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We are tempted when we are drawn away and enticed by our own lusts and desires (James 1:14). This means that the temptations arise within us and compel us because of the sinful nature. Temptation itself is not sin but submitting or yielding to it is when the sin is birthed (James 1:15). When we intentionally put this nature to death by submission to Holy Spirit we are able to succeed in overcoming the temptation. This requires intentionality. If we are to be all God desires for us to be we must die daily and submit to His desires and not those of the flesh. Our prayers should always be for God’s desires to become our desires. We must embrace the cross of our own demise if we are to exhibit the life of Christ (Galatians 2:20).
Submitting to Holy Spirit is an act of worship and self-denial. Each day we make the decision of who is figuratively on the cross…Jesus or ourselves. The abundant Christian life happens not as we live but as we die to self and Christ becomes alive in us. Temptation’s goal is always to bring out the worst part of our nature, the sinful part; to further mar the image of God within us bringing forth death. As we resist we demonstrate that we are no longer governed by this sinful nature but a greater nature now lives within, that being Christ. He is no longer on the cross but alive in us! | https://georgelockhart.com/2018/09/18/temptations-goal/ |
78 Powerful Bible Verses About Temptation
In this post, we will be sharing with you some powerful Bible verses about temptation. How can we resist temptation? What does the Bible say about temptation?
Temptation is something that we all face at one point or another in our lives. It can be temptation to sin, temptation to give up, temptation to do something we know is wrong.
Whatever the temptation may be, we need to remember that God is always with us and He will never leave us nor forsake us. He will help us to overcome temptation if we let Him.
What Is Temptation?
Temptation according to the dictionary is, “the act of enticing someone to do something that they know is wrong or unwise.”
When we are faced with temptation, it is a test of our character and willpower. Can we resist what our flesh wants and do what is right? This is where our faith comes in. We need to trust that the Holy Spirit will guide us and help us to resist all forms of temptation.
Resist The Devil Bible Verses
“Submit yourselves, then, to God. Resist the devil, and he will flee from you.” – James 4:7
“Be alert and of sober mind. Your enemy the devil prowls around like a roaring lion looking for someone to devour.” – 1 Peter 5:8
“Resist him, standing firm in the faith, because you know that the family of believers throughout the world is undergoing the same kind of sufferings.” – 1 Peter 5:9
“In your struggle against sin, you have not yet resisted to the point of shedding your blood.” – Hebrews 12:4
“Therefore do not let sin reign in your mortal body so that you obey its evil desires.” – Romans 6:12
“Put to death, therefore, whatever belongs to your earthly nature: sexual immorality, impurity, lust, evil desires and greed, which is idolatry.” – Colossians 3:5
“For everything in the world–the lust of the flesh, the lust of the eyes, and the pride of life–comes not from the Father but from the world.” – 1 John 2:16
Stand Firm Bible Verses
“So if you think you are standing firm, be careful that you don’t fall.” – 1 Corinthians 10:12
“For we do not have a high priest who is unable to empathize with our weaknesses, but we have one who has been tempted in every way, just as we are—yet he did not sin.” – Hebrews 4:15
“if this is so, then the Lord knows how to rescue the godly from trials and to hold the unrighteous for punishment on the day of judgment.” – 2 Peter 2:9
“The Lord will rescue me from every evil attack and will bring me safely to his heavenly kingdom. To him be glory for ever and ever. Amen.” – 2 Timothy 4:18
“For wisdom will enter your heart, and knowledge will be pleasant to your soul. Discretion will protect you, and understanding will guard you. Wisdom will save you from the ways of wicked men, from men whose words are perverse,” – Proverbs 2:10-12
Do Not Yield To Temptation Bible Verses
“My son, if sinful men entice you, do not give in to them.” – Proverbs 1:10
“But each person is tempted when they are dragged away by their own evil desire and enticed. Then, after desire has conceived, it gives birth to sin; and sin, when it is full-grown, gives birth to death.” – James 1:14-15
“But I tell you, do not resist an evil person. If anyone slaps you on the right cheek, turn to them the other cheek also.” – Matthew 5:39
“That is why, for Christ’s sake, I delight in weaknesses, in insults, in hardships, in persecutions, in difficulties. For when I am weak, then I am strong” – 2 Corinthians 12:10
“The one who does what is sinful is of the devil, because the devil has been sinning from the beginning. The reason the Son of God appeared was to destroy the devil’s work.” – 1 John 3:8
“Do not offer any part of yourself to sin as an instrument of wickedness, but rather offer yourselves to God as those who have been brought from death to life; and offer every part of yourself to him as an instrument of righteousness” – Romans 6:13
“Now Joseph was well-built and handsome, and after a while his master’s wife took notice of Joseph and said, “Come to bed with me!” But he refused.” – Genesis 39:7-8
“The wicked have set a snare for me, but I have not strayed from your precepts.” – Psalms 119:110
“With persuasive words she led him astray; she seduced him with her smooth talk. All at once he followed her like an ox going to the slaughter, like a deer stepping into a noose till an arrow pierces his liver, like a bird darting into a snare, little knowing it will cost him his life.” – Proverbs 7:21-23
Flee From Temptation Bible Verses
1 Timothy 6:9 – “Those who want to get rich fall into temptation and a trap and into many foolish and harmful desires that plunge people into ruin and destruction.”
“Flee the evil desires of youth, and pursue righteousness, faith, love and peace, along with those who call on the Lord out of a pure heart.” – 2 Timothy 2:22
“Do not take revenge, my dear friends, but leave room for God’s wrath, for it is written: It is mine to avenge; I will repay, says the Lord.” – Romans 12:19
“Therefore, I urge you, brothers and sisters, in view of God’s mercy, to offer your bodies as a living sacrifice, holy and pleasing to God—this is your true and proper worship.” – Romans 12:1
“Flee from sexual immorality. All other sins a person commits are outside the body, but whoever sins sexually, sins against their own body.” – 1 Corinthians 6:18
“Dear friends, I urge you, as foreigners and exiles, to abstain from sinful desires, which wage war against your soul.” – 1 Peter 2:11
“But among you there must not be even a hint of sexual immorality, or of any kind of impurity, or of greed, because these are improper for God’s holy people.” – Ephesians 5:3
“Therefore, my dear friends, flee from idolatry” – 1 Corinthians 10:14
Overcome Evil With Good Bible Verses
“Do not be overcome by evil, but overcome evil with good.” – Romans 12:21
“Do not repay anyone evil for evil. Be careful to do what is right in the eyes of everyone.” – Romans 12:17
“But the wisdom that comes from heaven is first of all pure; then peace-loving, considerate, submissive, full of mercy and good fruit, impartial and sincere.” – James 3:17
“On the contrary: If your enemy is hungry, feed him; if he is thirsty, give him something to drink. In doing this, you will heap burning coals on his head.” – Romans 12:20
“Blessed are the peacemakers, for they will be called children of God.” – Matthew 5:9
Prayer To Resist Temptation Bible Verses
“Forgive us our sins, for we also forgive everyone who sins against us. And lead us not into temptation.” – Luke 11:4
“Watch and pray so that you will not fall into temptation. The spirit is willing, but the flesh is weak.” – Mark 14:38
“But the Lord is faithful, and he will strengthen you and protect you from the evil one.” – 2 Thessalonians 3:3
“But the prince of the Persian kingdom resisted me twenty-one days. Then Michael, one of the chief princes, came to help me, because I was detained there with the king of Persia.” – Daniel 10:13
“For our struggle is not against flesh and blood, but against the rulers, against the authorities, against the powers of this dark world and against the spiritual forces of evil in the heavenly realms” – Ephesians 6:12-13
“But he said to me, “My grace is sufficient for you, for my power is made perfect in weakness.” Therefore I will boast all the more gladly about my weaknesses, so that Christ’s power may rest on me.” – 2 Corinthians 12:9
“Why are you sleeping? he asked them. Get up and pray so that you will not fall into temptation.” – Luke 22:46
“My prayer is not that you take them out of the world but that you protect them from the evil one.” – John 17:15
“Watch and pray so that you will not fall into temptation. The spirit is willing, but the flesh is weak.” – Matthew 26:41
“My flesh and my heart may fail, but God is the strength of my heart and my portion forever.” – Psalms 73:26
“On reaching the place, he said to them, Pray that you will not fall into temptation.” – Luke 22:40
10 Ways To Overcome Temptation
1. Guide Your Heart – “Above all else, guard your heart, for everything you do flows from it.” – Proverbs 4:23
2. Keep Your Eyes Focused – “Fix your eyes on Jesus, the pioneer and perfecter of faith.” – Hebrews 12:2
3. Fill Your Mind With Truth – “Do not conform to the pattern of this world, but be transformed by the renewing of your mind.” – Romans 12:2
4. Pray For Strength – “I can do all this through him who gives me strength.” – Philippians 4:13
5. Seek God’s Help – “And lead us not into temptation, but deliver us from the evil one.” – Matthew 6:13
6. Resist The Devil – “In your anger do not sin: Do not let the sun go down while you are still angry, and do not give the devil a foothold.” – Ephesians 4:26-27
7. Flee From Temptation – “No temptation has overtaken you except what is common to mankind. And God is faithful; he will not let you be tempted beyond what you can bear. But when you are tempted, he will also provide a way out so that you can endure it.” – 1 Corinthians 10:13
8. Use God’s Word – “I have hidden your word in my heart that I might not sin against you.” – Psalms 119:11
9. Meditate On God’s Promises – “He has delivered us from the dominion of darkness and transferred us to the kingdom of his beloved Son” – Colossians 1:13
10. Trust In God – “Trust in the Lord with all your heart and lean not on your own understanding;” – Proverbs 3:5
Bible Verses About Temptation
Proverbs 12:26 – “The righteous choose their friends carefully, but the way of the wicked leads them astray.”
2 Corinthians 12:21 – “I am afraid that when I come again my God will humble me before you, and I will be grieved over many who have sinned earlier and have not repented of the impurity, sexual sin and debauchery in which they have indulged.”
1 Thessalonians 4:3-5 – “It is God’s will that you should be sanctified: that you should avoid sexual immorality; that each of you should learn to control your own body in a way that is holy and honorable, not in passionate lust like the pagans, who do not know God;”
1 Corinthians 6:9 – “Or do you not know that wrongdoers will not inherit the kingdom of God? Do not be deceived: Neither the sexually immoral nor idolaters nor adulterers nor men who have sex with men”
Romans 1:24 – “Therefore God gave them over in the sinful desires of their hearts to sexual impurity for the degrading of their bodies with one another.”
Proverbs 28:10 – “Whoever leads the upright along an evil path will fall into their own trap, but the blameless will receive a good inheritance.”
Hebrews 4:14 – “Therefore, since we have a great high priest who has ascended into heaven, Jesus the Son of God, let us hold firmly to the faith we profess.”
Job 31:1 – “I made a covenant with my eyes not to look lustfully at a young woman.”
Job 31:5 – “If I have walked with falsehood or my foot has hurried after deceit”
Psalms 17:4 – “Though people tried to bribe me, I have kept myself from the ways of the violent through what your lips have commanded.”
Proverbs 6:24-26 – “keeping you from your neighbor’s wife, from the smooth talk of a wayward woman. Do not lust in your heart after her beauty or let her captivate you with her eyes. For a prostitute can be had for a loaf of bread, but another man’s wife preys on your very life.”
Matthew 5:28 – “But I tell you that anyone who looks at a woman lustfully has already committed adultery with her in his heart.”
Galatians 6:1 – “Brothers and sisters, if someone is caught in a sin, you who live by the Spirit should restore that person gently. But watch yourselves, or you also may be tempted.”
Proverbs 4:14-15 – “Do not set foot on the path of the wicked or walk in the way of evildoers. Avoid it, do not travel on it; turn from it and go on your way.”
Proverbs 2:16 – “Wisdom will save you also from the adulterous woman, from the wayward woman with her seductive words,”
1 Chronicles 21 – “Satan rose up against Israel and incited David to take a census of Israel.”
Exodus 34:12 – “Be careful not to make a treaty with those who live in the land where you are going, or they will be a snare among you.”
Deuteronomy 7:25 – “The images of their gods you are to burn in the fire. Do not covet the silver and gold on them, and do not take it for yourselves, or you will be ensnared by it, for it is detestable to the Lord your God.”
Proverbs 16:29 – “A violent person entices their neighbor and leads them down a path that is not good.”
Ecclesiastes 7:26 – “I find more bitter than death the woman who is a snare, whose heart is a trap and whose hands are chains. The man who pleases God will escape her, but the sinner she will ensnare.”
Isaiah 33:15-16 – “Those who walk righteously and speak what is right, who reject gain from extortion and keep their hands from accepting bribes, who stop their ears against plots of murder and shut their eyes against contemplating evil, they are the ones who will dwell on the heights, whose refuge will be the mountain fortress. Their bread will be supplied, and water will not fail them.”
James 1:13 – “When tempted, no one should say, God is tempting me. For God cannot be tempted by evil, nor does he tempt anyone;”
Galatians 5:16– “But I say, walk by the Spirit, and you will not gratify the desires of the flesh.”
Romans 13:14 – “Rather, clothe yourselves with the Lord Jesus Christ, and do not think about how to gratify the desires of the flesh.”
1 Corinthians 15:33 – “Do not be misled: Bad company corrupts good character.”
James 1:2 – “Consider it pure joy, my brothers and sisters, whenever you face trials of many kinds,”
Deuteronomy 5:7 – “You shall have no other gods before me.”
Galatians 5:19-21 – “Now the works of the flesh are evident: sexual immorality, impurity, sensuality, idolatry, sorcery, enmity, strife, jealousy, fits of anger, rivalries, dissensions, divisions, envy, drunkenness, orgies, and things like these. I warn you, as I warned you before, that those who do such things will not inherit the kingdom of God.”
Ephesians 5:5-7 – “For you may be sure of this, that everyone who is sexually immoral or impure, or who is covetous (that is, an idolater), has no inheritance in the kingdom of Christ and God. Let no one deceive you with empty words, for because of these things the wrath of God comes upon the sons of disobedience.”
Philippians 3:18-19 – “For many, of whom I have often told you and now tell you even with tears, walk as enemies of the cross of Christ. Their end is destruction, their god is their belly, and they glory in their shame, with minds set on earthly things.”
1 Peter 5:8-9 – “Be sober-minded; be watchful. Your adversary the devil prowls around like a roaring lion, seeking someone to devour. Resist him, firm in your faith, knowing that the same kinds of suffering are being experienced by your brotherhood throughout the world.”
Quotes About Temptation
“Temptation usually comes in through a door that has been deliberately left open.” – Arnold H. Glasgow
“There are two types of temptation, those that come to us, and those we go out looking for.” – Unknown
“Temptation is the devil looking through the keyhole. Yielding is opening the door and inviting him in.” – Billy Sunday
“If you want to avoid temptation, don’t hang around with sinners.” – Unknown
“Temptation exercises our faith and teaches us to pray.” – A. B. Simpson
“Temptations are like small needles that soon make holes in our resistance.” – Unknown
“The riches of His free grace cause me daily to triumph over all the temptations of the wicked one, who is very vigilant, and seeks all occasions to disturb me.” – George Whitefield
“The ability to resist temptation is the measure of human greatness.” – Unknown
“Every time you defeat a temptation, you become more like Jesus!” – Rick Warren
“If you don’t want temptation to follow you, don’t act as if you’re interested.” – Unknown
“Temptation is a woman’s weapon and man’s excuse.” – H. L. Mencken
“The face of temptation is never very long or hard to recognize.” – Zig Ziglar
“Resist temptation. The temptation will pass. Don’t pass up the temptation.” – Unknown
“Temptations and occasions put nothing into a man, but only draw out what was in him before.” – John Owen
“Temptation seldom comes in working hours. It’s when I’m idling, at five o’clock on some pleasant evening that temptation sneaks up and taps me on the shoulder!” – Pearl S. Buck
“It’s so much easier to resist temptation if you feel bad about yielding to it.” – Franklin D. Roosevelt
“One of the best results of temptation is that it shows us what is in our hearts.” – A. B. Simpson
Frequently Asked Questions
What does the Bible say about temptation?
“No temptation has overtaken you except what is common to mankind. And God is faithful; he will not let you be tempted beyond what you can bear. But when you are tempted, he will also provide a way out so that you can endure it.” – 1 Corinthians 10:13
What are some examples of temptation in the Bible?
1. The temptation of Adam and Eve in the Garden of Eden – “Genesis 3:1-24”
2. The temptation of Jesus in the wilderness – “Matthew 4:1-11”
3. The temptation of Peter – “Matthew 26:33-35”
4. The temptation of Judas – “Luke 22:3-6”
5. The temptation of David to commit adultery with Bathsheba – “2 Samuel 11:1-5”
6. The temptation of Solomon to turn away from God – “1 Kings 11:1-8”
What is the difference between temptation and testing?
Temptation is when we are enticed to commit a sin. Testing is when we are put in difficult situations to see if we will trust and obey God. Temptation usually leads to sin, but testing usually leads to growth.
See also:
- Discerning The Will Of God For Your Life
- Bible Verses To Put In Your Bio
- Joyce Meyer Daily Devotions
- How To Be A Good Christian
- Scriptures On Repentance
- Scriptures About Family Togetherness
- Graduation Bible Verses
Pin this! | https://triviafaithblog.com/bible-verses-about-temptation/ |
These times demand creative, brave leaders.
Leaders have a tendency to batten down the hatches in challenging times. Executive instinct drives greater control–more careful review of expenses, micro managing approval criteria, redirecting key decision to the highest levels, narrowing the business scope–you get the picture.
What leaders frequently forget in their zeal to be prudent and careful is that “the wisdom of crowds” applies within their own organization. Instead of narrowing the circle they rely on, they should be widening it. James Surowiecki in his book, The Wisdom of Crowds: Why the Many Are Smarter Than the Few and How Collective Wisdom Shapes Business, Economies, Societies and Nations, explains that a diverse collection of independently-deciding individuals is likely to make certain types of decisions and predictions better than individuals or even experts!
It is important to resist the temptation to centralize authority. Share obligations broadly and inspire others to become more spontaneous and creative. Get everyone involved. You want to create an environment that is flexible and nimble–not ossified and reactive.
Easier said than done? Here are some tips:
Ask Great Questions
You can’t keep doing what you have always done before. That is why leaders tend to tighten their control. But greater control will only inhibit the creativity of others. One way to do that is to ask great questions. Don’t ask yourself a question about what went wrong, such as, “How can I avoid this in the future?” The answer to a question like that is always: I will have to be… more careful… follow up more … double check more, etc. Instead, ask your team: “What could we do to get… your hoped for outcome?” You want to stimulate new ideas and figure out how to do things differently. Challenge your team to come up with intriguing and complex goals. Don’t narrow the focus of your questions to the mundane or over specify how they should complete tasks.
Build Trust Across the Organization
You may be tempted to create a lean, efficient organization, but in the process don’t cut out meetings and reduce investments in learning. Now is the time to create a highly collaborative team. Meetings and training opportunities build relationships amongst team members, develop strong collaborative abilities and encourage the development of knowledge across the organization. But most important of all, they create opportunities for dialogue and meaningful interaction that builds trust across the organization. A byproduct of having more trust is that the organization operates more efficiently. The Great Places to Work Institute has found that the number one thing that great companies do is create organizational cultures where trust flourishes.
Challenge the Status Quo
Don’t fall into the trap of cocooning during times like these. Ensure that your team is exposed to diverse points of view and experiences. Encourage brainstorming and scenario analysis. Don’t abandon training and experimentation. Invest in your people. It will pay off!
Slow Down
In challenging times we have a tendency to believe that the only way to survive is by working harder and faster. In the process, we don’t take time to focus on the successes along the way. In order for people in an organization to have the motivation to work hard, they have to feel that their work is making a meaningful contribution. Take time to make sure that they know how and why their work is important for the organization.
Appreciatively,
Lynn
p.s. I always am interested in what you think about these discussions. Please post your thoughts on the blog…your constructive criticism and support is appreciated! | https://www.lynnkjones.com/categories/leadership-categories/leadership/ |
Resist the devil and he will flee from you.
—James 4:7
It’s a subject most of us would like to avoid, and for good reason. Yet at the same time, I think it is important for us to know the truth about this mysterious creature known as Satan, Lucifer, or the devil.
On one hand, many seem to have an exalted view of him and ascribe far more power to him than he really has. That is a mistake.
On the other hand, there are those who discount him altogether, even laughing at the idea of a real devil. They imagine some character with horns that runs around in a red suit with pitchfork in hand.
That, of course, is not what the Bible teaches. The devil is a fallen but powerful spirit being with a well-organized network of demon forces.
When we become Christians, we recognize that there is right and wrong, good and evil. There are standards to live by. So the devil begins to tempt us and tries to bring us down.
However, we shouldn’t focus on him. We should always be looking to God instead.
The Bible tells us, “Submit to God. Resist the devil and he will flee from you. Draw near to God and He will draw near to you . . . ” (James 4:7–8).
If we are in a state of humble obedience to God, submitted to Him, we can resist the devil’s temptations. God has put a protective hedge around every Christian and He will not let us be tempted above our ability to resist (see 1 Corinthians 10:13).
Let’s not make the mistake of underestimating the adversary. He is real, and he is dangerous. We would all be wise to flee temptation and not leave a forwarding address.
Let’s draw near to God and resist the devil.
Copyright © 2009 by Harvest Ministries. All rights reserved.
Scripture taken from the New King James Version. Copyright © 1982 by Thomas Nelson, Inc. Used by permission. All rights reserved. Bible text from the New King James Version is not to be reproduced in copies or otherwise by any means except as permitted in writing by Thomas Nelson, Inc., Attn: Bible Rights and Permissions, P.O. Box 141000, Nashville, TN 37214-1000.
For more relevant and biblical teaching from Pastor Greg Laurie, go to www.harvest.org
and
to listen to Greg Laurie's daily broadcast on OnePlace.com, click here.
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Read 1 John 2:15-17
My understanding of Scripture leads me to conclude that as long as we live in these mortal bodies our struggle with temptation will always be with us. This, however, does not leave us in a hopeless situation. God has graciously told us in His Word about the temptations the world offers us.
· The lust of the flesh—the temptation to fulfill right desires in wrong ways.
· The lust of the eyes—the temptation to turn good things into ultimate, and thus sinful things.
· The pride of life—the temptation to do what we do for our own glory instead of God’s.
If we are honest, we know all about these temptations. Why should we resist these temptations (verses 15, 17)? How does knowing about the nature of temptation enable you to resist it?
FUSIONext Fact : Being tempted is inevitable; surrendering to it is not. | https://jonlcannon.com/2015/09/29/d6-family-theme-sin-entered-the-world/ |
4 Dangerous Temptations a Pastor Must Resist (part 1).
So with only a little over a decade of ministry experience, I certainly don’t claim to be an expert on pastoral ministry. I have, however, noted over the years several temptations either by taking stock of my own thoughts or observing the pitfalls of others in ministry.
1. A pastor must resist the temptation to make his ministry his idol.
There is no question that ministry is important, the spiritual needs of people are great, and my responsibility before the Lord is real. But I must be careful not to make the ministry the Lord has given me an idol in my life. How can I avoid this, you ask? Avoiding the following temptations will help.
2. A pastor must resist the temptation to make his position his identity.
I’ve seen this. A pastor finds his identity in his position, rather than maintaining his identity in Christ. The pastorate is my calling, my responsibility, even my position, but it can not be my identity. My value is based on who I am IN CHRIST, not based upon the fact that I’m a pastor. The size of my ministry does not equal my value.
3. A pastor must resist the temptation to worry about people in his care.
I’ve always been a little envious of those who have “happy-go-lucky” personalities who don’t usually struggle with worry. Unfortunately, I’m not one of them. Add the legitimate care of the ministry to the equation and it is sometimes hard to balance concern and worry. The answer is prayer. When I’m tempted to worry about church members, I must pray instead, and take action as God directs. I recall from my childhood singing a little chorus: “Why Worry When You Can Pray. This is sound advice.
4. A pastor must resist the temptation to focus on God’s working through him to the exclusion of God working in him.
Counseling, preaching, teaching, advising, and leading are all energy expenders. It is easy to desire for God to work through me, which is godly desire, unless it is to the exclusion of desiring God to work in me. Time alone with God and thinking, reading, and praying for personal, devotional enrichment is a helpful antidote to this pitfall. Jesus had to get alone with his Father and away from the crowds, how much more do we as pastors need this.
Coming soon… 4 more Dangerous Temptations a Pastor Must Resist. Also, I’d love to hear your thoughts on this–whether you are a pastor or not!
Endorsed Donation: Help this family! | https://karisaletheia.org/tag/warnings/ |
I tried to resist his overtures, but he plied me with symphonies, quartettes, chamber music, and cantatas.
