreover, direct contact with reviewers can result in responses that are inaccurate or have not been properly vetted by the reviewer team and supervisors. For sponsors who encounter difficulties getting feedback from the RPM, they should contact the RPM’s next-level supervisor. The draft guidance also suggests that sponsors consider employing an independent consultant to help them and the FDA conserve resources to address the more complex and challenging drug development issues. As for the promptness of IND-related inquiries, the draft guidance says the FDA intends to respond more quickly to safety-related questions. The agency also acknowledges that sponsors sometimes pose questions to the FDA that they perceive as being simple or clarifying questions with the expectation that only minimal time will be needed for an FDA response. What may be simple or clarifying to the sponsor, however, may require significant review and communication among review team members before they are answered. While complex scientific/technical policy or regulatory questions are best posed in either formal meetings or in formal submissions, sponsors who make inquiries via telephone or email should receive FDA acknowledgment of receipt of those messages within three business days. In turn, sponsors should acknowledge their receipt of FDA information requests. “Note that although FDA strives to adhere to all established or estimated response timelines, FDA may not always be able to meet these deadlines,” the draft guidance cautions. To generate some uniformity in the IND communication practice, the draft guidance also sets out best practices in terms of understanding terms and phrasing that are used consistently by the FDA and sponsors. “The highlighting of specific words or topics is the FDA’s way of signaling to the industry which topics weigh most significantly on safety and effectiveness determinations,” said Storm. “One point of focus that stands out is the FDA’s emphasis not only on clarity and efficiency of communications, but the timeliness of those communications as well … and the need for IND sponsors to begin communication with the FDA early in the drug development process.” The FDA is seeking comments on its draft, which was developed by the Center for Drug Evaluation and Research (CDER) in cooperation with the Center for Biologics Evaluation and Research (CBER). The guidance will be finalized 18 months after the 60-day comment period closes. Ronald Rosenberg is a former business and science reporter for The Boston Globe. He has written features for New Scientist and Inc. magazine. His lengthy journalism career includes editing an award-winning weekly newspaper in Cornwall, N.Y. Ron also was a media relations specialist for the science faculty at Boston University, and a Knight Science Journalism Fellow at the Massachusetts Institute of Technology.

https://www.centerwatch.com/articles/15627

Below are some of the ion chromatography testing methods that we typically perform: - Method 2.3.28 (General Cleanliness Method for all Printed Boards and Printed Board Assemblies) - Method 2.3.28.1 (Halide Determination Method for Soldering Fluxes, IPC-J-STD-004) - Method 2.3.28.2 (General Cleanliness Method for Unprocessed Printed Boards, reference IPC-5704) COMMON IONS WE ANALYZE ANIONS INCLUDE: - Fluoride (F-), Chloride (Cl-), Bromide (Br-), Nitrate (NO3), Nitrite (NO2-), Phosphate (PO43-) and Sulfate (SO42-) CATIONS INCLUDE: - Lithium (Li+), Sodium (Na+), Ammonium (NH4+), Potassium (K+), Magnesium (Mg2+) and Calcium (Ca2+) WEAK ORGANIC ACIDS (WOA) INCLUDE: - Adipic, Acetic, Citric, Formic, Maleaic, Succinic, and others FREQUENTLY ASKED QUESTIONS Below are the three most frequently asked questions posed from our clients on the subject of ion chromatography (IC) testing and cleanliness criteria. Q1. WHAT IS ION CHROMATOGRAPHY (IC)? A1. Simply stated, ion chromatography is an analytical tool that is used to identify and quantify the levels of ionic constituents that are within a liquid sample matrix. To apply this to the electronics industry, ion chromatography is used to evaluate the levels of different ionic contaminates that are found within the different materials and processes that are used to produce the final assembly. When used properly ion chromatography can play an integral role in understanding the impacts different ionic residues may have on product reliability and performance. Q2. WHAT ARE THE DIFFERENT IONIC SPECIES AND WHAT IMPACTS DO THEY HAVE ON PRODUCT RELIABILITY? A2. When analysts speak of ionic species we are referring to anions, cations and different organic acid ions. Anions are ions that have a net negative charge. Some the more common anions would include: fluoride, chloride, bromide, nitrite, nitrate, phosphate and sulfate . Cations are ions that have a net positive charge. The more common cations would include: sodium, lithium, ammonium, potassium, magnesium and calcium. All of these ionic contaminates can come from a number of different sources. Having an understanding of the materials and processes that being used for the production of electronic products is helpful in evaluating their origins and potential impacts on product reliability. The organic acids that are commonly discussed in the electronics industry show up as anions and are referred to as weak organic acids (WOA's) because they are "weak" acids. Typically, we would expect them to come from flux materials. However, they might also be found in different plating bath chemistries or perhaps even found in newer hot air solder leveling (HASL) flux formulations. Some common weak organic acids that you may have heard of include: acetic acid, citric acid, formic acid, succinic acid and malic acid. Currently there are more than forty different organic acids that are used within the electronics industry. The second portion of the question is a bit more difficult to answer. The simplest answer to the question of impact is “It Depends”. In general, there are certain anion residues that are known contributors to electrochemical failures. Electrochemical (ECM) failures include corrosion, electrical leakage and dendritic growth. The typical bad actors found at work in the ECM Theater would be chloride, bromide, sulfate and the various weak organic acid residues. Most industry research has focused primarily on those residues. Any one of these or a combination of these could have potentially devastating affects to assembly longevity under the “right” conditions. At this point, the “It Depends” part of our answer comes into play as there are a number of variables to factor into the equation in understanding the "right" conditions and how residues might impact end product reliability. This is a subject for a later discussion. In terms of the cation residues, it has not been our experience that they lead to significant ECM failures as are usually seen with the anion residues mentioned previously. In our experience, excessive cation residues are more often process indicators. In other words, they indicate that a process may not be in control. Admittedly, the amount of industry research available on the impact of cation residues is minimal compared to the research available for anion residues and so less is understood about how this species of ions impact product reliability. Q3. WHEN WILL THE INDUSTRY DEVELOP SOME IONIC CLEANLINESS PASS/FAIL REQUIREMENTS FOR PRINTED BOARD ASSEMBLIES AND UNPOPULATED BOARDS? A3. I am going to address the second portion of the question related to bare boards first as the assembly criteria is far more complicated. In December of 2009 the industry published cleanliness criteria for bare boards based upon the work of Delphi Automotive. Delphi Automotive has had a long history of testing bare boards for their applications and that resulted in the development of ion chromatography criteria for the boards used in those applications. Those criteria were considered by other industry ion chromatography experts as reasonable starting points and they were eventually adopted into an IPC document called IPC-5704 which is entitled, “Cleanliness Requirements for Unpopulated Printed Boards”. Additionally, there are a few companion user guides available to assist with understanding the criteria found in IPC-5704. IPC-5701 is the "User Guide for Cleanliness of Unpopulated Printed Boards" and deals with how cleanliness issues should be addressed in purchasing documents. Next is IPC-5702, which is the "Guidelines for OEMs in Determining Acceptable Levels of Cleanliness of Unpopulated Printed Boards" and provides those persons responsible for developing criteria for unprocessed board cleanliness with guidance on what to consider. Finally, we have IPC-5703, the "Cleanliness Guidelines for Printed Board Fabricators" which provides a general guidance to board fabricators on items that can directly and indirectly affect cleanliness. All of these documents can be helpful in developing unpopulated board requirements for your own boards and applications. Now to the first part of the question related to assemblies and establishing assembled board pass / fail cleanliness criteria. This has been a long debated area in the realm of cleanliness testing. Everyone is seeking the answer to that age old question of "How clean is clean enough?" Unfortunately, the answer is not a simple one. In short, there is no one-size-fits-all set of criteria that will address all of the assembly cleanliness concerns. You might be asking Why? First off, not all design applications are the same. High frequency applications may have very different cleanliness requirements than applications dealing with high voltage. That said, there is an element of cleanliness that needs to be sensitive to the application. Next we must consider all of the materials and processes that make the final assembly. This would include the materials and processes from board fabrication, to component fabrication, to the final assembly. All of these materials and processes can have their own specific chemical footprint that can work together to shorten the life of an assembly. Next we need to consider the end-use environment. Is it controlled or uncontrolled? Will the assembly have any exposure to the outside elements? The combination of voltage, sufficient levels of ionic contamination and the presence of moisture can be a huge threat to the reliability of your assembly. All this said, developing a set of cleanliness criteria is a highly challenging endeavor and by the time such criteria would be developed it would likely be obsolete given the pace at which electronic designs, materials and processes change. There are a couple rules of thumb that might be of help here. First, each assembly has its own threshold for how much residue it can tolerate. Simply stated some designs and applications require a higher level of cleanliness than others. The second rule of thumb is to treat cleanliness as a sliding scale of risk. In other words, the more contamination you have on your assembly the greater the risk for premature failure. Ultimately, the designer and assembler have to be responsible and diligent in determining what level of cleanliness is acceptable for their product(s). This can be time consuming, expensive and tedious work, but doing it may save time, more money and just the sheer aggravation of dealing with a product failure. Let's also not forget that a company's reputation is at stake when products fail. That aspect also has a cost.

https://www.precisionanalysts.com/Ion-Chromatography.php

Albany Molecular Research Inc. provides global contract research and manufacturing services to the pharmaceutical and biotechnology industries. Summary: The Sales Operations Specialist will work as a critical team member within Business Development and assume primary responsibility for writing AMRI Drug Product (DP) proposals and change orders. Responsibilities include but are not limited to interpreting client requests for proposals (RFP); utilizing work estimates from internal technical parties for use in proposal generation; closely interacting with Sales team members on overall proposal strategy and construction; and facilitating proposals and change orders through various stages of completion in the bid process. Responsibilities •Function independently to assemble written proposals to address client requests in a clear and concise document. Work closely with Sales managers/directors to coordinate and ensure consistency of information submitted to individual clients in terms of pricing/verbiage used for similar projects, etc. Utilize company established tools and guidelines to generate pricing/verbiage for client proposals •Use judgment in determining whether proposal meets profitability criteria. Seek approval from finance and other business stakeholders as stated in company guidelines •Review RFP to ensure an understanding of the request. If necessary, confer with the Sales managers/directors who may interface with the client directly to ensure clarity of the request •Advise Sales managers/directors on overall proposal strategy and construction and guide them throughout the bid process, including interactions with legal, finance, and technical teams •Collaborate with internal parties including Sales manager/directors and technical staff to understand and clarify bid estimates to meet client needs and ensure that estimates are received in a timely manner. Work with global internal staff as well as customers worldwide. Review written estimates from internal technical parties to incorporate in proposal generation •As necessary, guide and assist Sales manager/directors and technical staff in the proper entry of bid process documentation in the CRM •Submit proposals within client-requested timeframe or (if unstated), within AMRI’s standard timeline for prompt response to customer inquiries •Manage and prioritize multiple proposals in various stages of completion in the bid process. Proactively seek necessary input from technical staff in order to ensure timely proposal submission to the client •At times participate on client teleconferences in a professional and knowledgeable manner to understand their requests and to explain proposals •Review and proofread draft proposals from Sales Operations Specialist colleagues, as requested •Provide backup assistance as needed in responding to external client inquiries or internal customer requests •Participate in self development activities and training of others •Exhibit safety awareness and safe work practices Education and/or Experience: • Bachelor's degree from four-year College or university (emphasis in a scientific related field or business). A minimum of 2 years directly applicable experience in the industry, or equivalent combination of education and experience •Must have excellent writing skills. Ability to read, analyze, and interpret common scientific and technical journals, financial reports, and legal documents •Must have excellent verbal communication skills. Ability to work with a wide variety of constituents to include but not limited to customers, sales team, technical staff, finance, legal, and senior executives •Must have excellent organizational skills. Ability to track multiple bid statuses and proactively seek information from various technical staff to ensure timely proposal submission. Ability to prioritize tasks and maintain composure and productivity under periods of high intensity activity and tight deadlines •Must be able to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form •Must be able to work effectively with diverse cultures represented by global internal staff as well as global customers, mostly by email and phone •Must be able to perform simple math such as calculating sums and percentages •Experience with Microsoft Office, particularly Outlook, Word, Excel, and PowerPoint •CRM experience, specifically Salesforce is preferred but not required Other Skills and Abilities • Ability to perform independent work related to projects and/or routine activities. • Ability to be an author for protocols or reports, or other non-routine activities • Ability to review reports, etc. for accuracy and logic • Ability to meet deadlines and work under pressure • Ability to effectively lead or work on a team to accomplish goals AMRI is committed to providing equal opportunity to all job seekers including qualified individuals with disabilities. If you have any difficulty using our online application system due to a disability or believe you need a reasonable accommodation to search for a job opening or submit an application, you may use the alternative email address jobs@amriglobal.com to contact us about your interest in employment or you may call us at 518.512.2000. Please note: The above referenced email address and telephone number are dedicated communication lines designed exclusively to assist job seekers whose disability prevents them from being able to apply online. Messages left for other purposes will not receive a response.

https://careers.amriglobal.com/job/sales-operations-specialist/J3P2KM6HBJQP4X20YKT/