You are the enemy and a vessel through which the cure flows - if Christ lives in you, then you are an embodiment of the very shot this hostile and crying world needs as it, in every waking moment, struggles belligerently to resist. - Criss Jami
For the most part, people strenuously resist any redefinition of morality, because it shakes them to the very core of their being to think that in pursuing virtue they may have been feeding vice, or in fighting vice they may have in fact been fighting virtue. - Stefan Molyneux
To resist the social pressure now put even on one's leisure time, requires a tougher upbringing and a more obstinate willfulness about going one's own way, than ever before. - Robert Graves
Writing a book is a horrible, exhausting struggle, like a long bout with some painful illness. One would never undertake such a thing if one were not driven on by some demon whom one can neither resist nor understand. - George Orwell
(M)ysteries in fiction are seldom as insoluble as those in life, as most writers can't resist the lure of omniscience. - Dennis McFadden
If you make it plain you like people, it's hard for them to resist liking you back. - Lois McMaster Bujold
Unbidden, Unwelcome, Yet unable to resist, I entered a stranger's life - Joyce Carol Oates
Leigh did what any sane female faced with such an e-mail would do: deleted it to resist the temptation of replying, cleared her trash to resist the temptation of recalling it, and then called tech support to restore all her recently deleted e-mails. (Chasing Harry Winston) - Lauren Weisberger
Water is very soft and submissive, but not even the mighty mountain can resist it. - Debasish Mridha
Life is nothing but changes. Don't resist changes, but be the vanguard of it. - Debasish Mridha
To overcome evil with good is good, to resist evil by evil is evil.
There is no life without change. The real tragedy is that we are always fearful of change and resist it vehemently. - Debasish Mridha
The more you resist change, the more it will be painful for you to accept it. - Chanda Kaushik
Before speaking, consult your inner-truth barometer, and resist the temptation to tell people only what they want to hear. - Wayne W. Dyer
Always resist the temptation to forget the painful parts of your past. - Runescape
A self-seeker may resist anything except the temptation of showing often own bigger face beside everything that s/he says as big thoughts. - Anuj Somany
I couldn't resist him, his eyes were like yours, his hair was exactly the shade of brown.He's just not as tall, but I couldn't tell, it was dark and I was lying down. - Amy Winehouse
We sensible often resist intrusive love and its chaos practically, employing measures to prevent the former for fear of the latter. But for all our wit and work, that desperation for control also prevents the pure, transcendental freedom more often delivered by both. - Tiffany Madison
Conservative should tend to resist the argument that our particular crisis is a more-than-normal one, that our particular moment is a more-than-Madisonian one. Conservatism is a healthy political persuasion because it is inclined to shun alarmism. - William Krystol
Be wise and resist pleasures. A fool always seeks pleasures. - Debasish Mridha
Refuse to be ill. Never tell people you are ill; never own it to yourself. Illness is one of those things which a man should resist on principle. - Edward Bulwer-Lytton
Earthly minds, like mud walls, resist the strongest batteries; and though, perhaps, somethimes the force of a clear argument may make some impression, yet they nevertheless stand firm, keep out the enemy, truth, that would captivate or disturbe them. - John Locke
I believe that we are living in an unprecedented time of change. The real danger for society is that people resist, ignore or run away from massive changes in their lives and consequently do themselves long-term damage. - Adele Theron
She had not thought it would be so easy to slip into the old roles. Cambridge had changed her fundamentally and she thought she was immune. No one in her family, however, noticed the transformation in her, and she was not able to resist the power of their habitual expectations. - Ian McEwan
But in our enthusiasm, we could not resist a radical overhaul of the system, in which all of its major weaknesses have been exposed, analyzed, and replaced with new weaknesses. | https://quotes.schollz.com/subject/resist |
We live in a strange world, but fleeing the world is not an option for us.
- Instead our prayer is that God would not bring us into temptation
- In the midst of life’s complications, and difficulties, we can see God’s hand at work
- God wants to lead us through this world in such a way where we will be made perfect in the love of God.
“Lead us not into temptation” means that we will actively flee from sin
James 1:13-15
- Sin leads to death, God offers life, (forgiveness and confession is part of that life).
- God won’t tempt you to sin.
But deliver us from the evil one
This deliverance is made certain through Jesus victory over the devil, (life, death and resurrection).
- We find our deliverance in Jesus. We trust God to deliver us, and we obey God’s instructions
- James 4:7 (Resist the Devil)
- Ephesians 6:17 – Sword of the Spirit, Jesus is our example from John 4
CONCLUSION
When we live lives that fulfill the Lord’s Prayer, we become fully functioning citizens of the Kingdom of Heaven.
- Identity – Child of God
- Worship – God alone is Holy
- Citizenship – Part of the Kingdom of God, where his will is given free reign over our wills
- Resources – Everything we need for this life is from God
- Righteousness – We are forgiven and made clean through Jesus, and we offer the gift of forgiveness freely to everyone
- Protection – We trust God to keep us from the temptations of evil, and safe from the evil one.
QUESTIONS
- What flavour of ice cream is the most tempting to you?
- What is the opposite of temptation?
- Where does temptation get its power from to persuade people to sin?
- Was Jesus temptation in John 4 harder, the same or easier than Adam’s temptation in Genesis 3? Discuss
- How do you know that you are being tempted?
- What are some practical ways to resist the devil and his temptations?
- What is a habit that you can form to recognize and resist temptation?
BIBLIOGRAPHY
Boice, James Montgomery. The Gospel of Matthew. Grand Rapids, MI: Baker Books, 2001.
Boice, James Montgomery. The Sermon on the Mount: An Expositional Commentary. Grand Rapids, MI: Baker Books, 2002.
The Holy Bible: Holman Christian Standard Version. Nashville: Holman Bible Publishers, 2009.
Bonhoeffer, Dietrich. Barcelona, Berlin, New York: 1928–1931. Edited by Clifford J. Green, Reinhart Staats, Hans Christoph Von Hase, Holger Roggelin, and Matthias Wünsche. Translated by Douglas W. Stott. Vol. 10. Dietrich Bonhoeffer Works. Minneapolis, MN: Fortress Press, 2008. | http://hbcyouth.ca/parents/lords-prayer-lead-us-not-into-temptation?utm_source=rss&utm_medium=rss&utm_campaign=lords-prayer-lead-us-not-into-temptation |
The reverse lunge is a leg strengthening exercise that focuses on the quadriceps. It's a version of the lunge movement pattern, which is a key exercise to master.
Some lifters feel less knee pressure when completing the barbell reverse lunge than when performing the regular barbell lunge. The lifter may also employ more weight during the lunge with a barbell than they might with a dumbbell or bodyweight variant.
How to Do It?
- Stand straight and secure a handle at chest level to a cable stack.
- Grip the handle to your chest, having feet wide open (shoulder-width apart) in an athletic base position.
- Squeeze the handle horizontally to extend as you exhale.
- Go back to the initial position for fulfilling desired reps.
Tips for Reverse Lunges with a Barbell
- Reverse lunges are a more sophisticated progression that should only be attempted after achieving hip and core stability.
- When returning to the beginning position, resist the temptation to lead the movement with your shoulders by hyperextending your spine. Instead, use effort from your lower body to propel the action.
- Both of your legs should be at 90 degrees at the knees at the bottom of the exercise.
- If you want to activate the quads in any lunge or split squat pattern, concentrate on taking a little smaller stride and driving up into the ball of the foot.
- Focus on taking a little longer stride and driving up through the heel of the foot if you want to engage the glutes and hamstrings during any kind of lunge or split squat routine. | https://www.dmoose.com/blogs/quads/reverse-lunge-exercise-guide |
originality through imitation (part four) – the quest for imitation.
Previous post: The Commandment and the Trump Card
***
So how should the overwhelming victory of Christ affect the way we live?
Conclusion: The Quest for Imitation
After God said, “Let us make Man…” (v26), He brought it to pass immediately, “So God created Man…” (v27); God performed what He resolved. Hence, let’s make our resolutions count – may we walk the talk and practise what we preach! Let’s not exchange empty knowledge anymore but engage in passing on true knowledge. I have resolved within myself to share only the benefits I have reaped from applying the truth into my life after I’ve discovered it.
That’s the reason why I [have] changed the concept of our WOW sharing during cell; it will no longer be a sharing of insights we have gained from our quiet time. Instead of just exchanging information in hopes of education, we will now share illumination in hopes of transformation. I’d like to apply what I have learnt in IDMC 2010 – to discover the truth, apply the truth, reap its benefits, and then pass it on to each other. True knowledge is taking real action!
Let’s take some time to examine the arenas of our lives that we can truly become more Christlike in – be it at home, in school, amongst friends or in church. Let’s ask the Holy Spirit to investigate our hearts and minds, and purge the sin in our lives that causes us to be separated instead of consecrated. With that, I humbly conclude that the only way to return to your original perfect condition of creation is through an active and intentional imitation of Jesus Christ, for this will result in our eventual perfection when we finally see God face-to-face.
sermon recap: attack and counterattack!
I’m back from a four-day planning getaway and for me, there’s nothing better than vision-casting and planning for the future. R-AGE @ GII, if you’re reading this, you ought to thank God for a team of dedicated shepherds who stayed up til 3am and spilled their dreams on an 18-month calendar. It’s gonna be a mind-blowing 2011 and we must certainly rise up to the challenge, to move from involvement to commitment. We’ve been working hard for you; we don’t ask for a lot, only that you can return the favour and pray hard along with us. Remember, revival will come not when we pursue programmes, but when our people pray.
I shall resume my writing by posting the key points of the sermon I preached last Sunday. (Do note that I omit illustrations and analogies in my sermon recaps.) A guest speaker will be speaking this weekend and I will return to the pulpit next weekend to tackle the next portion of James. Let’s continue to be conscientious in our own reading of the Word. (Anyway, I think my sermon recaps are getting longer and longer!)
Don’t push the blame but take responsibility instead
- You naturally know how to push the blame without actually being taught how to do it.
- Trials are usually external situations that strengthen you while temptations are internal struggles that shatter you.
- God tests you to bring out the best in you – He desires for you to grow spiritually; Satan tempts you to bring out the worst in you – to cause you to sin.
- God wants you to grow up but Satan wants you to go down.
- Temptation springs out of your own evil desires (v14). Hence, do not blame God (or Satan or Man) when you are tempted and when you sin; no one made you do it – you made you do it. Take responsibility for your own sin.
- God doesn’t contradict His own character; if He is holy and hates sin, why would He tempt you?
The ATTACK – how temptations work
- To deal with sin, understand how temptations work. Adam and Eve demonstrates this perfectly for they were, after all, the first perpetrators.
- James 1:14a – It begins with a DESIRE. Satan knows your desire and what you are tempted by so he plants exactly that in your heart to entice you; temptations always begins on a small scale that is almost unnoticeable – that’s why it’s dangerous. Sin always begins with something as small and harmless as stealing $1.
- Satan tempted Eve in Genesis 3:4-5 with, 1) “You will surely not die”, 2) “You will be like God” and 3) “You will know good and evil”.
- James 1:14b – Desire spirals into DECEPTION. You probably have a tendency to convince yourself, rationalise your thoughts and justify your actions until it feels like whatever that you had intended to do is right. To be deceived, in Greek, literally means, “to be led down a wrong path”.
- Eve convinced herself in Genesis 4:6a, that the tree was “good for food”, “a delight to the eyes” and could “make one wise”. God certainly didn’t describe the tree that way.
- James 1:15a – Deception transits into a DECISION. This marks the beginning of sin; Eve lost the battle here as she decided to succumb to her desires.
- In Genesis 3:6b, Eve saw the wrong thing, entertained the wrong thoughts and experienced the wrong desires. She went ahead to eat the fruit (and even gave it to Adam!).
- James 1:15b – Decision leads to DEATH. The result of sin meant that Adam and Eve, as well as the rest of us before we knew Jesus, were eternally separated from God. That explains why the world is a messed-up place and needs a Saviour to redeem it from eternal separation from God (Romans 6:23).
- Know how sin and temptation works if you want to overcome it – and the only way to overcome it is to depend on God to help you.
- 1 Corinthians 10:13 – God’s real role in temptation is to help you get out of it. Temptation is a way you trap ourselves, but God provides us with a way out. Each time you are tempted, you are tempted within your ability. It is your job to find that way out of the temptation.
The COUNTERATTACK – how to overcome temptations
- The problem isn’t in the temptation but in the desire that is within your heart; sin will always look good at the start for it appeals to pleasures but it always ends up as a disaster. Before yielding to temptation, count the cost of its destruction. Would you rather the blessings that God gives or the lies and hurt that Satan brings?
- James 1:17a – TRUST GOD’S CHARACTER. When you trust the goodness of the Father, it will help you to remain unmoved by Satan’s temptations. You yield to Satan’s temptations because you cannot wait for God’s blessings; remember that it is God who blesses you with good things, not Satan.
- Be wary of the microwave generation that demands immediacy and instant gratification. Sometimes, your impatience causes you to make your own miracles instead of waiting for the only Miracle Maker.
- The battle with temptation boils down to a battle of faith. Who do you trust? God, Satan or ourselves? If you really submit to the Lord in all aspects of your life, then you will receive the ultimate protection against temptation; you can trust God because He is constant and never changes.
- James describes God as one who doesn’t change like shifting shadows. God is like the sun – it doesn’t change, it doesn’t move. The “shifting shadows” don’t come from God but from you; you shift, but God doesn’t. This makes Him a trustworthy God and someone you can trust wholeheartedly.
- James 1:18 – TAKE IN GOD’S WORD. Truth will set you free. Read the Word of God – understand, internalise and memorise it. Make it a part of you for you cannot be apart from it. Don’t just depend on pastors and leaders to teach you the Word – know the Word for yourself. To break out of the cycle of temptation, you need the truth to be recycled in you.
- 1 Corinthians 6:18, 1 Corinthians 10:14 & 2 Timothy 2:22 – TAKE OFF AND FLEE. When you are tempted, don’t even try to deal with it – just run.
- James 4:7b – TACKLE THE DEVIL. Don’t fight temptation and flee the devil, but flee temptation and fight the devil.
- Remember biblical truths when you fight the devil. Do not be afraid of the devil for you are God’s dear child and that Christ, who is in you, is greater than the devil who is in the world (1 John 4:4).
- The more you sweat in training, the less you bleed in war. Temptation is a battlefield and a war-zone in your head. During peace time, when you are not tempted, fill your head with truth, so that when the battle begins, you will emerge victorious and overcome the devil not by might or by power but by the spirit of God.
- James 4:7a – TURN BACK TO GOD. Balance the pressure inside you and ensuring that it is equal and opposite to the pressure outside. Instead of just combating external pressure – which is to flee from temptation and fight the devil – you must also build internal pressure, which is to focus on God. Submit yourself to God first before you resist the devil – make that your goal.
- Memorising the Word is biblical. Psalm 119:9-11 instructs young men to store God’s word and hide it in their hearts. The blood of Jesus cleans you from committed sin but the word of God keeps you from uncommitted sin. Hence, focus on God on the inside and fight the devil on the outside, while at the same time flee from temptations! So that when temptation comes, the Word of God will come. In order to overcome lies and deceit, be filled with truth. Scripture memory is not for impressing others but for insulating yourself.
Boast of your weakness and receive the power of Christ
- While God is a holy God who doesn’t tolerate sin, He is also a loving God who wants to help you overcome sin. Only the grace of God can prevent the sin in your life from being “full-grown and gives birth to death”.
- 1 Corinthians 12:9 – God gives you His grace, which is sufficient for you and through that, His power is made perfect by your weaknesses. Your response then, is to boast all the more gladly about your weaknesses, so that Christ’s power may rest on you.
- Hebrews 4:15-16 – Jesus understands what you go through because He has gone through it Himself; He sits on the throne of grace and He is able to give you undeserved favour; you know that you will fall and keep falling, week after week, so that’s why you need His grace again and again. You know that you will be unable to withstand the pressure of sin and temptation. You know that you cannot do this on your own.
- Ask God for His strength to help you overcome temptations. Come before God and to confess your sins to Him. Confess it to a brother or sister whom you trust for James 5:6 encourages us to confess your sins to one another and to pray for each other.
- Ask God for His grace to help you to trust His promises, memorise His word, run away from temptations, fight the devil and to fix your eyes on Him. Come to the point where you know that you can’t do it on your own and that you are sick of depending on yourself.
top ten signs of insecurity.
If there was any weakness that was almost synonymous with any young person, it would be insecurity. Following close would be identity crisis, which incidentally is birthed from insecurity. Growing up with a Sanguine personality, I am able to identify with youths (and adults alike) who struggle with this problem. I can offer little solution except my own – I found my security in God, who doesn’t just doesn’t change (get it?), but is also constant. This helps me to trust in Him, knowing that at the end of the day, He alone makes me whole and He alone is completely in control of what’s going on, even when things feel as though it will come crumbling down. I can’t speak for every insecure person, but these were some of the things I did when I was younger, as a defence mechanism against the ugliness and unpleasantness of insecurity. Maybe it’d strike a chord with you?
1. I ranked friends and always moved their positions based on how they treated me.
2. I rushed in and out of relationships for I was afraid of being single and lonely.
3. I took great pains to look good and spent lots of time enhancing my appearance.
4. I spent lots of money on material items to stay “ahead” of the crowd – to be first.
5. I did and said things to attract attention because I wanted to be in the limelight.
6. I picked on and poked fun at people who were weaker and slower than I was.
7. I manipulated people’s feelings to make myself feel good and better than others.
8. I hid behind an ego and always needed to prove to others how good I was.
9. I was extremely possessive of my friends and my status in their lives.
10. I was afraid to tell others my flaws so they won’t change their impression of me.
11. I gave in willing and compromised to make people happy so that I’d be accepted.
12. I hid behind humour and found great comfort in being the funny and witty guy.
13. I could never ever deal with awkward silences in conversations, so I talk non-stop.
14. I hated it when people scorned or slammed my ideas – I couldn’t handle rejection.
15. I was always on the defensive (and offensive) whenever people questioned me.
16. I was bossy and always needed to be in control of every situation, regardless.
17. I thrived on people’s approval (of me, or the things I did) and sought mainly that.
18. I hated losing and constantly needed to be in pole position in any competition.
19. I criticised others when they criticised me even when they were faultless.
20. I emotionally blackmailed those whom I loved so I could control them.
I know this is supposed to be a top ten list but listing all these things came so naturally I had to double the quota. I may be in my mid-twenties already and I may be a church leader, but I’m still a wretched human being with an abundance of weaknesses. I’d be the first to raise my hand and to admit that I’m still struggling (and may continue to struggle with it all my life!) with some of these symptoms. However, the older I get, the more battles I win against insecurity, the more I am convinced that the grace of God is the only solution for this perennial problem. Next week, I will post the top ten recommended scriptures one could commit to memory and use to counter insecurity. It is my prayer that we break this bondage in our lives in the victory that comes with Jesus Christ!
are you competitive or comparitive?
Singapore has world-class education system – that I do not deny. My scholastic abilities have been tuned by my learning environment (observe the careful choice of words) and I’d like to think a big part of my confidence and street-smartness (or some would say arrogance) comes from a decade spent in ACS. However, if I had a choice, I’d rather not raise my children in a local school and if I had the resources, I’d rather home-school my kids; I do not want to subject them to the unnecessary and poisonous culture of the education system here – where students somehow feel that they are never quite good enough.
Our academia has changed considerably – some would consider it progress, some see it as regress and for a few others, digress; I belong to the third group. I think that we’re missing the point of education, really. We should teach people how to think not what to think. Today’s students are subjected to a lot more pressure and stress – that doesn’t come from themselves but primarily from their parents and secondarily from their peers. The desire to improve themselves is shrouded by external motivations instead being influenced by internal drives.
I’ve always opined that pride is not about wanting to be the best – there’s nothing wrong with that – but pride is about wanting to be better than someone else. There’s an element of covetousness in pride, where the desire to better oneself sprouts from the obsession to outdo others. We’ve heard it time and again – a student could far outperform himself and score a 60% in a test (and achieve his all-time highest score) but this joy is somewhat short-lived; his initial delight soon plummets into despair when he begins to compare his results with a classmate that scored 70%. The process is transferred to the next dimension and (if you pardon the direct translation of the old Chinese adage) there always seems to be a higher mountain that is insurmountable. Where does it stop? Before you know it, these students return home to mourn about their oh-so-terrible score when they should instead rejoice over their progress made. There’s no end to this vicious cycle of self and societal inflicted torment. No wonder suicide cases related to academic pressures have risen sharply over the years.
Achievements and successes are all relative – hence it is imperative that we manage our expectations and chart our progress on a realistic rate. Today, you should ask yourself if you are competitive or comparitive. There’s nothing wrong with benchmarking yourself against the best to gauge and improve your own abilities and thresholds. But once you begin to compare and slide into the venomous glance-over-your-shoulder behaviour, you inevitably welcome self-destruction and a never-ending pursuit of nothingness. We are all different – get used to the idea. To those who have more, more is expected of them. Learn to be comfortable with yourself and realise that if you want to be someone else, who’s going to be you?
When I stroll down memory lane, I don’t seem to ever recall a time that I wanted to be better than someone else because I realised that I’m constantly waging war with my own insanely high standards (again, this is a relative statement). To an extent, I seem to allow no one to determine how good or how bad I can and will be. Oh, don’t get me wrong, I’m an ambitious person and I effort to bring out the best of my gifts and talents by being excellent in all that I undertake, but in the event that my desired outcomes do not materialise, I have learnt to trust God for the lessons learnt in temporal failure and postponed success. I realised that I’ve always secretly (but confidently) trusted God for the results, for God was the origin of my desires and ambitions. Either way it turns out, I already know that God, being efficacious, has a lesson in store for me to learn; I believe that He has pre-prepared different packages of lessons for every single different outcome.
I urge you to be wary of the poisonous standards of this world, where it tells you that being contented with your lot is apparently mediocrity. A subscription to these worldly values often results in worldly remorse and regret – that’s not biblical or victorious living at all! Know that with Jesus, we fight from victory and not for victory. Be comfortable with who God has created you to be for your strengths complements someone else’s weaknesses and vice-versa – that’s how the body of Christ works. Everyone plays a different role and is a different jigsaw in the puzzle of life – never let this world determine how you should live and what should make you happy. May your spirit be acutely tuned to the dangers that inescapable and obligatory academic excellence brings.
So what if you finally become the best and better than everyone else? What’s next? At the end of the day, it’s all meaningless. It doesn’t make you better than anyone else, really. The antidote then, to competition and comparison, is contentment. | https://joeyasher.com/tag/victory/ |
Just as a parent lovingly guides a child, biblical warnings aren’t meant to scare believers, but rather to spare us the painful and disappointing consequences resulting from certain behaviors. And in an article featured on Crosswalk, senior Pastor Casey Hough walks us through 10 biblical warnings that are all too often ignored or overlooked.
In the gospels, we frequently encounter Jesus warning the crowds about the destructive teachings of the Pharisees (Matthew 5:20, 16:6). Jesus' disciples following in His footsteps by providing further warnings to believers in the other portions of the New Testament.
RELATED: 10+ Modern Sins Christians Ignore That Are Impacting Their Faith Walk
While warnings might not always provoke positive thoughts or feelings, they often serve to spare us from unnecessary hardships and pain. In fact, the act of warning others is actually a demonstration of familial love and care for our neighbor. If we know that a particular action or practice is harmful, then the most unloving thing that we could do is to fail to warn others about it.
Here are 10 warnings from the Bible that we should heed and share with others:
Biblical Warnings 1: Never Be Lazy
While God justifies sinners by faith in Christ and not by works of the law, a saving faith is always an active faith. Laziness has no place in the Christian life. In Romans 12:11, Paul instructs the church in Rome to not allow their zeal to be without action. Zeal without action defames the glory of Christ and accomplishes nothing. To this end, we must be mindful not to be lazy in our love for and service to Christ and others.
Biblical Warnings 2: Avoid Sexual Temptation
If there was a road in your town that regularly caused people to drive off of a cliff, warning signs would be posted everywhere. In the same way, Proverbs 5 warns people of the danger associated with sexual temptation. The road of sexual temptation should not be trifled with or walked down by anyone. As the father says to the son in Proverbs 5:5, the words of adulterous seduction always "lead down to death." We must avoid such sexual temptation lest we lose ourselves and "die because of lack of discipline" (Proverbs 5:23).
Biblical Warnings 3: Repent of Your Sins
Not only should sexual temptation be avoided at all cost, but we should all repent of the sins that we have committed. While temptation is not necessarily a sin, once we have transgressed against God's command, we have sinned and are in need of repentance. Repentance is the act of turning away from sin toward God for forgiveness and strength for righteous living. Jesus calls everyone to repent of their sins (Mark 1:15), warning us that failure to repent will result in righteous judgment.
Biblical Warnings 4: End Unkind Speech
One of the easiest ways to sin against God is with unkind words. We are warned in 1 Peter 2:1 that unkind speech, that is, speech that is destructive and not redemptive toward others, must cease among believers. The book of James offers further details about the need for believers to both honor God and those who are created in His image (James 3:1-12).
Biblical Warnings 5: Run from Youthful Lusts
Youthful lusts refer not only to sexual temptations but all desires that arise from immaturity. Such desires do not foster Christian maturity or reflect God's will to others. When we do not flee youthful lusts, we are often caught up in them and held back from God's perfect plan for our lives in Christ. If Paul could warn Timothy to flee such desires (2 Timothy 2:2), how much more do we need to heed the warning in a culture that is marked by rampant immaturity?
RELATED: Did Jesus Drink Alcohol? Should Christians Drink Alcohol?
Biblical Warnings 6: Renounce Ungodliness
The renunciation of ungodliness is essentially what it looks like to live a life marked by repentance. Repentance is not a one-time event. Instead, repentance is a full renunciation of godless living. Christians must not drift back into the abyss of sin from which God has delivered them. We have received the Spirit of God that we might no longer be "debtors to the flesh" (Romans 8:12-17). Thus, Paul declares that those of us who have responded to God's grace in Christ Jesus must "deny godlessness" to live a "sensible and righteous life" before God (Titus 2:12-13).
Biblical Warnings 7: Quit Stealing
Most people do not think of themselves as thieves. However, some people steal from others without even realizing it. When a person downloads software without paying for it, listens to music that was copied from a copyrighted source, or just does not work hard at their job, they are stealing from someone else. As Christians, we are commanded to "quit stealing," and, instead, work for the things that we need in this life (Ephesians 4:28). By doing so, we reflect the dignity of work and show respect for the work of others.
Biblical Warnings 8: Resist the Devil
James 4:7 instructs Christians to "resist the devil" so that he will "flee from you." While some may be reluctant to consciously resist the devil, the truth remains that the devil is like "a roaring lion, prowling around seeking to destroy us" (1 Peter 5:8). One of the worse things that a Christian can do is ignore the threat that the devil poses to them. They must resist the devil and "draw near to God."
RELATED: 5 Truths From Corinthians About Walking Wisely In A Dark World
Biblical Warnings 9: Fear the Lord
As Christians work by faith to resist the devil, they need not regard him too highly. The Christian's highest allegiance must be to God and God alone. This is why the author of Hebrews warns his audience to "serve the Lord in fear and awe" (Hebrews 12:28). Just like a child should have a healthy fear of the discipline of their parents, it is right and good to have a healthy fear of their Heavenly Father. We, like the Christians in Philippi, have been called by God to work out our salvation in "fear and trembling" (Philippians 2:12) before God, who is the Author and Finisher of our faith.
Biblical Warnings 10: Humble Yourself Before God
In keeping with the last warning, we conclude by reflecting upon our need to humble ourselves before God. Philippians 2:3 instructs us to "do nothing that is motivated by selfishness," but rather in "humility consider others as more important." In the same manner, James 4:7 and 10 teach us of our need to "submit to God" and "humble ourselves before Him" so that we might be "exalted by the Lord." 1 Peter 5:5-6 echoes the same instruction with the promise that God "gives grace to the humble." No matter what situation we find ourselves in, the right response is always humility before God. We cannot and must not exalt ourselves. If God desires such exaltation for us, it is up to him. Our responsibility it so be humble before our God.
Casey Hough serves as the senior pastor of the First Baptist Church of Camden, Arkansas. In addition to his pastoral work, Casey also serves as an Associate Research Fellow for the Ethics and Religious Liberty Commission of the Southern Baptist Convention and blogs regularly at www.TheRenewedChurch.com. | https://www.godupdates.com/10-biblical-warnings-stop-ignoring/ |
“Sin does not reign, but it does remain.” Alistair Begg reminds us of this truth as he looks at James’ teaching in chapter 1. Because of our new birth, we are fully equipped by God to resist temptation. Our response to temptation should be to deal with it ruthlessly and consistently in order to avoid sin.
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7Be subject therefore unto God; but resist the devil, and he will flee from you.
Scripture Testimony Index stories for this passage
James Fraser shares of his adoption of the simple but powerful practice of using appropriate scriptures brought to his mind by the Holy Spirit to resist the devil and have him flee in defeat.
Brother Yun faced the temptation to eat after he had declared a fast. Through scriptural remembrance to resist the devil, he overcame the temptation. | https://walkingtogether.life/scripture-testimony-index-passage/2934/ |
My brethren, count it all joy when you fall into various trials, knowing that the testing of your faith produces patience. But let patience have its perfect work, that you may be perfect and complete, lacking nothing. If any of you lacks wisdom, let him ask of God, who gives to all liberally and without reproach, and it will be given to him. James 1: 2-5
There is an intimate relationship between faith, patience, and wisdom. Faith produces patience because it leads us not to expect instant gratification. Faith enables us to look past what the great Scottish minister Thomas Boston (1676-1732) called “afflicting incidents” or in old English “crooks” in life. A crook was not only a criminal, but things that happen in life that seem to impede our progress. Oftentimes that which impedes our progress are ways we express ourselves or carry out our duties or relate to other people that create problems. How do we make progress in our relationship with the Savior who saved our souls by dying on Calvary (not cavalry which is composed of mounted soldiers)? We are saved by grace, and that is a transformation that is profound which saves our souls and is often called justification. Yet, after that we enter into a process called sanctification whereby, we build an increasingly Christian character as we become more Christlike.
That takes time, thus the need for patience. There are setbacks on that path and failures, but we go forward – learning patience with ourselves and with others in the process – but as we move forward on the path of temporal and eternal Love that Christ has called us to, we need wisdom, and indeed we need to grow in wisdom. Wisdom can be understood as the practical application of Eternal Truth or Eternal Realities that we become aware of through our relationship with our Lord and Savior.
If we knew nothing of certain realities before we were saved, then we start from nothing and then move forward into a wholly unknown region and learn of those realities. We might learn for example of the mercy and fellowship from uttering simple words like “please” and “thank you.” If we knew something of these aspects of His Love – that is, being polite by saying please or thank you at the appropriate time — then we might move to a higher plane of fellowship. At the higher level, the saved person would be an encourager by connecting with others at a deeper level of their needs than one does when he or she is merely polite. Or if one as an unsaved person is already an encourager, he or she may go to a deeper level and be a prayerful intercessor for the other person – he or she would be deep in prayer for the dear ones we are both polite to and encouraging. We reach out to our Holy God who has the whole world in His hands, and we pray for others, both saved and unsaved to find a contentment and relief from whatever ills beset them. And if, before being saved, we were all three — polite, encouraging, and prayerful — then upon being saved we may go to a stage of total reliance upon the mercy and wisdom of the Lord and are thus able to “be still and know that I am Lord.” (Psalm 46:10)
James explains a number of areas of Godly wisdom that must be developed once we are saved, all of which require faith and patience. Let’s not forget: faith comes first. True patience and true wisdom cannot come without faith, but faith cannot manifest fully without patience and wisdom. Faith comes before true patience and true wisdom (there is patience and wisdom to a degree outside of faith, but that patience and wisdom cannot ripen into true patience or true wisdom without growing out of the fertile soil of faith).
In James, verse 26, he tells us to “bridle our tongues.” This is analogous to bridling of a horse which enables us to control and direct the horse. This bridling includes not cursing, not using the Lord’s name in vain, and not using vain put downs of people. Using the Lord’s name in vain is not properly honoring God and Jesus Christ who deserve all honor and praise, and this egregious breech of the Commandment not to use the Lord’s name in vain places us in the camp of unbelievers who dishonor and curse at the Lord openly or in their hearts day and night.
These unbelievers are pitiful citizens of the universe and are not sufficiently grateful for being alive and enjoying stuff in life like eating food, seeing the wonders of nature including the sunrise, or enjoying the cool breeze on a hot summer night. These are all possible ONLY because of the Lord who created nature as well as ourselves. What about our health? Are we not grateful to be able to ride a bicycle, walk briskly down the block, eat an orange without swallowing the seeds?.. If we are grateful how can we be like a dog who bites his master’s hand? Spitefully and disgracefully and ignorantly using the Lord’s name in vain is a profound ingratitude for the things in life that we rightfully enjoy and come from the hand of our blessed Lord and Savior.
Putting down others is not only a self-indulgent exercise, but it is a direct attack on others we are called upon to love. We are directed by Christ to “turn the other cheek.” (Matt. 5:39) We do not give tit for tat, although we have a right to defend ourselves from verbal or physical abuse. So what is proper defense and what, on the other side, are wrongful and antagonizing put downs? Under the directive to bridle our tongues, we patiently consider this matter and over time build the experience and wisdom to make this distinction, but we will never make this decision or distinction if we do not realize that there is a distinction between self-indulgent putdowns of others and legitimate verbal self-defense. That is why James directs us to “bridle” (control) our tongues.
In James, Chapter 1, verse 27, we are told to visit widows and orphans. Here, this particular application which was for the Jews can be broadened in our world to the dispossessed. In that ancient world, widows with children were often in very straitened financial circumstances. They depended on the good will and charity of others to survive. A friend of my family is a woman from the Philippines who now lives in Georgia. When her first husband died, her back was to the wall, her sisters did not help her much, and she had kids and herself to support. Those were very hard days until she met her second husband, an American, and she was able to take up life with him in the States. Where were the born-again Christians or even the Catholic Church in her time of need?
It behooves us to help people who are economically deprived in some ways through charity — the Samaritan’s Purse Christmas gift boxes are one great outreach to the world’s poorest children. And from personal experience, this writer knows about the joy that even a very few pesos can bring to some children in the Philippines. This admonition by James is still relevant in the world and even in the USA. But here we have entitlement to such a degree that one wonders about the selfish me-ism that is so prominent in the USA among both poor and rich. Can welfare state practices ever be a substitute for a gift from a heart of love? Where are we going with this? They have free breakfasts in schools in New York City to prevent what is called “food insecurity.” Yet, when I arrived at Brooklyn Tech in the mornings, sometimes I would see immense amounts of discarded containers and cardboard plates and trays – with their contents only half eaten or un-eaten. Literally mountains of polyethylene accumulated in the mornings with containers still stuffed with food. The sight of huge trash baskets filled with this gave this writer an attack of “plastic insecurity.”
Many students (though not all) are more interested in getting high than getting fed. “Getting fed” is taken for granted by many, including the poor whose moms often can’t be bothered getting up and making their kids breakfast or packing a lunch. Or mom may have to get her act together and go to work, so, pressed for time, she yells out to her kids, “Remember, get to school early so you can get something to eat before class.” When I consider the neglect of the children with respect to breakfasts, it breaks my heart.
In James 1:14-15, it is written, “But each one is tempted when he is drawn away by his own desires and enticed. Then, when desire has conceived, it gives birth to sin; and sin, when it is full-grown, brings forth death.” We are warned about being enticed into sin. Temptation comes into every life. When one is born again, temptation does not magically retire from experience. The saved lover of God who has been embraced by Jesus Christ will face temptations going forward. James calls on us to have the faith, patience, and wisdom to resist temptation. “Lead us not into temptation but deliver us from evil for Thine is the kingdom and the power and the glory forever.” (Matt. 6:13) We should resist stealing, resist sexual sins, and resist going to spiritist or psychic events like seances or tarot card readings. Men should resist dressing as women or women dressing as men (expressly stated in Deuteronomy. 22:6).
We need to resist mind numbing activities involving drugs and alcohol. The individual will need a lot of wisdom. For some people, the drift from one glass of an alcoholic beverage to multiple glasses to dependence to deeper addiction is more likely than others. How often have people said, “One glass of wine is not excessive.” And before they know it, they are drinking three or four or more glasses at one sitting. Actually, I was on that path myself beginning as early as my 20’s, but I of course didn’t realize I was in a downward slide. Years later, my roommate told me he was going to say something about it to me, but then he realized that he was doing the same thing I was, so felt that since he was not on the moral high ground, he could not legitimately criticize me. (Although not a born-again Christian, — he grew up in a Quaker family –he knew the teachings “judge not lest you be judged” and “before you cast the speck out of your neighbor’s eye cast the log out of your own eye.”) I was on that path myself, and by the time I was in my forties, I would have two or three glasses of wine after work every day at a bar near where I worked and would go back home and have ¾ or a whole bottle of wine before crashing. This came upon me very slowly, and at that time I was not saved. But we see testimonies from great Christian outreach ministries to addicts at America’s Keswick in New Jersey that even men and women who grew up as born-again Christians followed the same path, eventually arriving at some dark place of booze or drug addiction and the loss of all family and friends resulting from that addiction.
In 1:19, James tells us to be “good listeners.” That speaks for itself. We are not to be quick-tempered, but to think before we speak. This is a specific variation on the bridle your tongue theme of the earlier verse. Here’s my favorite example of holding one’s tongue, but then being backed by the Lord to really speak out. Jeremiah was confronted by Hananiah when he came to the midst of the leaders to prophesize. He wore a yoke around his neck to symbolize he was yoked to God. He prophesied the fall of Jerusalem to the Chaldeans (Babylonians), but they did not want to hear that. The residents of Judah were obsessed with self-justification because they had the Temple located there in Jerusalem.
How would God who did not allow the Assyrians to take over allow the Chaldeans to overrun them? Hananiah talked to Jeremiah as though he were a real moron, and then he broke Jeremiah’s yoke and sent him packing. Jeremiah was stunned into silence, and just nodded feebly as he went on his way. But when he arrived home, the Lord told him to go back and tell Hananiah that the Chaldeans were indeed going to overrun Judah and Jerusalem, and that Hananiah would be dead and eaten by dogs within a year. He was protected by God, so Hananiah did not kill Jeremiah when he came back. Jeremiah under the anointing or appointment of the Lord went back and got back in Hananiah’s face, and all that he said came to pass.
Lastly, in 1:9 we are told to “glory in His exaltation.” Here James asserts we are to give thanks and ultimate credit to God for our successes in life – our health, our promotions, our economic well-being, our bonuses, our awards, and the respect that is shown to us by others. Yes, we are being honored but, especially in our own minds, God should get the glory. However, our personal, prayerful gratitude does not exclude public appreciations for God’s generosity. We have seen various Superbowl quarterbacks or players give thanks to Jesus Christ when they have been awarded the cup or the plaque at the end of the game. They give all thanks and honor to Almighty God or to His Son Jesus Christ. It may bother some people, but James would approve. Manny Pacquiao, a great Filipino boxing champ for a few years, would be thanking Jesus profusely after a victory. And by the way Pacquiao invested in simple but durable housing for the poorest of the poor in the Philippines with some of his millions. Thanking the Lord in no way detracted from his skills and abilities. He knows if he had had scarlet fever as a kid or been in a terrible auto accident, despite his athletic gifts, he would not be a champion in the spotlight with millions of dollars coming in.
James was used by the Lord to express His loving desire that we implement the program of love and forgiveness that He planted in our hearts.
Jeffrey Ludwig
To read more articles by Jeffrey Ludwig click here. | https://new.americanprophet.org/the-way-of-faith-patience-and-wisdom/ |
Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.
This popular quote emphasizes that it’s inappropriate to judge an individual by focusing on a skill that he or she does not possess. A person may be phenomenal at understanding complex mathematical relationships, but their ability to socially interact with their peers may be rudimentary or even non-existent.
This leads to an age-old question: How should a society recognize and encourage the strengths of an individual, while not overly penalizing their weaknesses? Software giant SAP is making strides to address this challenge. They want to tap into the unique abilities of a severely underrepresented, yet very talented, segment of the workforce – individuals on the autism spectrum. Their approach is actually quite logical.
Consider these three disturbing statistics:
(1) Technology companies have a critical need to fill STEM (Science, Technology, Engineering, and Math) jobs, and that need is expected to grow substantially over the next decade. Consider that more than 100,000 STEM jobs just in the NYC & San Francisco Bay area alone remain unfulfilled.
(2) The skills needed to be successful at STEM jobs include visual learning skills and the ability to recognize patterns, strong attention to detail, concentration and perseverance over long periods of time, high diligence and low tolerance for mistakes. Many times these traits are similar to those exhibited by individuals on the autism spectrum.
(3) Individuals on the autism spectrum are in desperate need of employment. About 50% of people with autism do not have a cognitive impairment and still 85% of people of working age with autism are unemployed.
It doesn’t take a genius to figure out that companies need to tap into this underutilized talent pool if they’re going to maintain their competitive advantage, or even survive.
Autism spectrum disorder (ASD) and autism are both general terms for a group ofcomplex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and possible repetitive behaviors.
When the media reports on the “autism epidemic,” the focus is generally on the growing number of new instances in children. According to the Centers for Disease Control (CDC), the current incidence of autism is 1 in 68 children (1 in 42 boys and 1 in 189 girls). While this trend is disturbing, we must also remember that autism is a lifelong disorder. While much attention is paid to rising autism rates in children, the number of adults on the autism spectrum is increasing quickly and the nation is not prepared for the special challenges that come with this segment of the population. The cost of autism to the U.S. is approximately $250 billion per year, with that number expected to rise significantly over the next decade.
One significant challenge is that many employers don’t see the upside in hiring individuals who can be considered rigid and moody or have poor communication skills. New approaches are needed that allow businesses to tap into the potential of this unique demographic. Innovative employment programs that focus on individuals with special needs can turn out some of the most diligent, dependable and productive employees.
Several forward thinking companies, such as Microsoft, HP, and CAI, have started to recognize this unique opportunity and are moving to include more individuals on the autism spectrum in their workforce.
SAP, however, has gone a step further and set an ambitions goal of having 1% of their workforce be individuals on the autism spectrum by 2020. That’s an incredibly aggressive number and requires more that just a change in hiring practices, it requires a change in their overall corporate culture.
To accomplish this, SAP partnered with Specialisterne, an international non-profit organization dedicated to harnessing the talents of people with autism to find technology-related jobs. Led by Jose Velasco, the result was SAP’s “Autism at Work” program. Velasco outlined a few core aspects of the program.
1) SAP partners globally for the identification, selection and training of candidates affected by autism. Including the aforementioned Specialisterne, SAP also partners with agencies such as The Arc and Expandability to be a bridge between the company and the community.
2) There is a strong desire to not have the initiative viewed as charity or philanthropy. SAP leverages the unique skills and abilities that people with autism bring to the workplace in the core processes of the company.
3) Different perspectives allow SAP to create richer and more rewarding solutions for its customers. SAP hires individuals on the spectrum to complement the existing and diverse perspectives of other employees in the company.
4) SAP hires individuals with autism into many different job types (no predefined job types for people with autism). These individuals will work in a fully integrated mode at the company, side-by-side with all other colleagues.
SAP’s Autism at Work program has not been an isolated pilot program. Individuals hired under the effort have been integrated directly into the lines of business. Adam Kovalevsky, Vice President of Engineering at SAP Success Factors, explained, “It’s now almost a year after 5 people joined our engineering teams through the Autism at Work program. Today, these individuals perform very effectively. We are proud to help people overcome the barriers of the standard recruiting process, which disadvantages those who are less comfortable with the typical interview cycle. And we are excited to look back over the last year and see how engineers who joined us through the program have evolved into strong, reliable members of our teams.”
SAP Success Factors trainees pictured with SAP Autism at Work partner Expandability (Image credit: SAP)
Jewell Parkinson, Head of Human Resources for SAP North America, described the program as already being incredibly successful. “The Autism at Work program is a game changer for SAP. It enables us to broaden our ability to attract, develop and retain the best people the marketplace has to offer. We see no limits and place no imposed boundaries on the rich talent, unique strengths and diverse skill sets which exist all around us and are aligned with our vision: to help the world run better and improve people’s lives.”
Since 2013, the SAP Autism at Work program has provided opportunities to more than 100 individuals at locations around the world. These individuals work in a wide variety of positions such as software developer, data analyst, IT technical support, graphic designer, and many more.
Velasco added, “Three years into our journey, the program continues to grow stronger. In 2016 we will expand to other locations around the world including Australia and South Korea. 2016 will also be a year where we consolidate lessons learned from our different locations with the purpose of improving and standardizing best practices.”
The success of the program is in great part the result of the confluence of executive management support and grass-root employee-volunteer involvement. These employee-volunteers, known as the Autism at Work Mentors, focus on creating opportunities for camaraderie and networking for new employees on the autism spectrum.
The Autism at Work Mentors with SAP Senior Executives (Photo Credit: SAP)
Gabrielle Robertson-Cawley, lead of the Autism at Work mentors in SAP’s Newtown Square, PA facility, added, “We have created a family within the SAP family. The mentor team provides an environment where employees can feel comfortable just being themselves, knowing that they have colleagues who are there to help guide them through social and business situations. Watching someone succeed, whether it’s passing a certification exam or trying something new for the first time is incredibly rewarding.”
When most people think of “diversity in the workplace”, they generally think of differences in gender, race, religion, or sexual orientation. Unfortunately, individuals with special needs are an often overlooked as part of the diversity model. However, forward-thinking companies like SAP have realized that a cornerstone element of innovation is the diversity of those who participate in the creative process and the different perspectives they bring to the table – including individuals with autism.
Follow Rob Szczerba on Twitter (@RJSzczerba), Facebook, and LinkedIn. | https://expandability.org/tech-giant-taps-into-unique-and-powerful-talent-pool/ |
This paper is focused on the wellbeing of people with autism spectrum disorders, who are often excluded from design research. Drawing upon on-going design research collaboration between The Helen Hamlyn Centre for Design and the autism charity The Kingwood Trust, this paper reflects upon a neurotypical (i.e. not on the autism spectrum) designer’s experience of working with adults with autism who have limited verbal speech and additional learning disabilities. The hypothesis under investigation is that, by interacting with and observing a person in conjunction with his or her physical environment, the designer can unravel clues and insights to develop empathy and better understanding of a person with autism’s everyday experiences, which can thereby inform empathic designs that enhance and sustain a state of wellbeing. The conclusion explores how the inclusion of autistic people within the design process creates a shared experience, which helps to develop trust and empathy between the designer and the person with autism, enabling the designer to understand and appreciate different ways of being in the world. | https://researchonline.rca.ac.uk/1715/ |
Most children with autism are very keen to have friends and interact socially, but often have difficulties knowing how to make, and keep, friends. Social graces don’t come naturally to people with autism, so they often need to be explicitly taught the hidden social rules.
Also, compared to typically developing participants, the researchers found that autistic participants reported feeling closer to their social partners. There are multiple possible explanations but one may be that autistic people value social interactions more, especially when given the chance to socialize.
A recent Yale study found that individuals with autism spectrum disorder traits are as good or even slightly better social psychologists than those who do not have traits of autism.
The most striking feature of autism is social disconnection. People with autism may appear neither to be interested in nor able to “read” the social world. It is as though they are blind to the boisterous, complicated, emotionally loaded give-and-take of human interaction.
Many children and adults on the autism spectrum need help in learning how to act in different types of social situations. They often have the desire to interact with others, but may not know how to engage friends or may be overwhelmed by the idea of new experiences.
Strategies for helping autistic children develop social skills
- practice play.
- praise.
- role-play.
- social skills training.
- social stories.
- video-modelling.
- visual supports.
Individuals on the autism spectrum often have difficulty recognising and understanding social cues and therefore do not instinctively learn to adjust their behaviour to suit different social contexts. People with autism may well have the potential to learn these skills however.
What are the 3 main characteristics of autism?
The primary characteristics are 1) poorly developed social skills, 2) difficulty with expressive and receptive communication, and 3) the presence of restrictive and repetitive behaviors. Young children who have poorly developed social skills may have inappropriate play skills.
Autism is not being socially awkward
It’s not awkwardness. Autistic people are often excellent at socialising with each other, where they can avoid eye contact, stim, avoid small talk, share information and rely on their own natural communication preferences.
Social Skill Deficits in Autism Spectrum Disorders
Often, their failure is a direct result of ineffectual programs and inadequate resources typically made available for social skills instruction. For most children, basic social skills (e.g., turn taking, initiating conversation) are acquired quickly and easily.
Parents can help to improve social skills in autistic children in these five ways:
- Reinforce positive behavior and celebrate strengths.
- Model and practice desired behaviors.
- Provide structured social interactions.
- Talk through possible social scenarios and use visual aids.
- Set the environment for success.
First, it is likely that some individuals with ASD or autistic traits develop social anxiety over time, as a consequence of repeated difficulties in social interactions (Bejerot and Mörtberg 2009; White et al. 2011).
Can you be autistic and have empathy?