The Council fully understands the hardship and anxiety many oral health practitioners have experienced as a result of necessary restrictions on your practice due to COVID-19. A national emergency and response to a global pandemic creates extraordinary and challenging circumstances. In response to the COVID-19 crisis, the New Zealand government has put in place unprecedented public health and social measures that have significantly impacted on individuals, their health, and the economic future of our country. The Prime Minister has indicated a move slowly and cautiously to safely return New Zealanders to work. We have now moved to alert level 3 and we know that practitioners are urgently seeking clarity about the extent of any restrictions and guidelines that will apply under alert levels 2 and 1 so you can plan for future care. Many practitioners have questioned the Dental Council’s role and the actions of Council during the COVID-19 crisis. To assist and answer your questions, this update provides the following information: In a public health crisis, the government is responsible for putting in place public health and social measures to respond to the threat of community infection. Our government has developed an alert system setting out restrictions, including restrictions on the delivery of oral health services, that apply under each alert level. The relevant government departments provide their sector with further detail about what can and cannot be done at each level. We have seen this with the Ministry of Health’s active role in determining ‘essential’ health services at level 4 and ‘safe’ health services at level 3. The regulatory authorities, which includes the Dental Council, can then provide further, more tailored direction or guidance to their professions, as necessary. During the COVID-19 response, the Council’s authority to regulate key aspects of professional practice continues to operate within the provisions of the Health Practitioners Competence Assurance Act (the Act). Our key responsibility is to protect the public by ensuring practitioners deliver safe oral health care within the COVID-19 restrictions that apply. The role of individual health providers including employers, professional associations, educational institutions and, ultimately, individual oral health practitioners, is to operationalise the guidelines issued by the Ministry and the regulator, and support each other to institute practices that fall within this framework and suit their work environment based on their clinical judgement. To meet our key responsibility to ensure public safety, Council has taken a lead role liaising closely with the Ministry of Health (the Ministry) to prepare and provide guidance to ensure practitioners deliver safe oral health treatment to their patients. The guidelines we have developed to date have stood up well and have been recognised internationally. Immediately after the government announced alert levels and initial measures, the Council reached out to key associations and we were able to issue early communications to practitioners with the support of these groups. Professional associations including NZDA joined with the Council and the Ministry in issuing a joint statement on 23 March 2020 requiring all non-essential and elective dental services to be suspended. The guidelines for the move to level 4 were developed under extreme time pressure that limited the opportunity to seek wider feedback. We worked directly with the Ministry and our professional advisors to issue these guidelines within 20 minutes of level 4 coming into effect. For the most recent alert level 3 guidelines the Council formed a clinical advisory group to provide advice and to develop draft guidelines for oral health practitioners during the COVID-19 response. These guidelines were developed based on the assumptions about the possible restrictions the Government and Ministry would put in place for alert level 3. Professional associations and the two educational institutions were given an opportunity to provide feedback on the draft guidelines. Following feedback, the Council and Ministry finalised the guidelines prior to approval by the National Health Coordination Centre (NHCC) which includes infectious diseases specialists. This takes considerable time but once approved, the guidelines were issued to practitioners on the same day. We have begun developing the level 2 guidelines and will follow a similar process as we did for level 3. Our objective is to work as quickly as possible to complete drafting the guidelines, gather feedback, finalise and obtain sign off before issuing these to practitioners. Last week, comparisons were made to Australia and some practitioners asked why the same level 2 treatment guidelines that have been announced there cannot apply in New Zealand also. The primary reason we have not followed the Australian guidelines is that our two governments are making different decisions and we are required to follow the decisions of the New Zealand government for the New Zealand situation. As you will be aware, the New Zealand government has decided we will be at alert level 3 for at least two weeks before it reviews the next steps on 11 May 2020. We are developing the guidelines for level 2 according to our government’s requirements for health service delivery at this level. At all times, the Council aims to work positively and constructively in the best interests of not only the public but practitioners and sector groups as well. Our preference is always to work with associations and we fully support them in their role. As a regulatory authority, the Dental Council’s role is quite different and distinct from the roles of associations who represent the interests of their members and take actions on their behalf. We have proactively tried to engage with associations throughout the COVID-19 response and have sought their feedback and contribution wherever possible. Although the constantly evolving and developing nature of the COVID-19 response has meant our usual wider consultation processes are not possible, the Council has invited key associations to communicate jointly and contribute to the process of developing guidelines. We have continued to engage with key associations, gain input to guidelines and seek feedback within very short timeframes. This has been difficult and we have and will continue to endeavour to issue guidelines to you all as soon as possible in what is a complex New Zealand health system over this time. The most significant government decision made during the COVID-19 response for dental services has been the requirement to suspend non-essential and elective dental treatment. Recognising the huge impact this decision would have on each oral health practitioner, the Council issued a joint statement with the Ministry and associations on 23 March 2020 to this effect. PPE We know that many practitioners have found it difficult to source PPE supplies and these concerns have been relayed to the Ministry through many channels. As we have previously noted, sourcing PPE is not the role of the regulator. We encourage and support practitioners to continue working together within their personal and professional networks, with their associations, dental suppliers and local DHBs to source necessary PPE supplies. Fees Many comments have been made about annual practising certificate (APC) fees during this crisis. The Council does understand the financial strain many are under and has worked within its constraints to relieve such pressure where possible with the removal of late penalties for APC applications. Some practitioners have asked for APC fees to be refunded or waived this year. The Dental Council is a regulatory body and is in a different position to voluntary membership associations who do have the ability to waive membership fees which some have done. The Council does not receive “membership” fees. After consultation with practitioners and associations, annual fees payable are gazetted through a parliamentary process. We understand that many practitioners are currently unable to work. But, holding a current APC is a legal requirement under the Health Practitioners Competence Assurance Act for all practitioners to practise, and we are unable to change this. Understandably, practitioners have many concerns and questions during this difficult time. The Council takes on board the criticism and dissatisfaction with communication from us over this crisis. The Council has had a significant increase in direct inquiries from practitioners and we are attempting to respond individually as quickly as possible. This is proving difficult due the sheer number of inquiries and the detailed and specific questions in each one. We will aim to provide more frequent general updates to all practitioners on progress over this difficult time for you all. Communications with associations from the guideline development process for the de-escalation to level 3 are also available on our website including feedback received and our replies which include Council’s consideration. We will also publish this information when guidelines are developed for levels 2 and 1. We are aware that many practitioners are currently facing severe impacts on your businesses, livelihoods and personal wellbeing. We encourage you to seek help and support from those close to you, your own doctor, and other organisations able to assist. To everyone who has supported the Ministry, the Council members and staff, as well as all those of you who have continued to make significant sacrifices and support the nation through this crisis, we would like to personally say thank you. This is a difficult time for everyone as we each face personal challenges of our own. Throughout these challenges, we will continue to try to work with you all in a professional, constructive, timely way to achieve the government’s objectives and support the national COVID-19 response. We will continue to provide advice and issue joint Ministry and Council guidelines with input from associations and key sector groups as quickly as we possibly can in these unprecedented times.

https://www.dcnz.org.nz/resources-and-publications/updates/2020/update-on-covid-19-pandemic-response/