Every person living with autism is unique; some may struggle with empathy while others may feel completely overwhelmed by other people’s feelings, and then there is everyone in between. It seems that autistic expression of empathy may be atypical. | https://undiagnosedbutokay.com/genetic-diseases/can-autistic-kids-still-be-social.html |
Storytelling is a universal way of communication between human beings. It is inhibited when neurodevelopmental disorders hinder human reciprocity, the understanding of body language, and nuances of language. Asperger Syndrome (AS), one of these disorders, is characterized by social impairment and repetitive patterns of behaviour. Messages cannot be conveyed through storytelling, which causes social isolation and withdrawal of individuals with AS from society. The development of the mirror neuron system in the brain, which incites imitation of peers, might be altered in AS by a mechanism that is not entirely understood. Because mirroring the emotions of others is key to understanding their feelings and perceptions of the world, the “theory of mind” is not formed in individuals with AS as it normally would be. While studies have suggested this impediment, current views and evidence show that people with AS may use storytelling as a powerful tool to integrate themselves into society. Future research should investigate storytelling as an intervention to increase social interaction of individuals with AS.
Storytelling is a framework used ubiquitously in communication and is an important key in understanding human interactions. When neurodevelopmental disorders hinder the understanding of body language and the nuances of language, as well as reciprocity, storytelling is impeded. Asperger Syndrome (AS), a disorder located on the autism spectrum, is characterized by social impairment and repetitive patterns of behaviour (American Psychiatric Association, 2013). These traits, in turn, impair the ability of individuals with AS to decode messages conveyed through storytelling. Although the mechanism of AS is not fully understood, the development of the mirror neuron system, a system in the brain which incites imitation of peers, might be altered (Iacoboni & Dapretto, 2006). Since mirroring the emotions of others is key to understanding their feelings and perceptions of the world, the ability to comprehend and reflect mental states is restrained. This ability is known as the “theory of mind” (ToM; Premack & Woodruff, 1978), which is not formed in individuals with AS, as it normally would be. Empathy is impeded and social impairment ensues. Especially during childhood, bullying can seriously affect individuals with AS, as they are perceived as being isolated and different, and having poor social skills. Withdrawal from others and severe tantrums can occur (Heinrichs, 2003). While previous research suggests that AS causes social impairment (Heinrichs, 2003), current views indicate that people with AS may use storytelling as a powerful tool to integrate themselves in society (Martinovich, 2006).
Individuals interact in a way to create a connection between each other and transmit important information about their lives. This transfer of information is largely made through the use of stories. The use of stories is ubiquitous in all domains of life because stories strike a chord within individuals (Zak, 2013). People have a tendency to remember the beginnings and ends of conversations. To compensate for that, stories are used because they increase tension until the climax. A sense of familiarity with a beginning, middle, and end compels the listeners (Zak, 2013). Brian Sturm (1999), a professor of library science at the University of North Carolina at Chapel Hill, notes how this art of storytelling itself has stages. The conversation before the story brings about the idea of telling the story, and settles who is telling the story. The teller announces the story as a distinct “entity,” identifying it as something unique and special (Sturm, 1999). Gradually, the teller brings the listeners into a “story realm” through several conducts such as humour, the novelty of the story, the familiarity of the story, or by assuring the physical and emotional comfort of listeners (Sturm, 1999). The physical comfort could, for example, be giving someone a comfortable chair to sit on. The emotional comfort is, for instance, linked to having a “good” or a “bad” day. These conducts, when not clogged, facilitate bringing the listeners from reality to this “altered consciousness” (Sturm, 1999). Distractions, which occur in AS, prevent that transition to the world of storytelling.
The repetitive patterns of behaviour of individuals with AS exacerbate these distractions. For example, people with AS can be inclined to work on a specific subject such as molecular structure or photography. Although they do not have an intrinsic passion for the subject, they can dedicate a great amount of time on it as it becomes a repetitive pattern of behaviour (Klin, 2006). Consequently, they can continue to talk about that subject for a very long time because they do not comprehend their listeners’ body language and nonverbal cues that may show disinterest with the subject (Klin, 2006). In this case, the effects of social impairment and repetitive behaviour are compounded. Hence, the individual with AS is disconnected from the other interlocutors.
Since storytelling is anchored in understanding emotional states, AS creates difficulty in connecting the dots in stories and finding the underlying message. The conducts identified in the storytelling conceptualization of Sturm (1999) are obstructed because nuances cannot be comprehended. This also explains why these individuals disconnect very easily from conversations. Pathos, the ability to appeal to the listener’s emotions, is essential in persuading someone to stay connected to the story and to enter the story realm. Those with autism spectrum disorders, who do not understand these appeals to emotions, simply stop listening. They understand the cognitive basis of humour, but do not understand why one should share humour with others for amusement (Kasari & Rotheram-Fuller, 2005). This is explained by the absence of a ToM in individuals with autism.
The ToM is the ability of individuals to “impute mental states to himself and others” (Premack & Woodruff, 1978). In other words, if an individual understands the desires and beliefs of others, this shows an acquired ToM of others. Autism therapies, such as social communication intervention, focus on reducing the deficits associated to the lack of ToM in individuals with autism. Notably, individuals with autism can be sensitized to the importance of face perceptions to recognize emotional expressions (Schreibman, 1988). For instance, familiarizing individuals with autism with drawings of sad, happy, confused, or angry faces and their meanings can help them with their interactions with others (Schreibman, 1988).
Furthermore, AS restricts figurative thinking, hypothetical situations that assume exaggerations, and understanding of sarcastic comments (Craig & Baron-Cohen, 2000). These elements form an important part of storytelling and imaginative thinking. Executive dysfunction of creativity in individuals with AS is manifested by their inclination towards reality-based scenarios. Previous studies done at the University of Cambridge reveal that children with AS are less able to come up with the plot of a story after being offered an imaginary theme on which to expand (Craig & Baron-Cohen, 2000). Because figurative language is used in everyday conversations and in recounting of events, AS hinders the comprehension of the information that is being transmitted.
Although several literary devices such as metaphors, hyperboles, and irony used in storytelling are thereby inhibited in people with AS, the current outlooks advocate that other storytelling conducts in specific settings can be put to use. This idea started through exposures to “social stories” during childhood. Social stories are stories that help individuals in the autism spectrum understand the nuances of interpersonal relationships by showing day-to-day situations (Gray, 1994). Many people with AS are skilled at visual learning and often enjoy illustrated social stories. Carol Gray is the original author of social stories such as The New Social Story Book. In her books, she illustrates effective models of social interactions in a concrete way that can be helpful for children with AS (Gray, 2010). Social stories provide information about potential results of specific reactions and the emotional states that arise. This may improve a person’s understanding of a previously difficult situation and diminish the anxiety in AS by structuring a person’s life (Gray, 2010).
Quantifying the ability of storytelling in those with autism is growing (Losh & Gordon, 2014). Martinovich (2006), a psychologist and creative therapist, argues that storytelling should be encouraged for all individuals on the autism spectrum. Her book, Creative Expressive Activities and Asperger Syndrome, uses creative activities to develop skills in relationships and work on the creativity of individuals with AS (Martinovich, 2006). These tools can help in daily life and can be used on a wider scale. For example, John Elder Robison is a writer with AS, who shared many stories about being autistic in his following books: Look Me in the Eye and Be Different: Adventures of a Free-range Aspergian (Robison, 2007; 2011). In another case, Robin Borakove (2014), a children’s book author and storyteller with AS, tells stories to children while dressing up as characters in these stories. Hence, storytelling is a new approach to integrate people with AS into society.
Since AS disrupts the storytelling framework, it clouds the understanding of quotidian stories as a result. Nonetheless, storytelling is a valuable tool to familiarize individuals with AS to model social interactions and allow them to improve their creativity (Martinovich, 2006). This diminishes their possible feeling of isolation from society. Furthermore, moulding what AS is into stories told by people with AS and disseminating these stories, may be a noble step in the right direction. This would allow others to become more aware and sensitive to AS. Finally, further research on using this technique as an intervention and encouragement of those who have this condition to tell their own stories as much as possible would be worthwhile.
References
American Psychiatric Association. (2013). Neurodevelopmental disorders. In Diagnostic and Statistical Manual of Mental Disorders, fifth edition. Retrieved from http://dx.doi.org/10.1176/appi.books.9780890425596.dsm01
Borakove, R. (2014, December 27). Heart of autism: Giving back through storytelling. Retrieved from http://www.autismspeaks.org/blog/2013/04/11/heart-autism-giving-back-through-storytelling
Craig, J., & Baron-Cohen, S. (2000). Story-telling ability in children with autism or Asperger syndrome: A window into the imagination. The Israel Journal of Psychiatry and Related Sciences, 37(1), 64-70.
Gray, C. (1994). Comic strip conversations: Colorful, illustrated interactions with students with Autism and related disorders. Arlington, TX: Future Horizons.
Gray, C. (2010). The new social story book, revised and expanded 10th anniversary edition: Over 150 social stories that teach everyday social skills to children with autism or Asperger’s syndrome and their peers. Arlington, TX: Future Horizons.
Heinrichs, R. (2003). Perfect targets: Asperger syndrome and bullying – Practical solutions for surviving the social world. Shawnee Mission, KS: Autism Asperger Publishing.
Iacoboni, M., & Dapretto, M. (2006). The mirror neuron system and the consequences of its dysfunction. Nature Reviews Neuroscience, 7(12), 942-951. doi:10.1038/nrn2024
Kasari, C., & Rotheram-Fuller, E. (2005). Current trends in psychological research on children with high-functioning autism and Asperger disorder. Current Opinion in Psychiatry, 18(5), 497-501.
Klin, A. (2006). Autism and Asperger syndrome: An over-view. Revista Brasileira de Psiquiatria, 28(Suppl 1), S3-11. doi:10.1590/S1516-44462006000500002
Losh, M., & Gordon, P. C. (2014). Quantifying narrative ability in autism spectrum disorder: A computational linguistic analysis of narrative coherence. Journal of Autism and Developmental Disorders, 44(12), 3016-3025. doi:10.1007/s10803-014-2158-y
Martinovich, J. (2006). Creative expressive activities and Asperger’s syndrome: Social and emotional skills and positive life goals for adolescents and young adults. London, UK: Jessica Kingsley Publishers.
Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1(4), 515-526. doi:10.1017/S0140525X00076512
Robison, J. E. (2007). Look me in the eye: My life with Asperger’s. New York, NY: Crown Publishers.
Robison, J. E. (2011). Be different: Adventures of a free-range Aspergian with practical advice for Aspergians, misfits, families & teachers. New York, NY: Crown Archetype.
Schreibman, L. E. (1988). Autism. Newbury Park, CA: Sage Publications. | http://riss-ijhs.ca/archives/2876 |
Autism: How to Navigate Challenges in the Early Days
A diagnosis of Autism Spectrum Disorder (ASD) is a lifelong condition and can be challenging for parents and caregivers, says Educational and Developmental Psychologist Stephanie Lau of The Holiday Psychologist.
“For some, it brings relief as it explains why their child behaves in a specific way. For others, it is a confronting label and some wonder whether their child will grow out of it,” says Lau.
“It’s important parents and caregivers understand they are not alone and there are services and funding to provide support. With the right support, all children and adults can be assisted to reach their potential.”
What is Autism Spectrum Disorder (ASD)?
ASD is a neurodevelopmental disorder where individuals experience difficulties in social communication and relating to the world around them, as well as restricted and repetitive behaviours. The term is a broad classification for impairments in several areas of development.
These include:
- Social interaction skills
- Nonverbal communication skills (sometimes with verbal deficits)
- Restricted or repetitive behaviour, interests and/or activities.
The disorder is a ‘spectrum’, which means characteristics of ASD vary greatly in terms of impairment and severity between individuals, Lau explains.
Important First Steps.
Lau says if you suspect your child has ASD, speak to a professional. “Seeing your GP is the first step and visiting a paediatrician and psychologist is helpful in the process to monitor your child’s development.”
ASD is a diagnosis of hope, says Lau. “It helps us understand an individual or child better and to tailor strategies to best support them in different environments – including, school, home or work.”
School-Age Children and Autism Spectrum Disorder.
It is helpful to understand the function of a child’s behaviour if there are behavioural challenges at school, says Lau. “Supporting a child with ASD will vary in terms of level of need. It’s important to develop an empathic approach to care for a student diagnosed with ASD.”
“This may involve implementing strategies to support their focus and learning, working with clinicians and the student to ensure consistent reinforcement and behavioural expectations are present at school and home.”
Strategies to support a child with ASD are tailored by clinicians to address areas of need for an individual and their family and will depend on level of functioning and areas of difficulty, explains Lau.
“Encouraging the use of ‘feelings’ words to expand a child’s emotional vocabulary is helpful to develop their understanding of their emotions, others’ emotions and subsequently better engage with their peers by solving social problems and understanding relationships.”
The use of routines and structure is also helpful to children with ASD and if changes do occur it’s important to provide adequate warning to avoid unnecessary distress, says Lau.
Lau says understanding that an individual is behaving in a certain way or experiencing challenges due to their neurodevelopment (the development of their brain), allows us to show empathy and compassion.
Learn More About Autism Spectrum Disorder.
Australian Online Courses has a professional development course to help parents and caregivers understand the challenges of Autism Spectrum Disorder and strategies to effectively cope with a diagnosis. | https://www.australianonlinecourses.com.au/2017/08/04/autism-navigate-challenges-early-days/ |
All our courses are free, you can learn at your own pace, and you can earn CEUs and a certificate for each course you complete.
95 trainings found
Report Writing
Part 6 of a series designed to help evaluation teams conduct best practices assessment of autism, this course examines the team process and workflow of writing a clear, concise, comprehensive report.
Response Interruption/Redirection
Learn how to use response interruption/redirection (a prompt, comment, or other distractor) to divert the learner’s attention away from an interfering behavior and reduce its occurrence. Learn how this intervention can be particularly useful with persistent interfering behaviors that occur in the absence of other people, in a number of different settings, during a variety of tasks.
Autism Spectrum Disorder and Assistive Technology: Writing
Focused on understanding the common writing barriers of individuals with AS this course describes the process and importance of using feature matching to find the most appropriate technology tools to support writing access in individuals with ASD.
Working as a Transdisciplinary Team
Part 5 of a series. This course examines the rationale, both legal and practical, for using transdisciplinary assessment with student with autism.
Prompting
Learn how prompting is used to increase the likelihood that a learner will provide a desired response and how this assists them in acquiring a targeted behavior or skill. Learn when to use a prompt, how to determine the level of prompting a student requires, and how to reduce or fade prompting once a skill is mastered.
Social Narratives
Social narratives are interventions that describe social situations in some detail by highlighting relevant cues and offering examples of appropriate responding. Learn how these narratives are aimed at helping learners to adjust to changes in routine and adapt their behaviors based on the social and physical cues of a situation. Learn how to use these narratives to teach specific social skills or behaviors.
Naturalistic Intervention
Learn how naturalistic intervention can be used to encourage specific behaviors based on a learner’s interests. Learn how to use this intervention in typical settings, activities, and/or routines to build more complex skills that are naturally reinforcing and appropriate to the interaction.
Differential Diagnosis and Identification of ASD
Part 8 of a series. This course discusses the process of differentiating autism from other disorders with similar characteristics and the effects and consequences of delayed identification.
Peer-Mediated Instruction and Intervention
Learn how typically developing, carefully prepared peers can help students with learners with autism acquire new social skills. These skills are acquired by providing increased social opportunities within natural environments through peer interaction, peer modeling, and peer reinforcement.
Get to Know the Student
Dr. Boutot address the importance of getting to know your student with autism. This is key to developing a trusting, respectful relationship with that person and their families. The better you know the student the better you can help meet their needs.
Use Instructional Strategies that Promote Successful Learning
Students with autism may struggle with learning material in the same way as their typical peers. Like other students, their learning needs will be unique and varied. In this tip, Dr. Boutot describes an information processing model showing how students learn. Breakdowns in the process can occur along any part of the model and she shares strategies to improve each part of the model to improve student output.
Sexuality for Individuals with Intellectual and Developmental Disabilities
Adolescence is often a difficult time for children and families, and may be particularly challenging for those with developmental disabilities. This presentation provides an overview of the specific challenges present during puberty and adolescence, with safety and sexuality.
Video Modeling
Learn how video modeling, a video recording of a visual model of the target behavior or skill, can assist learners in acquisition of or engaging in that desired behavior or skill.
Strategies for Working with Students with Autism in the General Education Setting
This is a twelve part series of 30-minute courses presented by Dr. Amanda Boutot, BCBA. Designed for general educators, parents, administrators, paraprofessionals and others, the tips provide quick, practical strategies that can easily be implemented in the general education classroom.
Functional Communication Training
Learn how this intervention, a positive behavior support, is designed to reduce problem behaviors by replacing them with meaningful, functional, and effective communication behaviors or skills.
La planificación de futuros para los estudiantes con el trastorno del espectro de autismo
La planificación para un estudiante con autismo en la vida postsecundaria es el enfoque aquí. Aprenda las respuestas a estas preguntas clave. ¿Qué es la planificación de futuros? ¿Cuándo debería comenzar? ¿Qué recursos y herramientas están disponibles para ayudar en el proceso?
Unstuck and On Target: Improving Executive Function, On-Task, and Flexible Behavior
Executive dysfunction is common in ASD and is linked to academic, social and adaptive problems. Content will focus on a framework focusing on executive functioning (EF) for students with ASD, including strategies that you can use today. Information provided will help you identify when a child with ASD is having trouble with executive functioning, so that you can better distinguish a ‘can't’ from a ‘won't’ and intervene more effectively.
FBA and BIP Issues and Strategies
For district level specialists, who are asked to help solve behavioral challenges in the classroom, this course is designed to help you provide support and build understanding for a team conducting an functional behavioral assessment (FBA) and to build skills to support the team in the implementation of the behavioral intervention plan (BIP).
Looking Beyond the Label Part 3 - The Students
This webinar focuses on the student and understanding how behavior works through the eyes of behavior analysis and in the real world.
Augmentative and Alternative Communication and the Autism Spectrum (AAC)
This is an overview on AAC and how it is used to support students with autism who struggle to communicate effectively on their own.
Travesía por el laberinto social: Apoyo e intervenciones sociales para individuos con desórdenes del espectro de Autismo
La interacción social y la comunicación, un déficit central en el autismo, se cubre en este curso. Aprenda sobre las complejidades de la comunicación social y la interacción para estudiantes con autismo. Aprender estrategias de evaluación y estrategias de implementación ayudan a garantizar que sus estudiantes naveguen por el laberinto social de la vida cotidiana.
Visual Supports
One of the most powerful tools in your toolbox, learn how visual supports can help to increase independence and support your students with ASD. Visual supports are any tool presented visually that supports an individual as he or she moves through the day.
Classroom Organization: The Power of Structure for Individuals with Autism Spectrum Disorders
Learn how organizational structure can clarify expectations and reduce anxiety in many people with Autism Spectrum Disorders. Learn about the neurobiological basis of ASD and its connection to structured environments. Learn how to organize physical space, dimensions of time, and learning activities to positively impact student success.
Understanding the Autism Supplement
This webinar explains the history behind the Commissioner’s Rule Related to Autism TAC 89.1055(e) Content of the Individualized Education Program (IEP), sometimes referred to as the Autism Supplement. Each of the 11 strategies identified in the Autism Supplement will be discussed with regards to identifying student need, documenting pertinent information in the FIE, and meeting compliance requirements.
Social Skills and Autism
Focused on understanding the social skills differences of individuals on the autism spectrum, this course discusses what success looks like for all students and the impact that soft skills such as social skills can have on that success.
Resolución del enigma de la conducta: conexiones para las personas con desórdenes del espectro de Autismo
En esta descripción general de los conceptos y estrategias que desarrollan habilidades conductuales positivas en personas con autismo, aprenderá sobre los componentes del análisis conductual aplicado, las estrategias basadas en la investigación que enseñan y desarrollan habilidades conductuales positivas y la planificación para la prevención e intervención de comportamientos específicos. necesariamente.
Bullying and Students with ASD
This course discusses the current state of bullying in schools for students with disabilities, along with effective prevention and intervention programs, including how bullying relates to individuals with ASD.
Establishing Clear Expectations: Academic
The better students understand what is expected in your classroom the more likely they are to be successful. Dr. Boutot tip here includes how to develop academic expectations for your students with ASD. She provides specific information on supports that can be put in place to help your students with ASD meet academic expectations.
Looking Beyond the Label Part 2 - The Adults
This webinar focuses on adults understanding how to look at the stressors in their lives – especially those that are apparent in the classroom and at home. Recognizing and coping with stress in your own lives can be a great benefit to creating change with the student. | http://www.txautism.net/courses/p3 |
What is Asperger’s Syndrome?
Asperger’s Syndrome was first identified by Hans Asperger in 1944. That’s where the name of the syndrome comes from. Asperger’s syndrome is one of the neurodevelopmental disorders in the autism spectrum disorder group. Although it is an innate disorder, it covers complex neurodevelopmental disorders that occur in the first 3-4 years of life. Autism is the mildest of spectrum disorders.
Asperger’s Syndrome was included in the category of common developmental disorders in the fourth edition of The Diagnostic and Statistical Manual of Mental Disorders (DSM) used by experts as a diagnostic measure between 2000 and 2013. All common developmental disorders, including Asperger’s Syndrome, have been renamed Autism Spectrum Disorder (OSB) along with DSM-V, the last edition of DSM published on May 18, 2013. Spectrum literally means diversity. Spectrum is a kind of spectrum. Autism Spectrum Disorder is called spectrum because the symptoms encountered in autism appear in different ways and at different levels in each child. For this reason, Asperger’s Syndrome can also be known as high-functioning autism.
Differences with Autism
Individuals with asperger’s are separated from individuals with autism at the point of language development. The language and cognitive development of children with Asperger’s syndrome is normal.
Children with Asperger’s syndrome are especially talkative when it comes to their interests compared to individuals with autism.
Children with autism are unaware of the social dissonance they experience.
Asperger’s syndrome is distinguished from other forms of autism in terms of verbal language skills and abilities (such as music and visual memory).
Children with Asperger’s have normal intelligence and even high levels in most cases, but children with autism may have mental retardation.
What are the Causes of Asperger’s Syndrome?
Asperger’s Syndrome is a genetically based neurological disorder. The exact cause has not been determined. However, there are indications that it is caused by problems in the structure and functioning of the brain and nervous system. According to a 2014 study by Özdemir, genetic factors, damage to the brain (such as problems during pregnancy or childbirth), family or child exposure to toxic chemicals are considered among these reasons. Since the causes of Asperger’s Syndrome are not fully known, there is no medical treatment and therefore it is not possible to take precautions in advance.
The idea that parents (primary caregivers) are negligent in the care of the child is not true when it comes to the cause of Autism Spectrum Disorders. The negligence of the parents cannot be a cause of OSB. However, parental neglect is effective in increasing the number and intensity of symptoms in individuals diagnosed with OSB. For this reason, it is extremely important for the child’s development that primary caregivers provide a qualified care environment for the child.
Symptoms of Asperger’s Syndrome
- Lack of social awareness
- Lack of interest in socializing/making friends
- Difficulty making or maintaining friendships
- Not being able to empathize
- Be afraid to make eye contact or look very carefully
- Lack of facial expressions and gestures or the use of exaggerated gestures
- Not understanding body language
- Disobeying personal boundaries
- Hypersensitization to sounds, smells, tastes or visual stimuli
- Excessive commitment to routine
- Repeated motor behaviors such as clapping hands, waving, shaking
- Obsessive attention to just a few subjects
- Not understanding metaphorically spoken sentences
- Difficulty adjusting tone
How to Diagnose?
Symptoms of Asperger’s syndrome begin in infancy. However, since there is no problem in language development, differences are difficult to identify and therefore difficult to diagnose early. Symptoms are more pronounced between the ages of 4 and 11. There is no test that can directly detect Asperger’s syndrome. According to the situation and symptoms, physical diseases are investigated first. When there is no physical problem, the child is referred to a specialist. At this point, if the child goes to school, teacher observations are very important. Experts apply the appropriate tests based on the information they receive from the family and the teacher. With the help of these tests, we look at the child’s social and emotional abilities, communication, learning and movement skills, as well as special interests.
Asperger’s Syndrome Treatment
Early diagnosis and treatment ensures the positive development of diagnosed individuals. It facilitates the adaptation of the individual to society. Each individual shows different characteristics. Therefore, it is best to plan individual applications in cooperation with experts.
There is no single treatment method and the therapies to be applied continue for life. Therapies are applied to improve the symptoms seen according to the needs of the child. Social cognition awareness training, speech and language therapy, cognitive behavioral therapy and physical therapy are the therapies that can be applied. In addition to the therapies applied, families can be psychotrained to help the family cope with difficulties in this process.
There are many individuals who can accept the existence of Asperger’s syndrome and achieve professional success. Features such as the ability to focus on details, to specialize in interests, to work independently have a very important function at this point. Individuals with Asperger’s syndrome learn to cope with their symptoms, even if they have difficulty in relationships and social situations. They can live with support or independently.
Each diagnosed individual has different characteristics. For this reason, it is best to plan individual applications in cooperation with experts. | https://www.health724.net/aspergers-syndrome/ |
A priority of the Florida Center for Inclusive Communities is to promote access to and participation in inclusive education for students with developmental disabilities. A major focus of our effort is dedicated to supporting individuals with autism spectrum disorders (ASD). Scientists do not know yet exactly what causes ASD, however, individuals may communicate, interact, behave, and learn in ways that are different from most. Therefore, FCIC works to ensure that individuals with ASD, their families, and providers receive direct support related to education, as well as ensuring education personnel have access to research, training, and technical assistance to enhance the educational program for students with ASD. In addition, professionals have access to information and resources to promote inclusion and innovative research based practices. In this section, we invite you to explore the ASD programs and resources through which we deliver our technical assistance, training, research, and information dissemination efforts.CDC estimates 1 in 59 children has been identified with autism spectrum disorder.
Center for Autism and Related Disabilities
The Center for Autism and Related Disabilities provides support and assistance with the goal of optimizing the potential of people with autism and related disabilities. Our CARD consultants work with schools to provide specific strategies and resources to meet an individual's needs. Technical Assistance is a service, provided by CARD, to schools supporting students on the autism spectrum. The focus of technical assistance is on building capacity with a teacher and/or team around an entire classroom issue or concern. Technical Assistance does not focus on an individual student. Training is provided by CARD to schools on topics of importance to those involved with individuals with autism and other related disabilities. The focus of training is on awareness, skill development and enhancement, systems change, and capacity building. For more information email [email protected] or call 1-800-333-4530
Interdisciplinary Center for Evaluation and Intervention (ICEI)
ICEI is a Florida Diagnostic and Learning Resources (FDLRS) specialized clinic in the College of Behavioral and Community Sciences (CBCS), Department of Child and Family Studies, Division of Applied Research and Educational Support. The Center, funded by the Florida Department of Education, is a specialized diagnostic and training center that serves preschool and school-aged students (ages 3-22) having autism spectrum disorders, serious behavioral/social/emotional challenges, and other complex conditions. This specialized clinic collaborates with schools, community agencies, and families to implement evidence-based interventions with fidelity. The ICEI team includes professionals from the discipline areas of applied behavior analysis, psychology, communication disorders, family science, pediatrics, psychiatry, social work, special education. For more information contact Rose Iovannone.
Partnership for Effective Programs for Students with Autism (PEPSA)
Offering professional development opportunities and building capacity among educators working with students with autism spectrum disorders (ASD) across the state is essential to the PEPSA mission. The Partnership Program is funded by the Florida Department of Education, K-12 Public Schools, Bureau of Exceptional Education and Student Services, and is designed to provide training and technical assistance to teachers or a school program that wishes to enhance their educational program for students with ASD. Each teacher or school will be matched to a Center for Autism and Related Disabilities (CARD) professional who will mentor the teacher or school staff in developing a plan for implementing innovative and effective practices within educational programs for students with autism. The project also provides opportunities for educators to receive professional development on the very specialized subject area of educational programs for students with ASD and to provide an in-service training mechanism that would ensure that research based practices are implemented and evaluated within classrooms. For more information, please contact Katy Tapley.
The Learning Academy at the University of South Florida is a 30 week program designed to provide a structured employment-focused curriculum for individuals diagnosed with an Autism Spectrum Disorder, between the ages of 18-25 after they have graduated from high school. Participants engage in multiple career assessment activities to identify their strengths, skills, talents, interest and learn how they translate to work. Real life experiences and expectations through internships and peer mentoring complement the class work to provide generalization of skills and support personalized goals. For more information, please contact Susan Richmond.
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Autism Spectrum Disorders: An Overview
This downloadable, free multimedia presentation defines and provides basic information about autism spectrum disorders.
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Believe in One, Believe in All
This down-loadable, free multimedia presentation illustrates the experiences of a student with autism included in a third grade classroom, along with the reactions, feelings, and beliefs of his support team members and peers.
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The CARD Learning Curve is an online resource that provides interesting and interactive stories, ideas, resources and materials for teachers of students with autism or a related disability.
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This free, downloadable brochure provides children with information on autism emphasizing that children with autism are more alike, than different from their peers.
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This is a wonderful video by Amanda, a young woman with autism who is considered “low-functioning.” She wrote, produced, and posted her own video called “In My Language” on You-Tube. The first half of the video is in “her language,” and the second half is translated by the laptop she uses to communicate in “our language.” This video is beautiful and profound in any language.
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Milestone Moments, by Project Conectar
Milestone Moments is an adaptation of the Centers for Disease Control and Prevention “Learn the Signs, Act Early” campaign booklet that includes a comprehensive list of milestones and tips for parents of children ages 2 months to 5 years. This booklet can be used to determine gaps in development, help doctors understand delayed or missing development, help families understand what is typical development, and to help educators know what the child needs to strengthen. Milestone Moments is available in both English and Spanish and can be printed directly off our website on 8.5” x 11” paper or can be ordered to be printed in a spiral bound, tabbed booklet that is 5.5” x 8.5”. To obtain ordering information please contact: Myrna Veguilla, 813-974-7008.
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This is a simple planning portfolio that guides family members to reflect and share what they know of their child as a learner and a family member. With the information gathered in the Positive Educational Planning portfolio, members of a child’s educational team can envision a rich future and develop an educational plan to serve as the road that will lead to it.
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Understanding Early Signs of Autism
This down-loadable, free multimedia presentation reviews the milestones of early development and the differences in children with autism spectrum disorders. It also identifies potential differences that serve as “red flags” for evaluation, and provides a brief summary of early childhood screening tools.
This page includes links to both internal (FCIC) and external (non-FCIC) websites. External links are selected and reviewed when the page is published. However, the FCIC is not responsible for the content of external websites. The FCIC website does not accept submissions or requests.
Therapies for Children With Autism Spectrum Disorder: Behavioral Interventions Update
An extensive resource provided by the Agency Healthcare Research and Quality, Effective Health Care Program. The information in this report is intended to help health care decisionmakers—patients and clinicians, health system leaders, and policymakers, among others—make well informed decisions and thereby improve the quality of health care services.
Practice Parameter for the Assessment and Treatment of Children and Adolescents With Autism Spectrum Disorder
The American Academy of Child and Adolescent Psychiatry published new guidance for diagnosing and treating infants, toddlers, children, and adolescents (0 to 18 years of age) with autism in the February 2014 issue of the Journal of the American Academy of Child & Adolescent Psychiatry (p. 237-257). Practice Parameter for the Assessment and Treatment of Children and Adolescents With Autism Spectrum Disorder presents recommendations that include: multidisciplinary care; coordination of services; early, sustained intervention; the use of multiple treatment modalities; helping families with long-term planning, and finding support for parents and siblings. It updates an earlier guidance document published in 1999 and incorporates new research findings.
AUCD's Interdisciplinary Technical Assistance Center on Autism and Developmental Disabilities
The purpose of the Interdisciplinary Technical Assistance Center (ITAC) on Autism and Developmental Disabilities at AUCD is to improve the health of infants, children, and adolescents who have, or are at risk for developing, ASDs and other developmental disabilities. The Center accomplishes this by providing technical assistance to interdisciplinary training programs (i.e., the LENDs and Developmental-Behavioral Pediatrics (DBP) programs) to better train professionals to utilize valid and reliable screening tools to diagnose or rule out and provide evidence-based interventions for children with ASD and other developmental disabilities.
Autism Society of America (ASA)
ASA exists to improve the lives of all affected by autism. They do this by increasing public awareness about the day-to-day issues faced by people on the spectrum, advocating for appropriate services for individuals across the lifespan, and providing the latest information regarding treatment, education, research and advocacy.
Centers for Disease Control and Prevention Autism Spectrum Disorders (ASDs)
CDC is committed to continuing to provide essential data on ASDs, search for risk factors and causes, and develop resources that help identify children with ASDs as early as possible
CDC's "Learn the Signs Act Early" Autism Campaign
The Centers for Disease Control and Prevention's (CDC) National Center on Birth Defects and Developmental Disabilities (NCBDDD), in collaboration with a number of national partners, launched a public awareness campaign called "Learn the Signs. Act Early." The campaign aims to educate parents about childhood development, including early warning signs of autism and other developmental disorders, and encourages developmental screening and intervention.
Educational Resources for Students with Autism Spectrum Disorders
Resources compiled from original publication materials by UM-NSU CARD staff.
A Guide to the Individualized Education Program
The purpose of this guidance is to assist educators, parents, and state and local educational agencies in implementing the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities, including preschool-aged children. Prepared by the Office of Special Education and Rehabilitation Services U.S. Department of Education (OSEP).
Knowledge Path: Autism Spectrum Disorders
This knowledge path about autism spectrum disorders (ASD) has been compiled by the Material and Health Child Library at Georgetown University. It offers a selection of current, high-quality resources about ASD identification and intervention, and it includes resources about biomedical research into the causes of ASD; resources that address the communication, education, and vocational challenges of autism; and resources about autism's impact on family life. Separate sections identify resources about autism and environmental health research as well as those that address concerns about vaccines. This knowledge path for health professionals, educators, researchers, policymakers, and families will be updated periodically.
Training
AUCD offers a number of resources, trainings and webinars relating to autism. Upcoming events can be viewed here but all webinars are recorded and stored on their webinar library.
The Center for Autism and Related Disabilities at USF has developed this library of online training presentations that are available free to the public to view or download. The library includes sections specific to Families, Educators, and Healthcare Professionals.
The Center for Autism and Related Disabilities at USF Community Calendar highlights training opportunities and general events by and for the Autism Community. You do not need to register with CARD for trainings that are offered by other agencies, but you may need to register with them directly. Contact information is provided within the individual announcements.
PEPSA Professional Development Opportunities
The Partnership for Effective Programs for Students offers regional trainings throughout the state of Florida to ensure access and professional development on diverse topics. All trainings are FREE but pre-registration is required. To learn more, view PEPSA’s PEPSA Regional Training Calendar.
Webinars
AUCD's Webinar Library puts all AUCD-hosted webinars at your fingertips – when you want them. In this library you'll find only webinars which have been hosted by AUCD, and a convenient search function makes it easy to find the specific webinar(s) of interest. If you have questions, comments or problems with any of the webinars in the webinar library please contact [email protected]. | http://flfcic.fmhi.usf.edu/program-areas/autism.html |
Treatment for autism is a very intensive, comprehensive undertaking that involves the child’s entire family and a team of professionals. There are many different programs and options.
DIR/FLOORTIME
The Developmental, Individual Difference, Relationship-based (DIR®/Floortime™) Model is a framework that helps clinicians, parents and educators conduct a comprehensive assessment and develop an intervention program tailored to the unique challenges and strengths of children with Autism Spectrum Disorders (ASD) and other developmental challenges. The objectives of the DIR®/Floortime™ Model are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviors.
The D (Developmental) part of the Model describes the building blocks of this foundation. Understanding where the child is developmentally is critical to planning a treatment program. The Six Developmental Milestones describes the developmental milestones that every child must master for healthy emotional and intellectual growth. This includes helping children to: 1) develop capacities to attend and remain calm and regulated; 2) engage and relate to others; 3) initiate and respond to all types of communication, beginning with emotional and social affect-based gestures; 4) engage in shared social problem-solving and intentional behavior, involving a continuous flow of interactions in a row; 5) use ideas to communicate needs and think and play creatively; and 6) build bridges between ideas in logical ways which lead to higher level capacities to think in multicausal, grey area and reflective ways. These developmental capacities are essential for spontaneous and empathic relationships as well as the mastery of academic skills.
The I (Individual differences) part of the Model describes the unique biologically-based ways each child takes in, regulates, responds to, and comprehends sensations such as sound, touch, and the planning and sequencing of actions and ideas. Some children, for example, are very hyper-responsive to touch and sound, while others are under-reactive, and still others seek out these sensations. Biological Challenges describes the various processing issues that make up a child’s individual differences and that may be interfering with his ability to grow and learn
The R (Relationship-based) part of the Model describes the learning relationships with caregivers, educators, therapists, peers, and others who tailor their affect based interactions to the child’s individual differences and developmental capacities to enable progress in mastering the essential foundations.
What is the difference between DIR® and Floortime™ and how are they related?
Central to the DIR®/Floortime™ Model is the role of the child’s natural emotions and interests which has been shown to be essential for learning interactions that enable the different parts of the mind and brain to work together and to build successively higher levels of social, emotional, and intellectual capacities. Floortime™ is a specific technique to both follow the child’s natural emotional interests (lead) and at the same time challenge the child towards greater and greater mastery of the social, emotional and intellectual capacities. With young children these playful interactions may occur on the “floor”, but go on to include conversations and interactions in other places. The DIR®/Floortime™ Model, however, is a comprehensive framework which enables clinicians, parents and educators to construct a program tailored to the child’s unique challenges and strengths. It often includes, in addition to Floortime™, various problem-solving exercises and typically involves a team approach with speech therapy, occupational therapy, educational programs, mental health (developmental-psychological) intervention and, where appropriate, augmentative and biomedical intervention. The DIR®/Floortime™ Model emphasizes the critical role of parents and other family members because of the importance of their emotional relationships with the child. For more information see: http://icdl.com/
PECS (PICTURE EXCHANGE COMMUNICATION SYSTEM)
A picture exchange communication system (PECS) is a form of augmentative and alternative communication (AAC) that uses pictures instead of words to help children communicate. PECS was designed especially for children with autism who have delays in speech development. Go here for more information: http://www.pecs.com/
SCERTS
The SCERTS® Model is a research-based educational approach and multidisciplinary framework that directly addresses the core challenges faced by children and persons with ASD and related disabilities, and their families. SCERTS® focuses on building competence in Social Communication, Emotional Regulation and Transactional Support as the highest priorities that must be addressed in any program, and is applicable for individuals with a wide range of abilities and ages across home, school and community settings. Go here for more information: http://www.scerts.com/
OCCUPATIONAL THERAPY
Occupational Therapy can benefit a person with autism by attempting to improve the quality of life for the individual. The aim is to maintain, improve, or introduce skills that allow an individual to participate as independently as possible in meaningful life activities. Coping skills, fine motor skills, play skills, self help skills, and socialization are all targeted areas to be addressed.
SENSORY INTEGRATION THERAPY
Sensory Integration Therapy is a type of occupational therapy (OT) that places a child in a room specifically designed to stimulate and challenge all of the senses. During the session, the therapist works closely with the child to encourage movement within the room.
Sensory Integration Therapy is driven by four key principles (1):
- The child must be able to successfully meet the challenges that are presented through playful activities (Just Right Challenge).
- The child adapts her behavior with new and useful strategies in response to the challenges presented (Adaptive Response).
- The child will want to participate because the activities are fun (Active Engagement).
- The child’s preferences are used to initiate therapeutic experiences within the session (Child Directed).
SPEECH THERAPY
Speech Therapy focuses on receptive language, or the ability to understand words spoken to you, and expressive language, or the ability to use words to express yourself. It also deals with the mechanics of producing words, such as articulation, pitch, fluency, and volume. Some children only need help with language, others have the most problems with the mechanics of speech, and some need every kind of speech help there is.
RDI
Based on the work of psychologist Steven Gutstein, Relationship Development Intervention (RDI) focuses on improving the long term quality of life for all individuals on the spectrum. The RDI program is a parent-based treatment that focuses on the core problems of gaining friendships, feeling empathy, expressing love and being able to share experiences with others. RDI works on 6 abilities which are called dynamic intelligence:
- Emotional Referencing: The ability to use an emotional feedback system to learn from the subjective experiences of others.
- Social Coordination: The ability to observe and continually regulate one’s behavior in order to participate in spontaneous relationships involving collaboration and exchange of emotions.
- Declarative Language: Using language and non-verbal communication to express curiosity, invite others to interact, share perceptions and feelings and coordinate your actions with others.
- Flexible Thinking: The ability to rapidly adapt, change strategies and alter plans based upon changing circumstances.
- Relational Information Processing: The ability to obtain meaning based upon the larger context. Solving problems that have no “right-and-wrong” solutions.
- Foresight and Hindsight: The ability to reflect on past experiences and anticipate potential future scenarios in a productive manner.
For more information, see: http://www.rdiconnect.com/
TEACCH
The long-term goals of the TEACCH approach are both skill development and fulfillment of fundamental human needs such as dignity, engagement in productive and personally meaningful activities, and feelings of security, self-efficacy, and self-confidence. To accomplish these goals, TEACCH developed the intervention approach called “Structured Teaching.”
Building on the fact that autistic children are often visual learners, TEACCH brings visual clarity to the learning process in order to build receptiveness, understanding, organization and independence. The children work in a highly structured environment which may include physical organization of furniture, clearly delineated activity areas, picture-based schedules and work systems, and instructional clarity. The child is guided through a clear sequence of activities and thus aided to become more organized.
For more information, http://www.teacch.com
VERBAL BEHAVIOR
Verbal Behavior Intervention is often seen as an adjunct to Applied Behavioral Analysis (ABA). Though both are based on theories developed by Skinner there are differences in concept. In the late 1950s and early 60’s when Dr. Ivar Lovaas was developing his ABA principles, Skinner published Verbal Behavior which detailed a functional analysis of language. He explained that language could be grouped into a set of units, with each operant serving a different function. The primary verbal operants are what Skinner termed echoics, mands, tacts, and intraverbals.
The function of a mand is to request or obtain what is wanted. For example, the child learns to say the word “cookie” when he is interested in obtaining a cookie. When given the cookie, the word is reinforced and will be used again in the same context. There is an emphasis on “function” of language(VB) as opposed to form (Lovaas-based). In a VB program the child is taught to ask for the cookie anyway he can (vocally, sign language, etc.). If the child can echo the word he will be motivated to do so to obtain the desired object.
ABA
Applied Behavioral Analysis (ABA) uses positive reinforcement and other principles to build communication, play, social, academic, self-care, work, and community living skills and to reduce problem behaviors in learners with autism of all ages.
Some ABA techniques involve instruction that is directed by adults in a highly structured fashion, while others make use of the learner¹s natural interests and follow his or her initiations.
All skills are broken down into small steps or components, and learners are provided many repeated opportunities to learn and practice skills in a variety of settings, with abundant positive reinforcement.
Performance is measured continuously by direct observation, and intervention is modified if the data show that the learner is not making satisfactory progress. | http://clearhorizonsacademy.org/resources_for_families/treatment_models/index.html |
Is this an internal posting only?
No
Work Schedule
Monday-Friday, 7 AM - 4 PM
Department Overview
The UNT Kristin Farmer Autism Center (KFAC) conducts evidence-based direct services, research, and training to positively impact individuals with Autism Spectrum Disorders, their families, and the community.
Job Description
The Autism Center Department at the University of North Texas is seeking to hire an Behavior Technician to join our team. Responsibilities of the position include, but are not limited to:
* Providing for the instructional and therapeutic needs of clients with Autism Spectrum Disorder (ASD).
* Implementing skill acquisition and and behavior-reduction plans developed by Board Certified Behavior Analyst (BCBA).
* Engaging in ongoing data collection and analyses of client performance on individual goals and objectives.
* Maintaining awareness of trends and best practices in the area of autism intervention.
* Assisting clients with physical needs and personal care according to their needs, including lifting, positioning, feeding, toileting, and personal hygiene.
* Attending and participating in staff meetings, training, and special events as required.
* Performing other related duties as job may change over time in accordance with the ongoing needs of the department.
The University of North Texas System and its component institutions are committed to equal opportunity and comply with all applicable federal and state laws regarding nondiscrimination and affirmative action. The University of North Texas System and its component institutions do not discriminate on the basis of race, color, sex, sexual orientation, gender identity, gender expression, religion, national origin, age, disability, genetic information, or veteran status in its application and admission processes, educational programs and activities, and employment practices.
Minimum Qualifications
The successful candidate will possess a High school diploma/GED equivalent and one year of experience working with individuals with disabilities, a basic understanding of behavior analytic principles and procedures, and knowledge of evidence-based practices.
Registered Behavior Technician credential or the ability to obtain within 6 months, not to exceed one year; required to maintain recertification.
The following knowledge, skills, and abilities are required:
* Basic understanding of autism spectrum disorders and evidence-based practices.
* Ability to work with clients with autism spectrum disorders.
* Ability to be patient, flexible, versatile and cope with stressful situations.
* Ability to follow verbal and written instructions.
Preferred Qualifications
The preferred candidate will possess the following additional qualifications:
* Experience working with individuals with ASD.
* Demonstrated knowledge of evidence-based practices.
* Ability to serve as a contributing member of a multi-disciplinary team in making decisions regarding client programming.
* Ability to work with frequent interruptions and changes.
* Develop knowledge and awareness of KFAC policies and procedures, and demonstrate KFAC Core Values.
Special Instructions to Applicants
Applicants must submit a resume, cover letter and three references with their online application.
Is this a security sensitive position?
Yes
Driving a University Vehicle? | https://careers.insidehighered.com/job/1689415/behavior-technician/ |
What is PDD NOS?
Pervasive developmental disorder, not otherwise specified (PDD-NOS) is a neurological disorder that falls, with classic autism and Asperger syndrome (AS), under the umbrella term of autistic spectrum disorders (ASD). According to the Centers for Disease Control and Prevention, an individual diagnosed with an ASD, has qualitative impairments in three main areas:
- Language and communication
- Social interaction
- Restrictive and repetitive interest, activities and behaviors
When an individual is diagnosed with PDD-NOS, symptoms from these three areas are present but specific sub-criteria for AS or classic autism have not been met.
PDD-NOS Symptoms
There is no specific set of traits that delineates PDD-NOS. Symptoms can vary widely and are usually considered by a multi-disciplinary team before a diagnosis is given. Characteristics present in childhood may change, and may increase or decrease in severity as a child develops and experiences new situations. Since the symptoms of PDD are the same as those in classic autism and Asperger syndrome, the difference in diagnosis usually comes from the number or pattern of characteristics displayed.
Symptoms Related to Language & Communication
Individuals with PDD-NOS may have difficulty communicating effectively. Some may not be able to talk or understand speech. Others may use an advanced vocabulary but have trouble processing a teacher’s oral instructions. Some may have a very literal understanding of language and have difficulty starting or maintaining conversations. It is common for students with PDD-NOS to speak with unusual tone of voice, rhythm or pitch and to have trouble understanding body language and facial expressions.
Symptoms Related to Social Interaction
People with PDD-NOS are often unable to make friends or keep friendships going. They may approach peers but not know how to join in on a conversation or they may seem uninterested in other people. They may not be able to understand or communicate feelings and they may be ostracized because of inappropriate reactions to situations (e.g. laughing when someone is upset) or odd behaviors.
Symptoms Related to Restrictive & Repetitive Behavior
Some people with PDD-NOS may have symptoms that include repetitive movements like hand-flapping or spinning. Children may play with toys in an unusual way such as lining cars up. Some may have interests or activities that seem obsessive and a strong need for familiar routines. Others may have difficulty transitioning from one activity to another.
Other PDD-NOS Symptoms
Understanding PDD-NOS can be challenging because no child or adult will present with the same symptoms. To further complicate matters, some people will display characteristics from outside of the three main areas. Some may experience intense reactions to sounds, lights or other sensory input while others may seem not to notice them at all. A cognitive delay may or may not be present.
PDD-NOS, Autism, or Asperger Syndrome?
When PDD-NOS symptoms are considered in the grand scheme of education or daily living, a professional at Emory Autism Center sums up the topic nicely; “For parents and educators, the important thing to focus on is not the specific label a child receives, but what can be done to help the child develop skills in the areas of concern.”
References
Autism Speaks: Be Informed, Navigating the Spectrum, PDD-NOS, https://www.autismspeaks.org/navigating/pdd_nos.php
Centers for Disease Control and Prevention: Diagnostic Criteria, Autism Spectrum Disorders, https://www.cdc.gov/ncbddd/autism/hcp-dsm.html
Emory Autism Center, https://www.psychiatry.emory.edu/PROGRAMS/autism/pdd.html#3
Matson, J. L., Wilkins, J., Smith, K., and Ancona, M. (2008). PDD-NOS Symptoms in Adults with Intellectual Disability: Toward an Empirically Oriented Diagnostic Model. Journal of Autism and Developmental Disorders, 38, 530-537. | https://www.healthguideinfo.com/the-pdd-autism-spectrum/p110975/ |
Does your child find it difficult to interact with their peers? Do they struggle to make friends? If so, we can help. Our social skills groups are designed to help children create lasting friendships who have autism spectrum disorders, language delays, behavioral issues, attention deficits, learning differences, and other special needs. We start by helping children create strong social skills that cannot only help them make friends, but feel confident about themselves as well.
- Making friends;
- New accomplishments;
- Feeling good about themselves;
- Social skills curriculum;
- Structured social skills lessons and applied activities;
- Our fun-loving staff;
- Fun age-appropriate play;
- Cooperative skill-building and "get-to-know-you" activities;
- Science, art, music, and academic enrichment;
- Technology and gaming activities;
- Occasional field trips.