Indirect cost recovery for 'local' NGOs: an urgent issue for humanitarian reform In this blog, DI, Oxfam and UNICEF outline the context for new guidance on the provision of overheads to local and national humanitarian actors, and explain why the changing industry standard is so important. Current practices of UN agencies and international non-governmental organisations (INGOs) not providing indirect costs to local and national partners has been described as ‘scandalous’. New guidance published by the Inter-Agency Standing Committee (IASC, the international humanitarian system's policy and coordination platform) emphasises the urgent need for international organisations and donors to change this practice, and recognise that overheads are fundamentally important for local partners. Overheads provide organisational sustainability Overheads, also known as indirect costs or indirect cost recovery (ICR), are essential for all organisations – big or small, international or local. They are used to cover costs that are not directly related to a project, but that support the efficient, effective and safe running of an organisation. Overheads don’t just ‘keep the lights on’; they help organisations invest in the people, leaders, processes and systems which build institutional capacity and contribute to organisational sustainability, crisis preparedness and response. This is especially important for local and national actors, who know the needs of their communities best and are often the first to respond when crisis strikes. Local actors trapped in funding starvation cycle Local and national partners access most donor funding indirectly. UN agencies and international non-governmental organisations (INGOs), who play an ‘intermediary’ role, have been criticised for only allowing local and national partners to budget direct costs and not sharing or providing indirect costs. Without funding to cover indirect costs, local partners can find themselves trapped in a starvation cycle of chronic underfunding, jumping from project to project with no investment in institutional sustainability. This can mean they are unable to cover staff salaries, are forced to undermanage security or operational risk and, due to a lack of resources or capacity, are effectively locked out of local response coordination and decision-making. UN agencies, INGOs and donors must change practices and policies This funding arrangement reinforces a sub-contractor mentality, undermines genuine partnerships and erodes trust between international organisations and national partners. Current practice presupposes that local and national partners’ overheads are less important than international organisations’. The issue of overheads is therefore not just a technical matter – it embodies many of the current debates in the humanitarian system around where power lies, local humanitarian leadership and decolonisation of aid. While humanitarian actors talk of the importance of shifting power and resources to local actors in humanitarian response, in practice power has shifted little and slowly. Sharing or providing overheads represents a practical and impactful way for international organisations to realise commitments made around ‘localisation’. New IASC guidance based on research offers practical how-to advice for international actors Local actors have advocated for many years around the issue of fair overhead allocation. Interest and momentum among international actors is now finally building. Many UN agencies, INGOs and donors are reflecting on their current practice and changing industry standard. Overheads are a priority for the current Grand Bargain caucus on localisation, and the outcome from the intermediaries caucus included a commitment to allocate overheads to local and national partners. Recent guidance published by the IASC also provides a practical call to action to international organisations, based on the following recommendations: - UN agencies and INGOs must start providing overheads to local and national partners, building on the pockets of good practice that already exist within many organisations. - The importance of this issue needs to be socialised throughout organisations. It is vital to generate cross-organisational buy-in to change well-established funding practices. - International organisations that partner with local and national organisations need to develop clear and transparent policies on overheads that include providing overheads as unrestricted funding, in addition to direct administrative and project support costs. - International organisations should publicise their changing policy and practice, as well as learning on this issue, to build momentum for wider change. - International organisations should create opportunities for local and national organisations to engage with donors directly around their experiences of overheads and should also advocate with donors about the barriers they face in providing overheads. While all organisations face challenges in fully recovering their indirect costs, local partners have been disproportionately affected by inequitable funding practices, which ultimately reduces their capacity to respond to needs. Now is the time for UN agencies, INGOs and donors to make change happen. Read the IASC guidance (available in English, French, Spanish and Arabic) and the research report In 2020, the Inter Agency Standing Committee (IASC) selected overheads as a priority issue for the Results Group 5 (RG5) on humanitarian financing, which conducted a mapping of current practice and developed new IASC guidance for UN agencies and INGOs on the provision of overheads to local and national partners. The guidance sets out clear recommendations for how international organisations can develop overhead policies, drawing on best practice identified in the research, and highlights key advocacy priorities for donors, acknowledging the critical role they must play in incentivising change. The co-chairs of the working group were UNICEF and Oxfam, and the work was delivered by Development Initiatives. This blog was co-authored by Fran Girling-Morris, Senior Policy & Engagement Advisor, Development Initiatives; Amy Croome, Humanitarian Policy Advisor - Local Humanitarian Leadership and Aid Reform, Oxfam, and Luc Chauvin, Chief, Inter Agency and Humanitarian Partnerships, UNICEF. Related content Overhead cost allocation in the humanitarian sector Development Initiatives, in partnership with UNICEF and Oxfam, conducted this research on overhead allocation in the humanitarian sector on behalf of the IASC Results Group 5. This work informed the development of guidance which has now been endorsed and published by the IASC. Funding to local actors: evidence from the Syrian refugee response in Türkiye Türkiye hosts almost 4 million Syrian refugees. In this report, DI and TMK seek to fill the gap in data on funding flows to the local and national actors critical to the response. Global Humanitarian Assistance Report 2022 The Global Humanitarian Assistance Report 2022 provides a critical overview of the crisis financing landscape. Development Initiatives finds that total funding has plateaued despite historically high demand.