Your child can have so much fun in our social skills groups that they will enjoy everything they are learning. Our treatment team works with children of all ages and abilities to develop social skills that can last a lifetime. | https://familysolutionspediatrics.com/social-groups/ |
As humans, we tend to gravitate toward people and situations that we know, understand, and feel comfortable around. When we’re around someone whose behaviors are unexpected or difficult to interpret, it can make us feel unsettled or anxious, and our natural tendency may be to avoid that person or situation. But that all-too-human response doesn’t help us grow as a person or expand our compassion, and it certainly doesn’t benefit the person being excluded.
Many times, children on the autism spectrum will behave in ways that other people don’t understand. How can we help their peers to be more compassionate and understanding about their unique situation? Here’s one way: Julia Cook, a former educator and school counselor, has created a wonderful teaching tool in the form of a 32-page picture book called Uniquely Wired. This book can help all of us—children and adults—to understand and respond to the needs of individuals with autism in a more informed and meaningful way.
Don: What inspired you to write a book about autism?
Julia: Children with autism fascinate me. They see and hear the world differently than typical kids. They have so many unique gifts. Many times their behaviors are misunderstood and judged incorrectly. My goal in writing this book is to help people recognize, understand, and appreciate the fact that we are all uniquely wired, and that’s ok.
Don: You mention “prickly behaviors” of kids with autism. What kinds of behaviors might show up?
Julia: Sensory processing difficulties often affect an autistic child’s comfort level when making eye contact, giving and receiving affection, adjusting to change and new environmental surroundings, adjusting to unpredictable experiences, and reacting to light and sound. They may appear to be “prickly” when they don’t respond the way other kids do.
Don: Speaking of behaviors, you tell parents that every behavior has a purpose. Why is that such an important point to grasp? And how can determining the purpose of a child’s behavior inform a parent’s response?
Julia: Every behavior has a purpose. We may not understand a certain behavior or action, but children with autism most likely have a very specific need they’re trying to communicate. Over time, watching their patterns, trying to think outside the box, and seeing into their world will help you figure out what they are trying to communicate.
Some children with autism have unique behaviors that are done repetitively. Many of these self-stimulatory or “stimming” behaviors (twirling their hair, flapping their arms, etc.) help them calm down, organize their thoughts, or provide a sense of control. While these behaviors can be disturbing to others or emotionally heartbreaking for parents, most provide some benefit to the child. It can be helpful to teach siblings and classmates about stimming behaviors to encourage greater understanding and acceptance.
Don: Why is autism called a spectrum disorder?
Julia: There is a saying in the autism community, “If you have met one child with autism, you have met ONE child with autism!” Each child has unique struggles. This array of challenges is effectively represented when using the term autism spectrum disorder.
Don: How can siblings and classmates be helped to understand the unique challenges of the autistic child?
Julia: Hopefully reading this story to them will do just that! Children are much more understanding and accepting when they have information. Doing class activities that develop empathy and understanding for others is also must.
Use this example to also explain that children on the spectrum don’t learn by watching others…they mostly learn from things that are taught directly to them.
Don: I loved the kind, understanding, and effective approach you took in writing this book. One of the points that I especially appreciated was the suggestion to communicate based on the child’s current obsession, whether it was trains, watches, etc. Why is it so helpful to both parents and the child to use this approach?
Julia: Kids learn most effectively when they are interested in the topic. By using an autistic child’s latest obsession to teach a concept, you have his/her interest and attention immediately in a world that is familiar.
Don: Sometimes a child with autism resorts to hitting, shoving, or some other physical outlet for their frustrations. How can they be helped to develop coping skills? You encourage parents never to assume their child knows what needs to be done and can then transfer those instructions to their muscles to get the job done. You use the term, “Motor Planning.” Can you give our listeners some examples of what that means and how to do it?
Julia: Picking up social cues is difficult for children with autism. As a result, they may be excluded or treated unfairly. Also, they may choose to hit, push, or scream because they have difficulty processing how to handle feelings and emotions. It can be very helpful to teach and practice appropriate situational responses using visual pictures and social story books that include images with faces and emotions.
Children on the autism spectrum respond very effectively to social recipes (if this happens then this is how I am expected to respond). You may need to teach a child with autism WAY more things that you ever imagined. Motor Planning—knowing what you need to do in a certain situation and transferring that task successfully from your brain to your body and muscles to actually carry the plan out—comes more slowly for children with autism. This may be because a child has a deficit in a specific area. It also can be compounded because children on the spectrum don’t naturally watch other kids and pay attention to what they do in certain situations. For example, you may have to teach a child with autism to take off his coat and mittens after playing in the snow.
Don: Tell us about some of your other books.
Julia: The purpose of all of my research-based books is to teach kids to become life-long problem solvers. Often, kids would come into my counseling office and want me to waive my magic wand and solve their problems for them. But that’s not my job…my job is to give them the tools they need to solve their own problems. Each one of my books presents a problem (interrupting, tattling, stealing, not taking responsibility, not using your social filter etc.) followed by a solution, and ends with implementing that solution. The books tell the parent, the teacher, and the child the WHAT TO SAY, the WHAT TO DO, and the HOW TO DO IT! They are basically 32 page social skill recipe books that work for everyone – big and small.
Don: Is there anything else you would like to share with our readers?
Julia: It is so important to remember, “In order to teach children…you must enter their view of the world.” Reading a story book is a great way to do that!
Don: I’d like to thank Julia Cook for taking the time to be interviewed and for her passion for helping all kids to be their best. Julia’s work and observations teach us that we’re all uniquely wired and to appreciate what every child has to offer.
You can also connect with Julia and her publisher, Boys Town Press, on Twitter @juliacookonline and @bt_ed.
A free book by Julia Cook is available through the CDC.gov website. You can download it for free or read it online. It is also available in Spanish. | https://donwinn.blog/2018/02/19/uniquely-wired-what-we-can-all-learn-from-autism/?shared=email&msg=fail |
What Are The Most Common Risk Factors For Autism
ASD occurs among all racial, ethnic, and socioeconomic groups.
Common risk factors for autism spectrum disorder include:
- Having a twin with ASD, or other family history.
- Boys are about 4 times more likely to develop ASD than girls.
- Parents who have had a child with ASD have a 2% to 18% chance of having another child with the disorder.
- Children born to older parents also seem to have a higher risk, but more research is necessary.
- About 10% of children with autism also have certain genetic disorders like Rett Syndrome or fragile X syndrome, or tuberous sclerosis, where benign tumors develop in the brain.
- Preterm babies born before 26 weeks of gestation may have an elevated risk of autism spectrum disorder.
- Over 80% of children diagnosed with ASD also have a psychiatric, neurologic, chromosomal, or genetic diagnosis.
What Are The Causes Of Autism
Its natural to want to know what causes autism, however it is likely that there is not one single cause. While genetic differences are known to cause some types of autism, the causes of autism are largely unknown.
We do know that autism is a neurobiological difference, meaning that the brain processes information differently for people with autism, than it does for people who do not have autism.
We also know that parenting styles do not cause a child to develop autism.
Autism is not caused by vaccinations during or before pregnancy, and the falsely-reported link between the measles-mumps-rubella immunisation and autism has been retracted from the paper it was published in, and completely discredited by the research, scientific and medical community.
For more information about the current studies being undertaken into the causes of autism, visit our what causes autism section.
How Is Autism Spectrum Disorder Diagnosed
There are no laboratory tests to determine ASD. However, certain healthcare providers receive specific training and can do screenings and evaluations if needed and who might ask parents or teachers to record observations. These providers might include specialized physicians, psychologists and speech-language pathologists.
Also Check: How To Tell If My Baby Is Autistic
Theories And Empirical Research
Confucianism
is a study and theory of relationships especially within hierarchies. Social harmonyâthe central goal of Confucianismâresults in part from every individual knowing his or her place in the social order, and playing his or her part well. Particular duties arise from each person’s particular situation in relation to others. The individual stands simultaneously in several different relationships with different people: as a junior in relation to parents and elders; and as a senior in relation to younger siblings, students, and others. Juniors are considered in Confucianism to owe their seniors reverence and seniors have duties of benevolence and concern toward juniors. A focus on mutuality is prevalent in East Asian cultures to this day.
Minding relationships
The mindfulness theory of relationships shows how closeness in relationships may be enhanced. Minding is the “reciprocal knowing process involving the nonstop, interrelated thoughts, feelings, and behaviors of persons in a relationship.” Five components of “minding” include:
Screening By Age Group
Children Younger Than Age 18 Months
Earlier diagnosis of ASD may lead to earlier treatment. The M-CHAT is the most studied and widely used tool for screening toddlers for ASD. Additional tools are under investigation and are listed in as promising autism screening tests. Language delay can be identified by using the Infant and Toddler Checklist in low-risk infants and toddlers between 12 and 18 months of age., This questionnaire might be useful in identifying infant siblings of children with ASD who are at increased risk for ASD. Additional research may allow for screening of toddlers as young as 12 months by using parent-administered questionnaires such the Communication and Symbolic Behavior Scales Development Profile and the Infant and Toddler Checklist.
Primary care providers are tasked with identifying all children who would benefit from early intervention, not just children at risk for ASD . It is important to identify all clinically significant delays in children with referral for appropriate diagnostic evaluation and intervention. Problems with sleep, eating, constipation, and state regulation are common in the general population but may be particularly challenging in young children with ASD. Pediatricians can help families with management of these symptoms.
Children Ages 18 to 30 Months
Children Older Than 30 Months
Also Check: Life Expectancy For Autism
What Is Autism Spectrum Disorder
Autism spectrum disorder is a developmental disability;that can cause significant social, communication and behavioral challenges. There is often nothing about how people with ASD look that sets them apart from other people, but people with ASD may communicate, interact, behave, and learn in ways that are different from most other people. The learning, thinking, and problem-solving abilities of people with ASD can range from gifted to severely challenged. Some people with ASD need a lot of help in their daily lives; others need less.
A diagnosis of ASD now includes several conditions that used to be diagnosed separately: autistic disorder, pervasive developmental disorder not otherwise specified , and Asperger syndrome. These conditions are now all called autism spectrum disorder.
Causes And Risk Factors
We do not know all of the causes of ASD. However, we have learned that there are likely many causes for multiple types of ASD. There may be many different factors that make a child more likely to have an ASD, including environmental, biologic and genetic factors.
- Most scientists agree that genes are one of the risk factors that can make a person more likely to develop ASD.4, 19
- Children who have a sibling with ASD are at a higher risk of also having ASD. 5-10
- Individuals with certain genetic or chromosomal conditions, such as fragile X syndrome or tuberous sclerosis, can have a greater chance of having ASD. 11-14, 20
- When taken during pregnancy, the prescription drugs valproic acid and thalidomide have been linked with a higher risk of ASD.15-16
- There is some evidence that the critical period for developing ASD occurs before, during, and immediately after birth. 17
- Children born to older parents are at greater risk for having ASD. 18
ASD continues to be an important public health concern. Like the many families living with ASD, CDC wants to find out what causes the disorder. Understanding the factors that make a person more likely to develop ASD will help us learn more about the causes. We are currently working on one of the largest U.S. studies to date, called Study to Explore Early Development . SEED is looking at many possible risk factors for ASD, including genetic, environmental, pregnancy, and behavioral factors.
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Autism Diagnosis: Poor Social Skills
A major part of the diagnosis of autism is determining social skills. Some features of many children with autism are their inability to look another person in the eye, even the eyes of their parents. Children with autism often focus on objects and do so intently, virtually ignoring other people or other stimuli for long time periods. If children with autism do communicate, it is often robot-like without facial expressions or gestures. Ages and Stages Questionnaires can be helpful in evaluating a child’s communication, gross motor, fine motor, problem-solving, and personal adaptive skills.
Risk And Prognostic Factors
The best established prognostic factors for individual outcome within autism spectrum disorder are presence or absence of associated intellectual disability and language impairment and additional mental health problems. Epilepsy, as a comorbid diagnosis, is associated with greater intellectual disability and lower verbal ability.
Environmental. A variety of nonspecific risk factors, such as advanced parental age, birth weight, or fetal exposure to valproate, may contribute to risk of autism spectrum disorder.
Genetic And Physiological. Heritability estimates for autism spectrum disorder have ranged from 37% to higher than 90%, based on twin concordance rates. Currently, as many as 15% of cases of autism spectrum disorder appear to be associated with a known genetic mutation, with different de novo copy number variants or de novo mutations in specific genes associated with the disorder in different families. However, even when an autism spectrum disorder is associated with a known genetic mutation, it does not appear to be fully penetrant. Risk for the remainder of cases appears to be polygenic, with perhaps hundreds of genetic loci making relatively small contributions.
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Can Diet Have An Impact On Autism
Theres no specific diet designed for autistic people. Nevertheless, some autism advocates are exploring dietary changes as a way to help minimize behavioral issues and increase overall quality of life.
A foundation of the autism diet is the avoidance of artificial additives. These include preservatives, colors, and sweeteners.
An autism diet may instead focus on whole foods, such as:
Some autism advocates also endorse a gluten-free diet. The protein gluten is found in wheat, barley, and other grains.
Those advocates believe that gluten creates inflammation and adverse bodily reactions in certain autistic people. However, scientific research is inconclusive on the relationship between autism, gluten, and another protein known as casein.
Autism Spectrum Disorder Diagnostic Criteria 29900
A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by all of the following, currently or by history :
1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.
2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.
3. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.
Specify current severity: Severity is based on social communication impairments and restricted, repetitive patterns of behavior .
B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history :
1. Stereotyped or repetitive motor movements, use of objects, or speech .
2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior .
Specify if:
Also Check: What Is The Life Expectancy Of People With Autism
What Role Do Genes Play
Twin and family studies strongly suggest that some people have a genetic predisposition to autism. Identical twin studies show that if one twin is affected, then the other will be affected between 36 to 95 percent of the time. There are a number of studies in progress to determine the specific genetic factors associated with the development of ASD. In families with one child with ASD, the risk of having a second child with the disorder also increases. Many of the genes found to be associated with autism are involved in the function of the chemical connections between brain neurons . Researchers are looking for clues about which genes contribute to increased susceptibility. In some cases, parents and other relatives of a child with ASD show mild impairments in social communication skills or engage in repetitive behaviors. Evidence also suggests that emotional disorders such as bipolar disorder and schizophrenia occur more frequently than average in the families of people with ASD.
What Causes Autism Spectrum Disorder
There is no clear-cut cause of ASD. Some causes that are supported by research include genetic and some environmental factors. Specific genetic causes can only be identified in 10% to 20% of cases. These cases include specific genetic syndromes associated with ASD and rare changes in the genetic code.
Risk factors include older parental age, low birth weight, prematurity and maternal use of valproic acid or thalidomide during pregnancy, among others. This field of study is an active one for reasearch.
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Signs And Symptoms Of Autism Spectrum Disorders
Autism spectrum disorder is a developmental disability caused by differences in the brain. Some people with ASD have a known difference, such as a genetic condition. Other causes are not yet known. Scientists believe there are multiple causes of ASD that act together to change the most common ways people develop. We still have much to learn about these causes and how they impact people with ASD.
There is often nothing about how people with ASD look that sets them apart from other people. They may behave, communicate, interact, and learn in ways that are different from most other people. The abilities of people with ASD can vary significantly. For example, some people with ASD may have advanced conversation skills whereas others may be nonverbal. Some people with ASD need a lot of help in their daily lives; others can work and live with little to no support.
ASD begins before the age of 3 years and can last throughout a persons life, although symptoms may improve over time. Some children show ASD symptoms within the first 12 months of life. In others, symptoms may not show up until 24 months or later. Some children with ASD gain new skills and meet developmental milestones, until around 18 to 24 months of age and then they stop gaining new skills, or they lose the skills they once had.
What Are The Symptoms Of Autism Spectrum Disorder
Children with autism often show symptoms before they are two years old. Some children begin to lose language or social skills at the age of one or two. Autism looks different in each child. Not every child shows every symptom, and some have more severe symptoms.
Symptoms of ASD are grouped into two categories:
Social Communication and Social Interaction
- Doesnt like to cuddle or hug
- Likes to play alone
- Hasnt spoken a word by 18 months
- Cannot say two-word phrases by two years old
- Speaks differently than other children:
- Sounds like a robot when speaking
- Speaks in a very singsong way
- Repeats phrases or puts words in the wrong order
- Can recite information but not use it to solve problems or have a conversation
- Rarely or never makes eye contact
- Has trouble carrying on a conversation and letting the other person talk
Repetitive Behaviors
- Repeats the same action over and over again
- Focuses on small details and nothing else
- Struggles with changes in their routine
- Puts toys in order instead of playing with them
- Gets extremely focused on specific topics or objects
Additionally, children with autism are often sensitive to sounds, lights, textures or smells. This is called asensory processing problem. For example, loud noises or bright lights can make them very uncomfortable. Or, they may need more sensations to feel comfortable, so they will try to bump into things or constantly touch or smell things.
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Autism Spectrum Disorder Among Siblings
Autism spectrum disorders diagnoses have increased over the years. Researchers have found that autism runs in families and younger siblings of an autistic sibling have an 18.7% risk of also having autism. Identical twins have the highest percentage of autism occurrence, about a 75% chance that both will develop autism if one twin has autism. As previously mentioned, boys are about four to five times more likely to develop autism.
Restricted Or Repetitive Patterns Of Behavior Or Activities
These can include:
- an increase or decrease in sensitivity to specific sensory information from their surroundings, such as a negative reaction to a specific sound
- fixated interests or preoccupations
Autistic people are evaluated within each category, and the intensity of their symptoms is noted.
To receive an autism diagnosis, a person must display all three symptoms in the first category and at least two symptoms in the second category. Get more information on symptoms and how they may manifest in kids.
The exact cause of ASD is unknown. The most current research demonstrates theres no single cause.
Some suspected risk factors for ASD include:
- having an immediate family member whos autistic
- genetic mutations
An ASD diagnosis involves several screenings, genetic tests, and evaluations.
Read Also: Stuttering And Autism
What Disorders Are Related To Asd
Certain known genetic disorders are associated with an increased risk for autism, including Fragile X syndrome and tuberous sclerosis each of which results from a mutation in a single, but different, gene. Recently, researchers have discovered other genetic mutations in children diagnosed with autism, including some that have not yet been designated as named syndromes. While each of these disorders is rare, in aggregate, they may account for 20 percent or more of all autism cases.
People with ASD also have a higher than average risk of having epilepsy. Children whose language skills regress early in life before age 3 appear to have a risk of developing epilepsy or seizure-like brain activity. About 20 to 30 percent of children with ASD develop epilepsy by the time they reach adulthood. Additionally, people with both ASD and intellectual disability have the greatest risk of developing seizure disorder.
What Started This Concern
A study published in The Lancet in 1998 stated incorrect findings over an association between the MMR vaccine and autism. Since this time, the majority of the authors and The Lancet have retracted the findings.
In the U.S., many legal cases were brought forth over a supposed link between autism and the MMR vaccine. However, according to the Omnibus Autism Proceeding, it was ruled that the MMR vaccine, either given alone or in conjunction with thimerosal-containing vaccines, was not a causal factor in the development of autism. | https://www.autismtalkclub.com/what-is-autism-in-children/ |
Psychologists believe that by the age of seven, most of our patterns of behavior, our beliefs, and our habits are formed.
These beliefs are molded by the significant people in our life, especially our mother and father.
When we encounter obstacles in life, it usually means our habits of behavior are being challenged.
Having a strong understanding of your child’s core values is essential for successful parenting. From the moment they are born, children rely on their parents to provide them with guidance, support and security as they grow into independent adults.
You have an incredible opportunity to create an incredible childhood for your kids
I would invite you to consider one of the outcomes is a thorough preparation for your child to live a fulfilling and successful life – which is personal to each parent and family.
By Age 7 – core values are shaped.
1. Positive Mindset – Yes I Can
2. Respect for all
3. Empathy and compassion toward others
4. A sense of responsibility
5. Self-esteem and self-confidence
6. Curiosity and a desire to learn
7. Courage
8. Persistence
9. An understanding of right and wrong with consequences
10. A connection to family, culture, and traditions
What are Core values?
Core values are beliefs, attitudes, and principles that guide an individual’s behavior. They shape how a child perceives the world and forms their moral compass. Core values help children make decisions, stay focused on their goals, and develop healthy relationships with others. When core values are instilled in children from a young age, it can have a positive effect on their behavior as they learn to be responsible, honest and respectful. It can also help promote self-confidence and resilience which is essential for successful development into adulthood.
It’s much easier to teach children the right core values from an early age than it is to try and change them later on. Instilling core values in a child from an early age can help create healthy behavior habits that will serve them well throughout their lives.
Positive Mindset
Raising your child to develop a positive mindset can have many long-term benefits. A positive outlook can give them the resilience they need to cope with challenging situations and foster optimism for the future. It can also help build better relationships with peers and adults due to their cheerful attitude. Positive thinking opens up new possibilities as children can use their creative abilities to find solutions and generate ideas, fostering problem-solving skills in the process. Ultimately, by teaching your child the power of positivity, you could be helping them become emotionally stronger adults.
What can happen with a negative mindset
Kids who cannot see the positive in difficult situations or themselves may find themselves struggling with feelings of anxiety and fear. This can lead to a decreased sense of self-worth, as they are unable to cope with challenging life experiences or to trust their own abilities. Over time, this can lead to children developing low self-esteem and even depression. On the other hand, teaching your kids to have a positive attitude will help them build resilience and confidence in themselves, which are essential for their healthy development.
Things parents can do to:
1. Model positive behavior – Show your child that you, as a parent, can remain open-minded and handle difficult situations with grace and gratitude.
2. Practice self-compassion – Teach your child to be kind and understanding towards themselves after they make mistakes or fail in areas of life.
3. Provide encouragement – Acknowledge your child’s successes and helps them stay motivated to continue working hard.
4. Praise effort, not results – Focus on celebrating the journey rather than the end result.
5. Find silver linings – Look for what your child can take away from difficult experiences and help them shift their perspective to see the positive elements within it.
6. Use positive language – Replace negative words such as “can’t” or “won’t” with more optimistic options like “can” or “will try”.
7. Celebrate wins (big & small)– Allow your kids an opportunity to stop and recognize even their smallest victories throughout the day!
Empathy
Teaching children empathy towards others is an important part of child development. By showing compassion and understanding towards others, children can learn to recognize, understand and respond appropriately to the needs of others around them. Teaching children empathy helps foster strong relationships with peers and adults and can help them understand different perspectives. Empathy is also necessary for moral decision-making and teaches children to think before they act, which can have a big impact on their future success.
Children without empathy may lack the understanding of how their behavior affects those around them and can struggle to build meaningful relationships. They may be more likely to make poor decisions, such as bullying or taking advantage of others, due to their inability to recognize and empathize with other perspectives. As a result, children without empathy may face serious personal and social challenges as they age.
Here is a list of activities that parents can do to promote their child’s understanding of empathy:
1. Model proper behavior for your children
2. Encourage active listening
3. Teach them about people from different backgrounds and cultures
4. Help them identify and respond appropriately to different emotions
5. Encourage role-playing activities
6. Use stories in which characters express empathy
What is Self Esteem and why is it Important
Self-esteem is defined as an individual’s overall sense of self-worth or the degree to which they value themselves. It is important for children to have a healthy level of self-esteem because it can help them in all areas of life. Children with good self-esteem are more likely to feel confident in their decisions and actions, be able to handle failure better, have positive relationships with others, and even perform better academically. Encouraging your child to set achievable goals and celebrating their milestones, successes, and accomplishments are just a few ways you can help foster positive self-esteem in kids.
The downside to having low self-esteem
Having low self-esteem can have a profoundly negative impact on your child’s development. It can lead to feelings of dissatisfaction, insecurity, and helplessness which can damage their relationships with others. Additionally, having low self-esteem can cause them to be fearful and discouraged when confronted with challenges, leading to avoidance or resignation instead of taking risks to solve problems. Low self-esteem also leads to a lack of trust in their own abilities which causes them to doubt themselves and become trapped in a cycle of negative thinking and feelings.
Things parents can do to Raise their child’s Self-Esteem and Confidence
1. Offer unconditional love – Show your child that you love and accept them for who they are and support them no matter what.
2. Encourage positive self-talk– Help your child to replace negative or self-critical thoughts with more positive ones.
3. Set realistic expectations – Give your child achievable goals so they can experience success on a regular basis.
4. Validate their feelings – Acknowledge and accept your child’s feelings without judgment, even if you don’t agree with them.
5. Praise effort, not results – Focus on celebrating the journey rather than the end result, as this can help build long-term resilience and motivation even when faced with failure or disappointment.
6. Model empathy – Teach your kids how to be understanding of others by setting an example of how to listen and respond in difficult situations with kindness and compassion.
7. Let them make mistakes – Allow your children some room to learn from their own mistakes in a safe environment where they feel secure enough to take risks without fear of judgment or repercussions.