https://devinit.org/blog/indirect-cost-recovery-local-ngos-humanitarian-reform/

The Institute of Electrical and Electronics Engineers (IEEE) sponsors more than 1,900 conferences and events each year all over the world, curating cutting-edge content in technical fields. This fall, IEEE is sponsoring a 5G and future networks broadband conference—the 2021 IEEE Fourth 5G World Forum. This conference will bring together representatives from industry, academia, and research to share their insights and discuss advances in 5G and beyond as well as address challenges in future networks deployment. The conference will be held from 13-15 October, 2021. We have planned for a robust virtual experience with a rich program and opportunities for attendees to communicate with each other and with the speakers. As always, it is an ideal platform to reach key stakeholders in the field of 5G and beyond. Theme for the 2021 IEEE 5G World Forum The theme for this global 5G event is “5G and Beyond: A Comprehensive Look at Future Networks.” The conference will bring together contributors who have been cultivating future networks technology and applications for the benefit of society. And it will emphasize novel architectures that support not only traditional mobile broadband technology but also vertical industry. Background on 5G Fifth-generation cellular wireless, or 5G, is the result of new, smarter ways of using the frequencies that allow mobile communication over airwaves. And despite all the hype surrounding it, 5G technology is a big deal. It will revolutionize internet communication and telecommunication for people around the globe. While 4G was faster and more responsive than previous generations of wireless technology, 5G takes data transmission a notable step further. It has faster connection times and lower latency. It also supports more connectivity in terms of the number of physical devices connected to a network. As such, it will be a foundational technology for the next wave of advances involving, for example, the Internet of Things (IoT), autonomous cars, remote surgery, drones, virtual reality, sustainable development, and smart cities. Currently, we are deeply into 5G deployment. It will be more widely available over the next two to three years. Because of this, global events like the IEEE 5G World Forum are a vital resource for leaders in the field of wireless technology. Organizers and leaders of the IEEE 5G World Forum A committee of numerous members from the international community is organizing the 2021 5G World Forum. This committee includes representatives from universities, private industry, and governmental organizations who will take part in the planning and execution of the event. Also contributing to organizing the conference are IEEE Future Networks, which is dedicated to supporting current and future 5G deployment, and the IEEE Montreal Section, which is one of the most dynamic IEEE sections across the globe with thousands of members. Also supporting advising collaborators is the conference’s knowledge partner: IEEE Entrepreneurship, IEEE’s engineering-driven start-up community. Patrons of the IEEE 5G World Forum With the virtual environment of this year’s international conference, patrons and exhibitors will receive extra exposure time through online tools, and IEEE expects a few thousand online attendees. This will be an enthusiastic and engaged audience of key decision-makers involved in 5G and future network generations. Patronage and exhibitor packages are available at multiple levels with different benefits. Current patrons at each of the top levels include the following: - Diamond: - Platinum: - Gold: - Silver: Guest speakers at the 5G World Forum Conference organizer IEEE Future Networks is sponsoring the International Network Generations Roadmap (INGR) to address the challenges of 5G deployment while also considering the evolution of future technologies still in development. This working group fosters a culture of collaboration and encourages new experts to get involved. Keynote speakers at the 5G World Forum The variety of keynote speakers at the 5G World Forum will highlight IEEE Future Networks’s emphasis on community collaboration. The keynote speakers for the event are as follows: - More information on Keynote speakers coming soon. Demonstrations and other sessions at the 5G World Forum Conference organizer IEEE Future Networks values educational opportunities for its membership through classes, webinars, online communities, and conferences like the 5G World Forum. The scope of all these educational events includes the business of 5G, 5G enabling technologies and standards, 5G spectrum and regulation, future network advancements, and more. Tech conferences are a worthwhile professional development and networking opportunity. Even if you have not attended a conference before, you are welcome at the 5G World Forum and should consider taking advantage of the opportunities to learn and boost your career at this event. 2021 Worldwide 5G Industry Fora special session The 5G World Forum’s special sessions, for example, provide great learning opportunities. One of these special sessions is the 2021 Worldwide 5G Industry Fora. Leading global 5G industry associations and partnerships will participate in this session to share their visions and collaborate regarding 5G deployment and potential performance Entrepreneurship and Innovations Forum 2021 While the 5G Industry Fora special session focuses on industry leaders in wireless technology, the Entrepreneurship and Innovations Forum (EIF) promotes the involvement of young businesses and the entrepreneur community and provides a platform for them to share their innovations. Attendees will participate in in-depth discussions on 5G deployment and evolution, particularly related to how 5G will improve with time as technology matures. 5G topical/vertical tracks The 5G World Forum will also feature nine 5G topical/vertical tracks: - Artificial Intelligence and Machine Learning: This track will examine how the simulation of human intelligence in machines and machine learning can transform 5G into a scalable real-time, data-driven network. - 5G E-Health: This track will identify how e-health can leverage the unique advantages of the 5G network. - Vertical Test Beds—Designs, Implementation Experiences, Obstacles, and the Role of Open Source: This track will introduce the challenges that 5G aims to solve regarding spectrum demand and the convergence of different wireless communication services. In addition, the track will look at the applicability of certain open source projects in 5G. - Security and Privacy: This track will bring together stakeholders to join efforts in embedding security and privacy requirements in the evolving 5G architecture. 5G is positioned to improve much of our critical infrastructures, emergency networks, and industrial and automation networks. - 5G and Smart Cities Interplay—Will 5G Make Smart Cities a Common Reality? This track’s goal is to provide a platform for communication and collaboration between industry, government, and research on the state of the art in smart cities and 5G. - 5G Mission Critical Solutions for Public Protection and Disaster Relief—Public Safety, First Responders, and Beyond during the COVID-19 Pandemic: This track will examine how essential workers have used 5G capabilities to create solutions for stakeholder agencies during the pandemic. - 5G Technology that Fuels Massive IoT Growth: This track will consider how 5G provides a platform enabling the IoT to become a core part of our lifestyle and economy. - Standards and Deployment: This track will address standardization issues in three sessions. Session one will focus on standardization issues in 5G deployment. Session two will focus on “beyond 5G” standardization topics. And the third session will focus on the standardization of vertical industries with 5G and beyond. - The Role of Satellites for 5G and Beyond: This track will focus on key challenges and advances in satellite systems and communication, which are likely to play a significant role in 5G. - Dialogues between 5G and Vertical Domains: This track will bring specialists from different verticals to expose a more profound vision of the area to the 5G community. Contributions for the IEEE 5G World Forum The deadline for submissions for the 2021 IEEE 5G World Forum is 15 July 2021. You can read about the call for papers, which sought contributions on how to nurture and cultivate 5G technologies and applications for the benefit of society. Topics of technical papers for the 5G World Forum Within this general call for conference contributions, conference organizers solicited innovative, high-quality technical papers on specific topics such as the following: - 5G technologies, application, and services - 5G and the IoT - 5G security and privacy - 5G trials, experimental results, and deployment scenarios - 5G hardware and tests/measurements Other contributions to the 5G World Forum The 5G World Forum also sought contributions for interactive workshops and special sessions involving a mix of paper presentations and panels. Prospective organizers submitted proposals that included the title and a brief description of their planned workshop or special session as well as the intended format and participants. Contributors were also able to submit proposals for tutorials and demonstrations to present new innovations and educate conference participants on practical works of interest related to 5G. For information on the contributions that conference organizers selected, be sure to check out the 5G World Forum program. The full program of scheduled events for the conference will be available soon. Submissions for future IEEE events Additionally, consider checking out the IEEE conferences website for a current listing of upcoming events and calls for contributions. Even if you have never considered a paper submission or session proposal before, you can become familiar with the process now so you feel confident to take this next step to participate in an IEEE event on a deeper level soon. Sponsor the 2021 IEEE 5G World Forum There are still available sponsorship opportunities. You can position your company above the competition through live or prerecorded presentations and engage potential customers through online sessions and exhibitor/patron virtual rooms. How to participate in the 2021 IEEE 5G World Forum If you are planning on attending the 2021 IEEE 5G World Forum, it can be helpful to spend some time preparing. With a game plan in place, you can be sure you get the most out of any technology conference you attend. Sign up for email alerts to learn the latest news and announcements for the 2021 IEEE 5G World Forum. Interested in becoming an IEEE member? Joining this community of over 420,000 technology and engineering professionals will give you access to the resources and opportunities you need to keep on top of changes in technology, as well as help you get involved in standards development, network with other professionals in your local area or within a specific technical interest, mentor the next generation of engineers and technologists, and so much more.

https://ieee-wf-5g.org/about/

The Saint John Harbour is subject to numerous stressors from urban runoff, industrial and municipal discharges, shipping, and dredging. Future developments are also under consideration for this watershed. The Saint John Harbour – Environmental Monitoring Partnership (SJH-EMP) is in the process of developing a monitoring framework to determine cumulative effects of existing and future developments in the Harbour. As part of the framework development, the partnership of industry, government and non-governmental organizations is interested in looking at the health of fish living within the Harbour as an indicator of the health of the ecosystem as a whole. Working with the SJH-EMP, a research team led by Dr. Allen Curry is looking at potential sentinel species of fish and other aspects related to the monitoring of fish. To identify suitable sentinel species for monitoring; species that are abundant, are not migratory, and are present in both reference and disturbed sites. To provide advice and guidance on location of sample stations, including reference sites, sampling methods, timing and frequency of sampling. To seek correlations with anthropogenic impacts, such as dredging, discharge of effluents, and contaminant levels. The project team, led by Dr. Curry, is determining which fish species are the most appropriate biosentinels by examining fishes in the offshore, nearshore, and the freshwater streams that flow into the Harbour through all four seasons. A biosentinel species is an organism that can act as an indicator of constraints to our natural resource base. In the offshore, the team will determine the value of various species as biosentinals by sampling juvenile and adult fishes at least four times a year, and will also sample larval fish in these areas. The team will examine these species in sites that have and have not been dredged. In the nearshore, the team plans to examine areas such as tide pools, where they will identify if some of the promising candidates for biosentinal species are actually appropriate. Researchers are also planning to examine species in freshwater streams flowing into the harbor. Once the most suitable sentinel fish species have been identified, they will provide a baseline for ecosystem health. This work will also assist the team in determining the best places, times and methods for sampling these species to measure change. In consultation with the SJH-EMP, the project team will help determine sites of current and potential future impacts (for example, those that have been or will be affected by dredging) and the most appropriate locations within the Harbour to serve as reference points. This work will feed into the ultimate goal of a cumulative effects monitoring framework. Researchers will participate in two annual meetings (May and November) hosted by the node partners. These meetings provide a venue for researchers to checkin/update with the partners and to acquire feedback to ensure the research remains consistent with end user needs. Two researcher reports have been provided to the Saint John Harbour Environmental Monitoring Partnership partners on the sampling and preliminary results of these studies. Changes in practice as this work is expected to directly influence the way monitoring is conducted by the Saint John Harbour Environmental Monitoring Partnership (EMP) – a partnership of industry, government and non-governmental organizations. The Saint John Harbour-EMP has three research teams working on components of the area’s monitoring framework. The coordinated and collaborative effort means that teams and partners have met several times to discuss how to best coordinate the research and the ongoing monitoring practices of the members. Increased knowledge upon the exploration and identification of sentinel species, locations, times and methods for sampling.

http://cwn-rce.ca/project/life-history-of-fishes-in-saint-john-harbour/

Devon Grennan, president and CEO of Global Diving & Salvage, and president of the Spill Control Association of America (SCAA) asks the tough questions. What are the biggest challenges the spill response industry faces in light of the current political and economic climate in the United States? And what is SCAA doing to meet these challenges? I see the primary challenge that the spill response industry – as well as SCAA’s membership – currently has is to manage expectations and competing interests at a unique point in our nation’s energy renaissance. There has been a historical focus on offshore/near shore prevention and preparedness regulations for large vessels and fixed facilities, and with recent economic dynamics across the globe, there has been an increase in alternative methods of exploration, extraction and transportation of oil. Our constituency are the producers and transporters of oil and gas who currently have large pressures on them in a depressed economic climate which impacts service provider revenues; our operations are heavily (and appropriately) regulated by local, state and federal agencies at a time when proactive, sound environmental policies are under review by the current federal administration; and our response community’s ability to respond is challenged by an aging and diminishing workforce and often times, unrealistic expectations by public stakeholders. Prevention and preparedness regulations have worked well, as incident frequency has dropped to historic levels. As an unforeseen consequence of this success, we have supplanted actual response experience for simulated response experience. And with these fewer opportunities, equipment manufacturers limit investment in new technologies and response service providers lack the opportunity to develop tradesmen in the response community. New technology developments and private industry commitments require a confident and robust market to support them, or government incentivization to promote them. We are also faced with another challenge in the coming years which is not exclusive to the maritime trade: we have more professionals exiting the industry than are coming in. And if you look at the response industry as a whole (both marine and terrestrial), we are increasingly challenged in attracting a new generational workforce with an emphasis on vocational skills versus high tech skills. Finally, public expectations for response does not discern the significant difference between publically funded response efforts surrounding public safety priorities (such as police, fire and emergency medical services) and privately funded response efforts for environmentally sensitivity priorities (such as spill response and remediation). The immediacy and efficacy of information flow also creates unrealistic expectations on the existing response framework that is used by industry. Information (and misinformation) travels faster than we can actually respond. We took a poll of our membership in 2016 to estimate how many emergencies our members responded to annually, and the estimated total was over 15,000 a year ranging from small land-based hazardous materials to large marine oil spills. This compellingly states the importance of our members’ response posture to industry. SCAA members have also played critical roles in homeland security and public safety response (most notably in Washington DC in the aftermath of 9/11, heritage contaminated sites under NPL, the Deepwater Horizon incident, and the aftermath of Hurricanes Katrina on the Gulf Coast and Sandy on the East Coast, and the Avian Influenza response in the Midwest). SCAA members are well established, professional organizations that stand ready to respond. How is SCAA meeting these challenges? As the Voice of Spill Response Professionals, SCAA represents a broad industry membership of emergency responders, manufacturers and environmental firms who collectively address industry challenges, in order to strengthen and improve our nation’s response community. We have an aggressive association strategy focused on closing the gap of those challenges, as follows: Future Environmental Leaders: SCAA has a committee focused solely on the promotion and networking of young professionals within the response community, including industry and governmental partners. We are focused on recruiting into our workforce and retention efforts once they experience the dynamics of the response industry. Partnership with Government: SCAA has development a collaborative relationship with federal agencies, most notably the United States Coast Guard (USCG), Bureau of Safety and Environmental Enforcement (BSEE), National Oceanic and Atmospheric Administration (NOAA), United States Environmental Protection Agency (USEPA) and Pipeline and Hazardous Materials Safety Administration (PHMSA). We seek out common ground and practical conversations to build appropriate relationships and expectations with the regulatory community. Advocacy of Progressive Policies and Regulations: SCAA is purposeful in the promotion of advancements in response technology and appropriate regulations that further prepare our industry to respond to our nations’ emergencies. We believe that forward leaning ideas provide continual improvements within the response regime for our industry. In addition, SCAA encourages further professional development of our response industry through the following efforts: Best Practices for Responder Health and Safety: SCAA promotes sharing of best practices within our membership through our Health and Safety Committee to ensure that our response organizations are providing the best protective approach for our response employees. We acknowledge that our personnel are the foundation of our industry, and their safety is the most critical component to responding to emergencies. Responder Immunity: SCAA continues to promote specific and inclusive responder immunity legislation to ensure that our response community is adequately protected when the bell rings. Professional response services acting responsibly under the oversight of the federal government should have the same level of immunity that is granted to our public response system. Private industry provides a critical component in meeting the increasing challenge of environmental protection, environmental restoration, and homeland security and public safety response operations. One thing is for certain: Although our Association has been a constant presence in the spill community since 1973, we learned long ago that if you don’t evolve with the changing times, market conditions and regulatory changes, then you won’t survive. We spend a lot of time with our Members seeking input on how we can best adjust to changing conditions, so that we provide a greater value. SCAA and its members are committed and stand ready to serve, and we encourage you to collaborate with us in providing a secure and prepared future. The Author Devon Grennan is president and CEO of Global Diving & Salvage, Inc., a marine services industry provider specializing in marine casualty response, subsea construction and commercial diving. Grennan joined Global in 1995 where he has held a number of roles, including marine environmental supervisor, environmental division manager and general manager. He has been in his current role since 2009. Grennan is a member of several regional and national industry associations including the Puget Sound Maritime Historical Society, the Propeller Club and The Beavers. Grennan was appointed president of the Spill Control Association of America (SCAA) in April 2017, and has served on the SCAA board since 2012.