Raising a Responsible Child
Having a responsible child means that they are able to recognize their own actions and the consequences that may come from them. It also means they understand their role in the family and society, and they display maturity and integrity in all they do. Responsible children are often able to make good decisions on their own, take ownership of their mistakes when they occur, help around the house, accept responsibility for their actions, exhibit empathy towards others, and respect adults.
The goal of Raising a responsible child requires setting expectations, following through on discipline, demonstrating consistent behavior and modeling expected behavior. Parents should provide responsibility-building activities such as allowing children appropriate amounts of freedom and independence to practice decision-making and problem-solving skills. Additionally, it is important for parents to create an environment in which children can explore the world around them safely. Finally, consistent communication between parent and child is essential for understanding topics like rules, consequences, reward systems, and healthy relationships with peers.
Children who lack responsibility can benefit from having clearly defined rules and expectations, and the consequences of not following these expectations should be consistently enforced. Parents should also set a good example for their children by demonstrating responsible behavior and allowing them to observe this on a daily basis. Additionally, providing age-appropriate activities that require problem-solving skills or practical tasks can help build responsibility in children over time. Finally, it is important for parents to give their children plenty of attention and praise so they learn what it takes to be responsible.
A short list of things parents can do:
1. Set clear rules and expectations with consistent consequences for not following them.
2. Lead by example, demonstrating responsible behavior and allowing children to observe it.
3. Provide age-appropriate activities that require problem-solving and practical tasks.
4. Give plenty of attention and praise to recognize good behavior and decisions.
5. Offer opportunities for additional responsibility as children grow older.
6. Support their efforts to learn through ongoing guidance, encouragement, and positive reinforcement.
Curiosity and the Desire to learn
Supporting children’s curiosity is an important part of helping them to enjoy learning. It means encouraging them to explore and pursue their interests, taking a hands-on approach to discovering new facts, and allowing them to make mistakes without judgment. Parents can foster their child’s curiosity by providing access to resources like books and art supplies, talking about interesting topics in conversation, asking open-ended questions, exposing them to different cultures and experiences, discussing potential career options, and exploring the world together through travel or virtual tours.
Things parents can do to stimulate curiosity:
1. Ask questions of your children to encourage them to think more deeply and develop their curiosity.
2. Guide your children through activities that allow them to explore their interests and build on what they have already learned.
3. Allow time for experimentation, making mistakes, and learning from different experiences without judgment or punishment.
4. Facilitate conversations about new ideas and topics in a way that is age-appropriate and encouraging to your child’s inquisitive nature.
5. Encourage them to try new things by providing resources such as books, movies, technology, trips, or even just talking with others who can teach them something new.
6. Create an environment of support and encouragement so that your curious kids will feel free to ask questions and explore their own potential without fear of failure or ridicule.
Courage and its important role in a child’s life
Courage is the strength and determination to face fear, take risks, and pursue a challenging course of action, despite possible risks or uncertainties. It involves confronting fears and going forward with confidence and hope in order to achieve something meaningful. Courageous behavior can help an individual overcome the obstacles standing in their way and reach their ultimate goals.
A child without courage
A child without courage may feel afraid of trying new activities or challenges. They may also be hesitant to express themselves and their fears, which can lead to frustration or anxiety. Without courage, it can be difficult for a child to form meaningful relationships with others, take risks in life, and develop self-confidence. It is important for parents to provide their children with the tools they need to build their own courage and face life’s challenges head-on.
Here is a list of ways parents can promote courage in their children:
1. Set a good example by demonstrating courage in their own lives.
2. Help children recognize and express their fears, while encouraging them to take small steps towards conquering them.
3. Provide encouragement and support when the child faces new tasks or activities that make them feel uncomfortable or scared.
4. Recognize and reward even tiny acts of courage as this helps build confidence for future challenges.
5. Talk openly about situations where their children have been brave and give praise when deserved.
6. Teach practical problem-solving skills that can be used in difficult situations.
7. Give children opportunities to practice courage through play, such as role-playing scenarios that require bravery or trying out a new activity they would otherwise be too scared to try alone.
Persistence
Persistence is the quality of having a strong determination to keep going and never give up, even when faced with challenges or obstacles. It’s an important trait for children to learn and adapt, as it can help them become successful in many areas of their lives. Persistence helps children stay focused on their goals and keep trying until they achieve them. It can also help them build resilience and a sense of self-confidence, which are essential for succeeding in life.
When a child doesn’t persist, they are more likely to give up quickly when faced with obstacles or difficult tasks. This can lead to them not reaching their full potential and prevent them from achieving their goals. Persistence is important for children because it teaches them the importance of staying focused, working hard, and having the motivation necessary to reach success. Additionally, it helps them develop problem-solving skills and resilience which are essential in order to navigate life’s challenges.
Here are some activities parents can use to promote persistence in their children:
1. Encourage positive self-talk by praising their accomplishments, even if they’re small.
2. Set short-term goals that are achievable and encourage them to persist until they reach them.
3. Celebrate successes, no matter how small, and discuss any challenges that arose along the way.
4. Provide support when they make mistakes, instead of criticism; focus on how they can correct and improve their actions in the future.
5. Discuss problem-solving skills and how a persistent approach can help them overcome difficult tasks or situations.
6. Demonstrate persistence through your own actions and show your child how it helps you achieve success.
7 Remind your child of a time at first they couldn’t do something now they can.
Honesty The Right and Wrong and consequences
The real problem with children telling lies
When a child lies, it can have a detrimental effect on their self-esteem and sense of self-worth. Lying is a form of dishonesty that implies an inability to cope with situations or difficulty in being truthful. When faced with an unpleasant situation, a child may feel inclined to lie in order to avoid the outcome or responsibility. In doing so, they are not only damaging their own integrity, but also eroding the trust that exists between them and those around them. This lack of trust can cause feelings of guilt, shame and low self-esteem for the child. It is important for parents to encourage honest communication from their children so they can build strong relationships based on mutual respect and trust.
It is important for a child to learn the difference between right and wrong in order to develop a strong moral framework and become an upstanding member of society. By understanding what is socially permissible, children can make informed decisions without making mistakes that could have long-lasting consequences. Learning right from wrong also allows children to build empathy and understand the impact of their actions on themselves and others. It helps them cultivate their personal values, build a strong sense of self, and be able to differentiate between ethical behavior and unethical behavior as they grow into adulthood.
Parents can help their children be honest by:
1. Modeling honesty and exhibiting ethical behavior.
2. Reinforcing the importance of truthfulness through discussion, role play and other activities.
3. Encouraging open communication and teaching their child that it is okay to make mistakes.
4. Not punishing their child for being honest or making a mistake.
5. Promoting an environment of trust where children feel comfortable being truthful without fear of reprisal or judgment.
6. Listening to their child’s side of the story before jumping to conclusions or chastising them for lying.
7. Exploring different learning opportunities such as books, movies, classes or games that emphasize the importance of honesty and responsibility in a positive way.
Family roots, culture, and traditions
It’s important for parents to talk to their children about their family, culture, and traditions. It is a great way to pass on values, beliefs, and knowledge from one generation to the next. It can also help foster a sense of connection and belonging as they learn more about their roots. Talking openly and honestly with your children about your family history, culture, language, and customs can help them understand the world better, respect diversity, and appreciate different perspectives. One great way to start is by sharing stories – funny anecdotes or memories that provide insight into your life and the legacy you wish to leave behind. Additionally, exploring cultural activities such as music, art or cuisine together is a fun way to engage your child while enhancing their appreciation of diverse cultures around the world.
Teaching your children where they come from is a great way to help them understand and appreciate the world around them. It can give them a greater sense of identity, understanding, and connection to their roots. By exploring their family history, culture and traditions, they can gain insight into how different events have shaped the past, present and future. They will also learn how diverse people have contributed to the fabric of society, developing empathy for those with different backgrounds or experiences. Knowing where they come from helps children see a bigger picture – one that reveals the complexities of life, celebrates diversity and fosters inclusivity.
Here are some great ways for parents to explore their family roots, culture, and traditions:
1. Research your family history – Start by speaking with relatives who can share stories that might not be found in records. You can also search through archives, libraries and genealogical sites.
2. Participate in traditional activities – Visit cultural events and festivals to get an understanding of customs and rituals. Learn the language spoken in your culture if possible.
3. Visit important landmarks – Go to places that are meaningful to your family, such as a hometown or ancestral home. This can provide a greater sense of understanding and connection to your past.
4. Explore cultural foods – Share meals that are particularly connected to your heritage or ask elders for special recipes and cooking techniques used by your ancestors.
5. Make art together – Connecting with art from different cultures is a great way to appreciate its beauty while gaining insight into different perspectives and experiences.
HELPING KIDS CREATE EMPOWERING BELIEFS
Mastery Martial arts can help children develop positive beliefs by teaching important life skills, such as self-discipline, focus, and confidence. It is an activity that allows children to learn in a safe environment without fear of being judged or ridiculed. Martial arts encourage physical activity while also teaching respect for others and the importance of self-control. Additionally, martial arts help children develop courage and resilience by allowing them to challenge themselves in a structured setting. As children progress through their martial arts journey, they become more confident in their abilities and learn to trust themselves, leading to an overall sense of well-being and a positive belief system.
Check out what parents are saying about Mastery Martial arts!
Also check out this blog post on Limiting Beliefs and how to help your child have a growth mindset. | https://masteryma.com/2022/12/30/10-values-your-kids-must-have/ |
Scouting exists to offer fantastic opportunities to young people, which will help them build skills for life.
For young people to enjoy fantastic Scouting we need great leaders who feel capable, competent and confident about their role. The purpose of Adult Training is to help leaders to gain and develop the skills and knowledge that will make leadership easier, more enjoyable and successful.
Every adult role in Scouting requires particular skills, knowledge and understanding and the ability to use them in practice. Training, in its widest sense, seeks to identify what skills, knowledge and understanding we already have, what we need to learn or develop for the role and then offers a range of learning opportunities to fill any gaps.
We ask that all leaders demonstrate their ability to use the appropriate skills, knowledge and understanding in their role – this process is known as validation.
The first thing to do when you take on a new Scouting role is to book yourself onto a Personal Learning Plan evening (PLP). By the end of a PLP evening we aim to ensure that you feel confident about and in control of your training.
More specifically, on a PLP evening we will explain how the training scheme works and who is there to support you through it. We’ll help you to identify what, if any, learning you need in your role and the various methods by which you can get it.
We run PLP evenings regularly and at various locations around the County. Booking on a session is easy through our web page.
The Wood Badge is an award made to all leaders that complete their training. It is made up of two wooden beads on a leather thong and leaders are, justifiably, proud to wear them with their uniforms. The Wood Badge signifies and celebrates the commitment that adult volunteers make to Scouting, to their training and to delivering fantastic Scouting to young people.
If you have any questions, please do contact the County Training Manager. | https://oxonscouting.org.uk/adult-training-scheme/ |
Info coming soon!
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The FutureZone leaders network aims to support deputy and assistant head teachers through collaboration, sharing of good practise and areas of development. There has been a particular focus within the group on […]
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The programme will support participants to become more effective and confident in their roles, by enabling them to:
• reflect on and audit their leadership skills
• understand what it means to be an eff […]
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To explore the findings of Syed, Dweck and Erricson etc and apply them to FZ. To develop effective professional development opportunities for all staff.
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The FutureZone provides a supportive network of like minded heads who are ready to support, share and challenge one another.
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The three FutureZone secondary schools offer a range of transition opportunities across the year for primary pupils and teachers.
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FutureZone offers its pupils an opportunity to develop expertise, knowledge and interest in the Arts through it’s annual collaborative learning projects.
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The FutureZone Science network aims to support the development of the subject in the classroom and beyond. | http://futurezone.org.uk/members/rwilliams/groups/ |
In the last ten years, volunteering hours have declined significantly. How can charities meet the needs of the evolving Volunteer?
by Amelia Gillingwater and Amy-Jo Fowler
In the UK, levels of volunteering have noticeably fallen over the past decade, amounting to a staggering loss of 350 million volunteering hours . This is, no doubt, connected to a whole host of social, economic and demographic factors. Traditional barriers to volunteering remain, including the demands of full-time employment. According to a poll by the National Council for Voluntary Organisations (NCVO), the main reason given for not volunteering regularly was work commitments (62%) . However, we may also be seeing a changing mindset to volunteering and expectations around what it constitutes.
What, then, might the Volunteer of Tomorrow look like, and how would they want to get involved?
Different generations approach volunteering – and work more broadly – in different ways, and a lot has been written about millennials in the workplace. Traditional conceptions of a job for life, or a steady career, have been replaced by seeking interesting and varied professional ‘experiences’, such as work abroad or more frequent job hopping . Moreover, millennials are increasingly motivated to ‘make a difference’, where having a sense of purpose means more to them than the pay cheque at the end of each month - which charities could certainly look to harness . The Volunteer of Tomorrow may well be looking for a similarly varied experience, with opportunities to gain new skills, make contributions that match their time and talent, and treat it as a professional development experience along the way . They may seek more variation in the work they do, possibly doing shorter bursts of volunteering work for a wider range of organisations.
The Volunteer of Tomorrow, one might imagine, will desire greater flexibility and choice in how and when they volunteer. In the past there have been many barriers to charities accessing a wealth of talented volunteers. Aside from full time work, the NCVO found that 42% said that family commitments meant they did not have the time to volunteer, with a further 15% stating studying as their barrier to volunteering . This has prevented charities from accessing important skills and denied many from engaging with volunteering. Charities have traditionally relied on a voluntary pool of the time-rich, mainly retirees and students, and whilst these volunteers will still be crucial to help provide charitable services, an increased flexibility in charities’ approach to their volunteer pool will ensure that barriers to volunteering are removed. In a volunteering world of tomorrow, charities should be able to benefit from previously inaccessible skills and experiences, for example, via virtual or remote volunteering in lunch breaks or after work.
The charities that will benefit most are those that will empower volunteers with the flexibility to donate as much of their time and skills as they can, whenever they can and enable valueable volunteering to be accessed from afar through flexible working conditions and digital technology.
So, what does all this mean for the Volunteer of Tomorrow?
Flexibility and ‘gig’ volunteering
The tomorrow world of volunteering will accommodate a wide range of opportunities, allowing people to pick up a piece of work for an hour or two to benefit a cause close to their heart. Charities will be able to call on a community of digitally savvy individuals to work in areas previously untouched by volunteers – whose skills range from new forms of marketing and social media to digital strategy, online customer journey improvement, training and e-learning and consultancy services provided via slack channels and online portals. The work of volunteers may blend with companies seeking to make a concerted pro bono or value-in-kind contribution through the provision of skilled resources and time. This could enable charities to retain their voluntary talent while better serving their chosen cause.
Recognition and personal development
This will continue to be top of the agenda for tomorrow’s volunteer workforce, mirroring what we are seeing in the workplace. As this thirst grows, so too will charities’ need to provide recognition and development in a structured way . Charities may want to look at ways in which voluntary contributions count towards a volunteer’s personal goals and professional objectives in a holistic way across their paid and unpaid work. Furthermore, with roughly two-thirds of millennials looking at ways to gain and learn new skills as a major factor for switching jobs , charities are in a unique place to harness young professional volunteers via development opportunities. If charities can communicate effectively to the Volunteer of Tomorrow on how their role helps the cause, what they will learn and how this will help them progress in their paid employment, charities could find droves of people signing up as an alternative to expensive professional training and qualifications. By emphasising the development opportunities, charities could target employers as a means of introducing themselves to highly skilled and motivated candidates. This is a win-win for all, and employers’ CSR and employee development activities could be greatly enhanced for the betterment of all.
Meanwhile charities can look at ways of retaining volunteers by enabling and properly supporting internal movement. By clearly communicating the different volunteering opportunities available to current volunteers and making it easy for them to apply and pursue these, charities can retain top voluntary talent. This is attractive for both charities and volunteers who can continue in an organisation where their skills can develop via new roles and experiences.
Bridging the gap
There is a gap between the realities of volunteering today and the volunteer-centric world of tomorrow.
To bridge this gap, charities will need to address how they interact with their volunteers by examining their volunteer journeys. Volunteers are often willing to offer a lot of themselves for charitable causes but their journey to becoming a volunteer can often be lengthy and onerous. From researching which charity they want to volunteer for, to signing up and undergoing security checks through to training and actually being part of the team – there are lots of pain points for the volunteer and error margins for the charity. Charities will need to think about how prospective volunteers engage with them; taking a digital-first approach to the registration processes and training to minimise the time commitments and barriers to entry. Similarly, a digital-first solution and upfront recruitment campaigns would also help demystify the research process too.
As the type of voluntary work changes, charities will need to update their systems and processes to fully utilise these opportunities. More importantly, they should have a clear vision of the types of resources and skills they require before bringing people in. By communicating their mission and expectations with volunteers, charities can harness like-minded individuals and avoid disappointment or frustration, ultimately leading to better volunteer retention.
The Volunteers of Tomorrow will have worked across all manner of organisations from private, to public, start-ups, enterprise and entrepreneurs and they offer a wide variety of skills that buck the trend in today’s world. Fundamentally, volunteers in the future will add value through completely different types of contributions to what they do today, and harnessing this could ultimately be a game changer.
https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/earningsandworkinghours/articles/billionpoundlossinvolunteeringeffort/2017-03-16#footnote_3
https://blogs.ncvo.org.uk/2018/03/22/why-people-volunteer-and-why-they-stop-what-the-latest-data-tells-us/
https://www.forbes.com/sites/kaytiezimmerman/2016/06/07/millennials-stop-apologizing-for-job-hopping/#789670f74656
https://www.forbes.com/sites/forbescoachescouncil/2017/10/26/five-things-millennial-workers-want-more-than-a-fat-paycheck/#67b9626915a7
https://blogs.ncvo.org.uk/2017/02/10/the-changing-face-of-volunteering-and-four-ways-you-can-respond/
https://www.forbes.com/sites/kaytiezimmerman/2017/10/01/5-things-we-know-millennials-want-from-a-job/#2d0751ea7809
https://www.cbre.com/configuration/global%20shared/content/articles/agile-real-estate/what-millennials-really-want-in-the-workplace
Return to Volunteer of Tomorrow or
go back to Customer of Tomorrow page. | https://www.moorhouseconsulting.com/insights/perspectives/volunteer-of-tomorrow/ |
People are the most important resource of an organisation. A company needs these human resources to attain success. This can be achieved by promoting effective growth and development of these resources. Such development of teams and individuals encourages employees to engage in the organisation and ensures their commitment. It helps them to enhance skills and knowledge which increase their job performances (Hirst and et. al., 2011). The assignment below is based on Tesco, a global leader in general merchandise and grocery retailer headquartered in Welwyn, Garden City, Hertfordshire, UK. The report includes the skills, knowledge and behaviours required by the HR professionals, the factors considered for implementing learning and development in an the organisation, how high performance working (HPW) contributes to employee engagement and competitive advantages and lastly ways in which various methods support high performance culture and commitment.
P1. Professional knowledge, skills and behaviours required by HR professionals
Success and failure of the company depends on competence of its employees. It is crucial and important for an organisation to recruit efficient and skilled individuals who contribute towards success and profitability of a firm (Levi, 2015). This is one of the main responsibilities of HR professionals of a firm. However, to excel in their roles, HR professionals of Tesco need to possess certain skills, knowledge and behaviour which could help them conduct their operations effectively (5 Essential Human Resources Skills, 2018).
Skills required by HR professionals:
There are certain skills which are required by HR professionals which are mentioned below:
- Conflict management: In a huge organisations like Tesco with a massive workforce, conflicts can easily arise. These conflicts can be horizontal, i.e., between employees or vertical, i.e., between managers and employees. It is the responsibility of HR professionals to resolve this conflict without being biased and in a respectful way. They must possess this skill for smooth running of business operations.
- Communication: Effectiveness of HR professionals can be accurately judged by their ability to communicate with their employees. HR professionals in Tesco must establish flexible and transparent communication. Having effective communication skills would allow them to understand the employees in a better way and ensure their commitment towards the organisation.
Knowledge required by HR professionals:
To conduct their practices ethically and lawfully, it is essential that Tesco's HR professionals possess certain knowledge required to fulfil their responsibilities (McCormack, Manley and Titchen, 2013). These are described below:
- Government Rules and Regulations: It is required from HR professionals to conduct their duties within the legal boundaries created by government. It is essential as it promotes ethical practices within the organisation. HR professionals must be well acknowledged from the government rules and regulations regarding their job roles and duties for the firm. Moreover, these professionals must also ensure that employees lawfully conduct their roles and legal boundaries are not crossed in the firm.
- Employee laws: For Tesco, retaining skilled employees is very important to sustain their performance in the market. Employees are satisfied and more engaged when they receive their rightful return for the efforts they put in pushing an organisation towards success. HR professionals of a company must have the knowledge about employee legislations and must follow it rightfully while deciding salaries, increments and incentives for the employees of Tesco.
Behaviours required by HR professionals:
Behaviour of a person helps them in giving their maximum input even in complex times. Managing a huge workforce for Tesco is a very complex activity (O'leary, Mortensen and Woolley, 2011). HR professionals need to possess certain behaviours in order to contribute effectively towards their duties which are as follows:
- Patience: The most important behaviour that must be adopted by HR professionals of Tesco is patience. While dealing with employees in tough scenarios or during conflicts, it is required that HR professionals be patient throughout their jobs.
- Ethical: Every activity conducted by HR professionals must be ethical. This means that they must operate in a way that serves best to achieve organisation's objectives. There must not be any conflicts of interest on their part and every role must be fulfilled in an ethical manner.
To improve in their job roles, it is required for HR professionals to keep enhancing their knowledge throughout their work lives. This can be achieved through Continuing Professional Development (CPD). This process undertakes tracing and documenting skills of employees, their knowledge and experience gained beyond the initial training provided by organisation (Pinjani and Palvia, 2013). It must be self directive and informative enough to help in achieving personal targets. It must be recorded and evaluated as it provides an overview of the professional development, helps to track the development, helps in analysis of required skills, and uncovers further needs of development.
Continuing Professional Development must answer the following:
- The current state of an employee on the basis of their skills and knowledge.
- A target that is needed to be achieved.
- Process undertaken to achieve these set targets.
- Time schedule to review self progress.
P2. Personal skill audit and development of a professional development plan
Personal skills audit serves the motive undertaken in Continuing Professional Development (CPD). It refers to a critical evaluation of the personal skills, strengths, weaknesses, opportunities and threats of a professional career. It helps employees of a company to enhance their job performances by self analysis of overall performance. Personal skill audit would help Tesco's HR professionals to enhance their skills, decision-making power and effective management of performances of workforce. It has helped me in determining my strengths, weaknesses, opportunities and threats effectively and evaluate my performance effectively (Schaubroeck, Lam and Peng, 2011).
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STRENGTHS
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Personal skills audit made me identify my key skills and areas where my performance is extremely effective. These skills are communication and collaboration.
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WEAKNESSES
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Although I have a firm grip on communication, still I lag behind in conflict management and decision-making.
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OPPORTUNITIES
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One of my biggest opportunities for me in working for Tesco is the ongoing growth in company's workforce due to a high demand of its products and services in UK.
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THREATS
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With rising competition, biggest threats for my profession is the layoffs or business closures. Another huge threat would be the better working conditions that firms provide to employees of the firm.
To enhance my business performance and stay ahead of the threats, a Professional Development Plan is developed by me according to the framework of Continuing Professional Development (CPD). This plan includes the current state of my career and the targets that are needed to be achieved. It also involves the expected time schedule under which these improvements would be attained and the process of achieving such improvements.
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S.No
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LEARNING OBJECTIVES
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CURRENT PROFICIENCY
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TARGETED PROFICIENCY
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DEVELOPMENT OPPORTUNITIES
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TIME
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1
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CONFLICT MANAGEMENT
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6
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10
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I find it really complex to handle conflicts that arise almost daily in an organisation like Tesco. This is because it is tough for me to not be biased sometimes. Moreover, frequent conflicts results in loss of patience which causes anger. To overcome this situation and enhance my conflict management skills, I plan to undergo training sessions. In addition to this, I would try to practice patience in complex situations and would emphasize on adopting more ethical values.
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3 to 4 months
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2
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DECISION-MAKING
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5.7
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10
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Decision-making in Tesco is an essential attribute required to be possessed by each employee. During spontaneous decision-making, I tend to panic and fail to take appropriate decisions. This makes me inefficient in carrying out my duties. To enhance this skills, I plan to read journals and undergo sessions which would prepare me for complex situations and would help me gain better decision-making skill.
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2 to 3 months
P3. Difference between individual and organisational learning, training and development
For any employee to enhance its performance and for any organisation to grow, learning is one of the major steps. For any organisations, two types of learning are considered:
Individual learning: This refers to learning of an individual. It is often self driven and can enhance by the knowledge and experience gained by individuals through external sources. HR professionals of Tesco emphasize on gaining a certain set of skills and learn ways in which they could enhance the same.