https://magazines.marinelink.com/Magazines/MarineNews/201706/content/industrys-greatest-challenges-526379

Safe Start Washington Safe Start Washington refers to a phased approach to reopen businesses and modification of physical distancing measures. Overview New and Continuing: Safe Start Washington refers to a phased approach to reopen businesses gradually provided that adequate social distancing measures and health standards are in place. The latest information is available at www.coronavirus.wa.gov. Questions can be answered by visiting the Safe Start homepage or by submitting your request through the webform linked here. Please note: reopening dates for industry sectors will be announced by the State of Washington. To clarify or certify status, or to petition to be added to the list of businesses eligible for re-opening, please visit the Washington State Business Re-Entry Registration website at: https://mil.wa.gov/business-re-entry-registration On May 13, 2020, the Washington State Department of Commerce advised that if businesses are unclear as to which phase or guidance they need to follow to reopen, they should email the Economic Resiliency Team (“ERT”) Business Response Center for a rapid response. Ask Your Question Here.SafeStartPhasedReopening | | Additional Guidance - Washington State Coronavirus Response (COVID-19) pages for: - Tacoma Public Utilities Guidance on Flushing Water pipes in re-opening buildings that have been closed during the Covid19 business closures - Flushing your water system now is important for homes and businesses that have been closed, or significantly reduced their water use, under Washington’s ‘Stay Home, Stay Healthy’ order. Corrosion particulates in the plumbing can accumulate, and chlorine residuals normally in the water to provide disinfection may have dissipated, which can cause bacteriological growth. Flushing removes the particulates and refreshes the water in the pipes with clean, chlorinated water from our distribution system.Visit www. myTPU.org/waterflushing for steps to take to prepare your water pipes after periods of low flow or no-flow conditions. - Washington State Small Business Liaison Team: A cross-sector team working to make Washington the best place to do business. The team includes 27 agencies participating in subgroups that focus on outreach programs, soliciting ideas for regulatory improvement, and developing new business tools. Download the liaison contact list. - US Chamber of Commerce Communications Tools for Businesses: - Coronavirus Customizable Flyer - Portal for Washington Businesses www.reboundandrecovery.org features an online portal to connect Washington businesses with ‘Made in Washington’ manufacturers of personal protective equipment (PPE), plus a toolkit for small businesses to help prepare their physical spaces for reopening and assist in communicating new health and safety protocols with employees and customers.” Rebound and Recovery Task Force launches online PPE marketplace, business tool kit | | The Rebound and Recovery Task Force aims to get Washington businesses open safely and quickly. I am proud of our partnership with the Association of Washington Business during the pandemic response to help businesses make it through the downturn and prepare to restart. This week, the task force launched an online resource to connect businesses to tool kits with customizable guidance and materials and a Personal Protective Equipment (PPE) marketplace to help them get ready to safely welcome back employees and customers. Many parts of the economy are already allowed to operate safely as essential businesses. For a list of essential businesses click here. Automotive, Energy, Food and Agriculture, Healthcare/Public Health, In-Home Care, Maintenance, Recreation, Real Estate, and Retail List of approved essential workforce education programs Essential workforce education program standards Construction and other essential activities are underway. Some outdoor activities can be resumed. Business Activity Guidelines Full list of guidance for all current businesses. - Manufacturing - Impact Washington Preventive Manufacturing Back to Work Measures* - Through the CARES Act, Impact Washington is providing no-cost guidance to manufacturers to support complying with State guidance for safe operations. Manufacturers may request assistance by calling (425) 438-1146 or e-mailing info@impactwashington.org.*This guidance may be also useful to non-manufacturing businesses. - Limited Phase 1 Construction Restart - Recreational Operations - Guidance documents: - Guidance documents: - Golf Guidance documents: - Guidance documents: Vehicle and Vessel Sales and Frequently Asked Questions Landscape Services and Outdoor Maintenance Industry Business Activity Guidelines - Remaining manufacturing and construction phases - Restaurants/taverns - Gov. Jay Inslee Guidance documents as of May 12: - Memo: Dine-In Restaurants - Phase 2 Dine-In Restaurant and Tavern Industry COVID-19 Requirements - Gov. Jay Inslee issued a statement on voluntary contact information for patrons as part of phased reopening.”We are asking visitors to voluntarily provide contact information in case of COVID-19 exposure. We only need information for one person per household. - Voluntary Customer Log Memo: https://www.governor.wa.gov/sites/default/files/COVID19CustomerLogMemo.pdfVoluntary Customer Log Template: https://www.governor.wa.gov/sites/default/files/COVID19VoluntarilyCustomerVisitorLogTemplate.pdf - Gov. Jay Inslee Guidance documents as of May 12: - Personal Services - “For purposes of this memorandum, ‘personal services’ includes cosmetologists, hairstylists, barbers, estheticians, master estheticians, manicurists, nail salon workers, electrologists, permanent makeup artists, tattoo artists, cosmetology schools, and esthetics school,” the guidance states.Guidance documents: - Retail (in-store purchases allowed with restrictions) - Real estate - Guidance documents: - Professional services/office-based businesses (telework remains strongly encouraged) - - Memo: Resuming Professional Services - Phase 2 Professional Services COVID-19 Requirements“A professional service provider is defined as an office-based occupation that typically serves a client base. This includes but is not limited to: accountants, architects, attorneys, engineers, financial advisors, information technologists, insurance agents, tax preparers, and other professional service occupations,” the guidance states.Guidance documents: - - Fitness operations: - Professional Photography: - In-home/domestic services (i.e., nannies, housecleaning) - Pet grooming - Guidance documents: - Drive in theaters - Essential travel and limited non-essential travel to engage in Phase 1 and Phase 2 activities is permitted. Business Activity Guidelines - Outdoor group recreational sports activities (50 or fewer people) - Recreational facilities at less than 50% capacity (gyms, public pools, etc.) - Professional sports (horse racing, baseball, etc.) without audience participation - Restaurants and taverns at less than 75% capacity with table size no larger than 10 - Bar areas in restaurants and taverns at less than 25% capacity - Indoor gyms at less than 50% capacity; theaters at less than 50% capacity - Customer facing government services (telework remains strongly encouraged where possible) - Libraries - Museums - All other business activities not yet listed except for nightclubs and events with no more than 50 people. Business Activity Guidelines If COVID-19 disease burden stays low and the four capabilities (healthcare system readiness; testing capacity and availability; case and contact investigations; and ability to protect high-risk populations) are met, the governor will issue an order for the state to move into Phase 4. All components of phases 1, 2 and 3 will carry into the start of Phase 4 which would be a full return to public interactions (with appropriate physical distancing). Industry sector associations are issuing the guidance below. Please note: reopening dates for industry sectors will be announced by the State of Washington. To clarify or certify status, or to petition to be added to the list of businesses eligible for re-opening, please visit the Washington State Business Re-Entry Registration website at: https://mil.wa.gov/business-re-entry-registration CONSTRUCTION - COVID-19 Standards for U.S. Construction Sites – The Center for Construction Research and Training and North American Trades Union guidelines - Madrona Venture Group along with partners with the Seattle community has developed a Back to Work Toolkit and webpage for reopening offices. - The Institute for Real Estate Management has published a guide for real estate managers on reopening various types of properties. - Travel in the New Normal– The U.S. Travel Association publication describes the vigorous measures the travel industry will need to take to keep customers safe. - American Hotel and Lodging Association Reopening Resources -a collection of resources to assist hotels and lodging businesses with particular guidance on employees, operations, and risk management. - The American Alliance for Museums offers sample reopening plans and guidance to museums. - For Fitness businesses, the International Health, Racquet & Sportsclub Association (IHRSA) offers 18 considerations in containment, cleaning & sanitation, staffing and operations. - Association for Manufacturing Excellence on restarting a business - Coronavirus Resource Center for Brewers – The Brewers’ Association has a wealth of information for brewers and their operations - National Restaurant Industry published a 10 page guidebook for reopening restaurants. - Private Clubs can find guidance by the Club Management Association of America in their Club Considerations for Reopening Post COVID-19guide and fact sheet. - FOOD INDUSTRY ASSOCIATION SUGGESTED BEST PRACTICES - AMERICAN HOTEL AND LODGING ASSOCIATION GUIDE TO REOPENING - Operation Open Doors is a program of the National Retail Federation to provide resources to retailers in the process of reopening including a checklist of considerations. - Target’s Safe Retail Toolkit - International Spa Association released a Spa Reopening Toolkit, which includes a checklist, sanitation and hygiene guidelines and downloadable templates. - The American Association of Orthodontists has developed a webpage of resources for reopening practices with advice on determining when to reopen, how to rehire staff, communicating new schedules and policies and additional concerns. - For physicians deciding when and how to reopen their practices, the American Medical Association has developed the Physician Practice Reopening Guide. - Similarly, the American Dental Association developed a “Return to Work Toolkit” for dental practices reopening. - The American Library Association offers a checklist, a webinar recording and state and international resources for reopening libraries.

https://makeittacoma.com/business-employer-resources-for-covid-19-response-2-2/safe-start-washington/

Institutes (or institutions) are organisational bodies created for a specific purpose, such as research, education, or to represent professionals. A chartered institute is an institution that has been granted a Royal Charter. A Royal Charter is an instrument of incorporation which confers independent ‘legal personality’, reflecting the prestigious high status of that organisation. The terms of each Charter differ according to the specific institute. For more information see: Chartered institute. In the UK construction industry there are a very wide variety of institutes specialising in almost every aspect of the planning, design, construction and operation of built assets. These include the Chartered Institute of Building (CIOB), the Royal Institute of British Architects (RIBA), the Royal Institution of Chartered Surveyors (RICS) and so on. Very broadly, an institute varies from an association in that an institute may prescribe a way of doing things, for example by a code of conduct, or by accrediting qualifications, whereas an association is a looser group of organisations that have similar aims. A list of institutes involved in the construction industry can be found at: - Construction industry institutes and associations A to F - Construction industry institutes and associations G to Z This list includes nearly 300 institutes and associations. It has been argued that this is not in the best interests of the industry as it makes it difficult to present a single voice, it leaves government unable to communicate with the industry and as a result it leaves the industry weaker than it could be. In an attempt to tackle this problem, the Construction Industry Council (CIC) was established in 1988 to provide ‘…a single voice for professionals in all sectors of the built environment’. It is a forum for professional bodies, research organisations and specialist business associations which CIC suggests gives it a ‘collective membership’ of 500,000 professionals. For more information see: Construction Industry Council. The Construction Leadership Council (CLC) was established in 2013 to oversee implementation of Construction 2025: industrial strategy for construction. It is an industry / government council jointly chaired by the Secretary of State for Business, Innovation and Skills (BIS) and an industry representative (generally from business and not from an instutute). For more information see: Construction Leadership Council. The beginnings of a list of US construction industry institutes is available at: Related articles on Designing Buildings Wiki - American institutes. - Architectural practice. - Construction industry institutes and associations A to F. - Construction industry institutes and associations G to Z. - Construction Industry Council. - Construction Leadership Council. - Chartered institute. - Chartered surveyor. - Continuing professional development. - Construction professional. - Practice. - Professional. - Professional body. - Professional practice. - Trade body. - Types of construction organisation. - What is a Chartered Practice? Featured articles and news Pre-commission cleaning of pipework systems courses Training reflects updated guidance in BSRIA BG 29/2021. CIAT presents AT award recipients Complete list of 2021 winners now available. Excellent Black civil engineers in the UK Recognising past and present role models for the future. So why not write something? Climate Emergency Retrofit Guide LETI publishes guidance for energy efficient home retrofits. The new normal for ventilation Predictions about adequate post-pandemic IAQ in non-domestic buildings. Government publishes plans to 'build back greener'. Fire safety exclusions and insurance The contentious nature of claims associated with cladding, fire safety and EWS1 forms. ECA comments on low-carbon heating systems initiative and Heat and Buildings Strategy.

https://www.designingbuildings.co.uk/wiki/Construction_industry_institutes