Organisational learning: The process of gaining and facilitating knowledge within a firm is termed as organisational learning. The knowledge and experience which an organisation gains helps them to gain a competitive advantage and increase its profitability ratio. This process helps Tesco's HR professionals to effectively manage their employees and enhance their performance.
The difference between individual and organisational learning is described below:
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BASIS
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INDIVIDUAL LEARNING
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ORGANISATIONAL LEARNING
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SCOPE
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It has a narrow scope and focus on developing knowledge and skills of individuals within the firm.
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This has a wider scope and aims to enhance knowledge of a whole organisation to increase its productivity and profit margin.
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TIME
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This type of learning is an ongoing process and goes throughout the personal career of individuals.
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Organisational Learning has a specific time schedule for its implementation within the firm.
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FLEXIBILITYTASK 2
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Flexibility is very high in individual learning as individuals can choose their own methods and processes to gain knowledge and skills.
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This learning is very rigid and different materials and tools are provided by the management to help facilitate this learning.
Training: Ways in which performance of employees increases due to enhancement in their personal skills is referred as training. This process is undertaken by the employees to enhance their skills in a specific project. HR professionals of Tesco achieve better management of employees by undergoing effective training programs introduced by the company.
Development: Development refers to enhancing skills, knowledge and personality of employees throughout their career. It's an ongoing process both on and off the job. It is essential for an organisation to facilitate development within the company. The emphasis of Tesco's HR professionals is on the overall development of their employees' career.
Difference between training and development is mentioned below:
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BASIS
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TRAINING
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DEVELOPMENT
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AIM
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This aims at increasing employees' skill for a specific project or a certain role (Ford, 2014).
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It aims at overall development of employees' skills throughout their work life.
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SKILL
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Technical skills of employees are enhanced by training which are required to effectively complete the project.
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All the skills which have an impact on the career of an individual, team or organisation is enhanced under development.
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ORIENTATION
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Training is task-oriented
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Development is career-oriented.
Despite their differences, it is very essential for Tesco to implement both learning and development. Use of both of these aspects would enable the firm to retain its skilled employees and would help to enhance overall operations of the organisation which would help in gaining a competitive advantage.
P4. Need for continuous learning and professional development
To increase an employee's or a team's productivity, it is essential for organisations to facilitate continuous learning and professional development. Continuous learning would ensure more output from the employees and enhance professionalism of the firm, which is crucial to increase its customer base.
Continuous Learning: This is a process of ongoing learning of individuals to gain more knowledge and perfect their skills. It helps individuals to develop critical thinking skills and better adaptability in dynamic business environment. Moreover, through continuous learning, employees can prepare themselves for risks and contingencies.
Professional Development: Professional development refers to methods through which an organisation aims at developing overall professional skills of employees. It is required to increase productivity and profitability of a company. Training programs are implemented within an organisation to enhance professional development of employees (Gibbs, 2013).
Tesco must also provide continuous learning to its employees and professional development to enhance its overall performance and profitability. It would help the organisation to sustain in tough scenarios and intense competition.
Learning is determined where organisation start underperforming in the market. Wherever set targets are not achieved and employment dissatisfaction rises, it causes the need for learning. This need for continuous learning and professional development is mentioned below:
- Performance enhancement:Continuous learning and professional development help organisations to enhance their overall performances. Effective training and development programs helps employees to gain necessary skills required to excel in their workplace. Such training facilitates learning of effective methods and techniques that helps employees be more productive (Berry, 2011).
- Employee commitment:Continuous learning helps an employee get recognition in their organisation. Such enhanced performance graph encourage them to commit themselves even more in the organisation. This would enable the firm to retain skilled employees and engage them further in the organisation.
- Competence:These practices also help in making the firm more competent. Continuous learning of more effective methods would help Tesco sustain heavy competition and it would help the firm increase its customer base (Goetsch and Davis, 2014).
Organisations implement learning by conducting different training and development programs along with skills evaluation and GAP analysis which help them achieve the strategic and tactical goals.
P5. Contribution of HPW to employee engagement and competitive advantage within a specific organisational situations
High Performance Working (HPW) refers to a process organisations undertake to engage employees and ensure commitment to attain high performance levels. Its main goal is to increase the efforts employees put in their work and optimally utilise skills possessed by human resources of a company. High Performance Work Organisations (HPWO) refers to those organisations that are designed to bring best results from individuals within organisations. These organisation through HPW increases its capabilities which helps the firm to sustain.
In Tesco, HPW helps in enhancing its overall quality of work and satisfaction of employees. This results in increase in its profit margins and overall performance. It has certain benefits to employees as well as employers. It helps employees to increase their level of satisfaction from organisation and help increasing their performance and confidence. It helps employers to effectively delegate work and enhance the level of output attained from each employee.
Contribution of HPW in employee engagement and better commitment is as follows:
- Employee creativity:HPW helps employees to increase their productivity in a work place even in times of extreme pressure or contingencies. This helps the employees in introducing innovative ideas that lead to formulation of more effective strategies. HPW also helps in ensuring better outcomes and cost effective methods which increase an organisation's profitability (Amabile, 2012).
- Team building:It is very essential for employees in an organisation like Tesco to work as a team. HPW can enhance collaboration and team building skills in employees which causes them to work together efficiently and reduce conflicts amongst each other during complex tasks. HPW helps in building a common goal in minds of the employees which is a contributing factor towards a company's success (Seibert, Wang and Courtright, 2011).
- Create opportunities:High performance working helps an organisation like Tesco to grab new external opportunities which automatically creates opportunities for employees as well. It engages employees towards putting more efforts into their work roles and commit themselves towards achievement of overall objectives of the firm.
P6. Different approaches to performance management and demonstrate with specific examples how they can support high-performance culture and commitment.
Performance management refers to a process of measuring, analysing, evaluating and enhancing performance levels of employees in an organisation. This process is essential in enhancing the productivity of each employee on which the success of an organisation heavily depends. Different organisations have their own unique ways to measure performance of employees according to different situations and priorities. Moreover, the methods of performance management also differs according to nature of organisation.
Organisational culture plays an effective role in performance management. While strong organisational culture can enhance the performance management in an organisation, weak culture might resist any new strategy regarding performance of the employees. Thus, it is essential for firms to establish flexible and strong organisational culture to promote effective performance management.
Tesco uses few approaches to effectively manage performance of its employees. These approaches help the organisation to satisfy, motivate and building morale of organisation's employees. Approaches used by the firm are mentioned below:
- Comparative Approach:Under this approach, companies give ranks to employees on the basis of their performance. These ranks are given by comparing these performances against other members of a group. This approach helps Tesco to reward employees which are effectively carrying out their roles. For performers who fail to achieve good ranks, effective training programs are implemented by the company.
- Attribute Approach:Attributes like creativity, problem solving, communication and innovation form a basis for performance measure in this approach. Scale of 1 to 5 are chosen by managers of Tesco and rate employees as high, medium or low based on the above attributes. It helps the organisation to effectively distribute work on the basis of skills of employees.
- Collaborating Working Approach:In Tesco, this approach helps promote team work through collaborative working of employees. Employees of the organisation effectively use skills of one another for achievement of organisations objective and goals. These employees are graded by managers of the company on the basis of their job roles. Such effective sharing of roles and responsibilities help the firm in attaining employee engagement.
- Result Approach:This approach enables the managers to rate their employees on results of their performance. Strategies are effectively converted into operations and external environment is taken into consideration. This contributes in increasing employees' motivation and productivity.
- Quality Approach:Satisfaction of employees is improved by elimination of errors to facilitate continuous improvement in the firm. It is beneficial for Tesco's management as workers are effectively assessed on the basis of internal and external factors. Teamwork is also promoted during this approach to efficiently accomplish the objectives.
CONCLUSION
Thus, it is concluded from the project that, knowledge and skills are contributing factors in achieving overall objectives of the firm. Such development of knowledge and skills help them in increasing their competence and enhance their performance. HR professionals are responsible in effective performance management in an organisation. Effective training and development programs are conducted by these professionals to serve this purpose. Such programmes help the employees to achieve desired business goals and increase their potential and efficiencies. HPW practices helps firms in employee engagement and ensures their commitment in long term. Lastly, performance management can help an organisation to enhance employees' skills and effectiveness in achieving the goals and objectives of an organisation.
REFERENCES
- Amabile, T., 2012. Componential theory of creativity (pp. 3-4). Boston, MA: Harvard Business School.
- Berry, G. R., 2011. Enhancing effectiveness on virtual teams: Understanding why traditional team skills are insufficient. The Journal of Business Communication (1973). 48(2). pp.186-206.
- Ford, J. K., 2014. Improving training effectiveness in work organizations. Psychology Press.
- Gibbs, G., 2013. Reflections on the changing nature of educational development. International Journal for Academic Development. 18(1). pp.4-14.
- Goetsch, D. L. and Davis, S. B., 2014. Quality management for organizational excellence. Upper Saddle River, NJ: pearson.
- Hirst, G. and et. al., 2011. How does bureaucracy impact individual creativity? A cross-level investigation of team contextual influences on goal orientation–creativity relationships. Academy of Management Journal. 54(3). pp.624-641.
- Levi, D., 2015. Group dynamics for teams. Sage Publications.
- McCormack, B., Manley, K. and Titchen, A. eds., 2013. Practice development in nursing and healthcare. John Wiley & Sons.
- O'leary, M. B., Mortensen, M. and Woolley, A. W., 2011. Multiple team membership: A theoretical model of its effects on productivity and learning for individuals and teams. Academy of Management Review. 36(3). pp.461-478.
- Pinjani, P. and Palvia, P., 2013. Trust and knowledge sharing in diverse global virtual teams. Information & Management. 50(4). pp.144-153.
- Schaubroeck, J., Lam, S. S. and Peng, A. C., 2011. Cognition-based and affect-based trust as mediators of leader behavior influences on team performance. Journal of Applied Psychology. 96(4). p.863.
- Seibert, S. E., Wang, G. and Courtright, S. H., 2011. Antecedents and consequences of psychological and team empowerment in organizations: a meta-analytic review. Journal of Applied Psychology. 96(5). p.981. | https://www.assignmentprime.com/free-samples/business-assignment-help/developing-individuals-teams-and-organisations |
Some volunteers will be happy to come in and carry out the same tasks week in and week out for years, but others may need a fresh challenge, or will have specific aims that they want to achieve through their volunteering. If you don’t take this into account your volunteers may end up leaving before they otherwise might, or at the very least will not be giving as much time and effort as they could. For many people the benefits that volunteering can bring around work experience, confidence building, learning new skills and trying new things are exactly what they are looking for, so it makes sense to highlight and enhance these aspects where appropriate. Ultimately, the more you put into volunteering, the more you will get out of it
However, not all volunteers want to develop their skills or attend training and I can attest to that as I have memories of trying to persuade two octogenarian volunteers that they needed to attend child protection training during one of my numerous volunteer roles. That’s the challenge though don’t you think? Striking a balance between essential training for a voluntary role, such as child protection, food hygiene, dementia awareness etc. and offering training which could be considered not relevant, possibly unwittingly creating a contract with your volunteers. You have to be careful with offering volunteers opportunity to develop beyond that which is relevant to their role for the same reason. I think the secret is possibly about managing expectations and offering appropriate development, and training should a volunteer require it.
I had a full skills analysis when I started my role
“As part of my induction I was encouraged to do a skills analysis myself, then discussed the results with the volunteer co-ordinator. It was a bit scary and I don’t think I have many skills, as I left school with poor grades and haven’t worked for years. Mark helped me identify skills I did not realise I had and also talk about new ones I would like to learn. The skills are a real mix and include things like dealing with telephone calls, learning how to use the photocopier and also personal things like feeling more confident about my own abilities. We have a plan which we’ve worked out together and I record what I’ve learnt in my volunteering journal. When we have support sessions we sit down together and see how I’m doing with my plan. There is no pressure and I can do as much or as little learning as I like, but I feel it’s really helping me identify the skills I need to get back into employment and push myself. This is really helping me with my self-esteem”
This sounds like a really good thing for a volunteer to do doesn’t it? It’s offering the volunteer the opportunity to go at their own pace and the journal is a great way to log what they have learnt, which in turn will help them with job applications. It’s also really clear that the organisation is offering tailored development and training opportunities. Unlike employees, volunteers should not be saddled with too great a burden. This is not meant to belittle the volunteers, but rather to present them with realistic goals. Provide volunteers with clear, accurate, and concise goals from the beginning so they have direction and can produce quality results from the start.
“Training means different things to different people and there are many ways that people learn. Volunteers may need less formal training than paid staff as they may be doing very specific roles for limited periods. However, it is important that they be given opportunities to get feedback on how they are doing in the role.
Without being too formal, supervision and support sessions can provide these opportunities. Volunteers can think about their work and how they contribute to the organisation’s objectives. Volunteers like to know about any changes coming that are likely to impact on them! “
NCVO effective-volunteer-training
Ongoing training
Volunteers obviously need to be trained to carry out their role, but there is no reason for training to stop there. Opportunities for ongoing learning mean volunteers have the chance to grow and develop. This does not have to be whole day training courses – you could run short workshops as part of a volunteer meeting for example. Training must be relevant to the role however. Training that is merely offered as a perk and not to support or develop what the volunteer is doing could affect the legal status of the volunteer, giving them access to some employment rights. Ask the Volunteer Centre if you want to know more about this issue.
In Service or Core Training
Look at your organisation to see whether there are core elements which apply to all new volunteers, and which you do not think are currently included in your induction programme. Volunteers may require training in respect of their tasks, together with additional training in relation to:
- equal opportunities – everyone is entitled to expect equal treatment
- rights and responsibilities of volunteers
- basic listening skills (if in times of emergencies/busy periods, you require all volunteers to answer telephone enquiries)
- Health & safety, first aid etc.
What have I done? I’m now trapped with expectations I can’t manage!
“So I started volunteering for XXXXXX 2 months ago and when I first started I was told I could take my time to work through the various training modules I need to do to be a fully-fledged volunteer. Unfortunately I’ve now been told that I have to complete all 7 modules in my first 6 months and up by commitment from 4 hours a week, to 8! I can’t do that many hours as I work part-time and have caring commitments. It seems really unfair and they have also made me fill in a holiday form for when I need to take time off, plus I have to ring at 9:00 am to notify them if I can’t come in. Last week I was really poorly with a bad cold and they were texting me every morning, asking when I was coming back.”
Reading this through this voluntary role it’s starting to look like an employment contract – completing training in a fixed amount of time, having to make a fixed larger commitment and also having to fill in a holiday form – don’t you think? It sounds like the training and development goals set when the volunteer started have suddenly been changed without consulting the volunteer.
I was offered this great training but it’s been a disaster and I’ve now been slapped with a bill for £1200! Should have read the small print!
“I’ve wanted to be a counsellor for as long as I can remember but the training courses are quite expensive, so I could not believe my luck when I found a charity who offers a training course as part of the role for free. I had been on the induction, they had sent off my DBS Check and I had one more session to go on the training when we were told that if we did not commit to 250 hours of counselling support in the six months after qualifying, we were liable to repay the cost of the training – £1200! When I worked it out that’s 10 hours of counselling support a week and that does not include supervision for us, which we have to pay for ourselves! What am I going to do? I have two little ones and work three evenings a week.”
Sometimes things are too good to be true and some organisations are so desperate to recruit trained volunteers to support vulnerable clients that they unwittingly end up creating a contract with their volunteers. Insisting that volunteers have to offer 250 hours of counselling over a 6 month period, or have to repay their training costs, is creating a contract with any volunteer who commits to undertake the training, which could result in the organisation being sued for employment rights!
I’m moving on
“I’ve really grown whilst I’ve been volunteering with XXXXXX and I now feel confident enough to start applying for paid work again. The things I’ve learnt have all helped me grow as a person and the training I’ve attended such as listening skills, mental health awareness and basic first aid, means that I no longer have great gaps in my CV. I can’t thank them enough for giving me a chance to volunteer in the first place and I am more than happy to tell my story to help encourage others to volunteer there too.”
An argument against putting effort into volunteer development could be that you will lose some volunteers as they use their skills and confidence to find work. This is true, but it should be seen as a success, not a drawback. By their nature, volunteers come and go. If they leave having had a good experience, they will tell friends and family – good word of mouth is a valuable recruitment tool. In addition, they may still wish to support your organisation in future, through donations or one-off/occasional volunteering.
Developing volunteers is about helping them to achieve their aspirations, both personal ones about how they want to develop and mutual, where their development will help the organisation they volunteer for. | https://volunteeringcounts.org.uk/2019/05/28/14494/ |
FareShare Midlands is the region’s largest food redistribution charity, fighting food poverty and hunger by tackling waste. We source good quality food that is surplus to requirements from retailers and manufacturers. We rely on an army of volunteers to help redistribute this food to 550 frontline charities such as school breakfast clubs, community centres and organisations supporting those who are homeless, unemployed, socially isolated and recovering from addiction. These organisations provide meals and food parcels to more than 70,000 vulnerable people every week.
The Role
Key duties and responsibilities
- Develop and implement a regional volunteer recruitment strategy that will deliver an extensive pool of diverse and engaged volunteers to ensure the operational needs of FareShare Midlands
- Recruit, build and maintain relationships with a wide range of regional volunteer sources, ensuring regular engagement leading to long term partnerships.
- Regular liaison with the FareShare UK Volunteering Team to capitalise on national initiatives.
- Develop and deliver a regional engagement programme that ensures all volunteers have a rewarding experience, whilst effectively contributing to FareShare Midlands’ overall development
- Promote volunteering, internally and externally to ensure that the impact of volunteers is celebrated.
- Deliver a comprehensive volunteer induction programme to maximise the engagement and contribution of each volunteer.
- Develop and deliver volunteer training, which ensures all volunteers are able to meet their potential and complete their volunteer roles effectively.
- Arrange volunteer activities and events to celebrate achievements of the volunteer team
- Lead the ongoing development and delivery of volunteer policies and evaluation, including taking responsibility for volunteer welfare and safety
- Work closely with the FareShare UK Volunteering Team, sharing knowledge and good practice to ensure our policies and procedures as are well designed as possible.
- Work with colleagues across FareShare Midlands to identify opportunities to grow our volunteer team further
- Present to a wide range of organisations about volunteering and FareShare Midlands to secure partnerships that can further enhance our volunteer team and experience
- Engage with other FareShare Regional Centres and the FareShare UK Volunteering Team on a regular basis to deliver UK wide volunteering activity and share good practice.
Person Specification - Skills, Qualities & Experience
- Developing and delivering successful best practice based volunteer recruitment, training and engagement programmes
- Knowledge of the needs and experiences of volunteers from a diverse range of backgrounds
- Able to establish and maintain appropriate systems for the management and accurate recording of volunteer programmes.
- Strong communication and interpersonal skills, with the ability to deal with people at all levels building successful and productive relationship, both internal and external.
- Previous line management experience
- Managing projects and associated budgets to time to cost and to quality.
- Enthusiastic and self-motivated with excellent team-working and team building skills
- Ability to use own initiative, working independently when required.
- Strong presentation skills to promote FareShare Midlands as a destination for volunteering.
- Good time management with ability to manage workloads, set priorities and meet deadlines
- Demonstrable IT literacy, in particular of using Microsoft applications (Outlook, Word, Excel and Powerpoint).
- A commitment to ensuring Equality, Inclusion and Diversity is embedded in all activity.
- Willingness to work flexibly including events and occasional weekends. | https://faresharemidlands.org.uk/videos-podcasts/volunteering-manager-I169.html |
At Sparrow Farm Infant and Nursery School we have adopted the Get Set 4 PE Scheme of work. Our lesson plans have been written with careful consideration of the aims of the National Curriculum, to ensure that pupils are physically active for sustained periods of time, are given opportunities to develop their fundamental skills and can excel in a broad range of activities.
Each lesson plan has progressive activities that are designed to inspire and engage our children. Lessons build on prior learning and increase children’s subject knowledge. Children practise fundamental movement skills at their own pace enabling them to create their own PE learning journey. Activities are adapted to meet the needs of all learners and ensure they are sufficiently challenged.
We believe that PE plays an integral role in developing important characteristics such as resilience and perseverance as well as boosting self-esteem. We work in partnership with expericened coaches from Primary Sporting Development and are proud to offer our children the opportunity to become Young Leaders, empowering them to feel confident in their ability. They are able to apply these leadership skills at lunchtime, leading and supporting other children to engage in play activities. There are also opportunities for children to represent the school at different sporting events and take part in inter and intra sporting competitions. | https://www.sparrowfarminfs.co.uk/physical-education/ |
Volunteer involvement is vital to ensuring that the Insurance Institute remains the premier source of professional development in the p&c industry. Volunteers like you play a key role in our success, making it possible to continue to deliver leading-edge educational programs. We invite you to give back to your industry in a way that is meaningful and fulfilling for you.
As much as volunteers create value for the Institute, we strive to ensure that you get as much out of your contribution as you give. Here are just a few of the benefits of volunteering.
As a volunteer, you have opportunities to develop and grow, to contribute and give back in meaningful ways to the p&c industry – your industry.
Your involvement not only benefits our members, but also helps hone your professional and communication skills, and further your knowledge and learning.
You will have the opportunity to interact regularly with members and other insurance professionals, strengthening your network and building valuable contacts that will enhance your career.
Volunteer involvement strengthens our industry as we work together to promote change and development by identifying and responding to industry issues, needs and challenges. Our volunteers influence the innovative programs and services that we offer our members, helping to develop tomorrow’s leaders.
Volunteer involvement also benefits employers by enabling employees to gain experience through stretch assignments, to learn new skills, to work in different environments, and to improve confidence, all of which will enhance their workplace performance.
Take a look at our volunteer opportunities or contact your local institute and chapter to see how you can get involved. | https://www.insuranceinstitute.ca/en/resources/for-volunteers/value-of-volunteering |
I joined Hogan Lovells in March 2016 as a part time receptionist. Within six months I'd been offered a full time contract complementing my front desk tasks with others from Human Resources and Financial Department, such as billing and collections.
I believe that working in an international company can offer you challenges as well as opportunities and Hogan Lovells Alicante is a perfect example of this. Hogan Lovells Alicante offers real opportunities for training and career development, and the proof is that many colleagues, included myself, joined the firm in entry level roles, and have progressed professionally.
From the moment I joined Hogan Lovells Alicante, I have been able to broaden my experience, skills and knowledge by getting involved in a variety of work but also to push myself in areas that I am lees confident helping this way to improve my attitude and productivity. I have also recently got involved in the SFS project as a 3E Super User, a great challenge which helped further enhance my skill set and knowledge but also to establish relations with colleagues from other offices fostering a good team spirit.
In short, Hogan Lovells Alicante offers me the opportunity to learn and grow in a dynamic international environment in which ideas are valued and internal promotion is a priority.
What do you like most about working at Hogan Lovells?
What I most like about Hogan Lovells are the people I work with, the mixture of culture and the vibrant and dynamic office environment. Working with colleagues who represent more than 11 different nationalities gives me the opportunity to experience and learn about new cultures and customs daily, sometimes even during our enjoyable lunch breaks. Moreover, we all share the same vision and we are all dedicated to the firm's mission, culture and values.
Likewise, the management team is also very social and knowledgeable, and I feel that we are truly valued on a personal level. | https://www.hoganlovells.com/en/global-careers/careers-in-alicante/career-categories/other-professionals/stories/alina-vieru |
Following a successful development stage Heritage Lottery Fund have granted LELP over £2.6 million to deliver a suite of projects. The delivery phase has commenced and will continue until 2023. Each of the projects will enhance the local landscape and provide a legacy for the local community for future generations.
The Lough Erne Spiritual Trail & Great Island Monasteries project focuses on the development of 11 key sites around Upper and Lower Lough Erne that will create a journey to celebrate the monastic & ecclesiastical history of this area.
The Erne Paddlers are an established canoe club operating in Enniskillen, this project will increase access to the waters of Lough Erne for people of all abilities and ages.
The aims of this project is to create greater access to the lough shore with the development of a 1.2km accessible lough shore trail and the addition of a bird hide on the path. There will also be an annual schools convention.
Crom Castle is home to a wide variety of species and habitats and rich in cultural heritage.
The aim of this project is to connect the small rural village of Lisnarick to Castle Archdale Forest Park and provide access to the Lough.
This project will develop a 1.5km pathway along the River Erne and the Back Lough to connect existing pathways.
This project will raise awareness and provide advice and training to the local community on identification and management of invasive species including Japanese Knotweed, Himalayan Balsam and Giant Hogweed in the Lough Erne area.
This project aims to enhance awareness amongst landowners and the local community about the positive roles the Lough Erne Wildfowlers Council can play in conserving wading species and their habitats.
In recent times the population of pollinators has decreased due to varying factors. The aim of the project is to research and monitor the population of honey bees and wild bees in the area and develop a strategy to enhance their habitat locally.
This project will train local people to provide heritage guides throughout the Marble Arch Geo Park.
Access Inniskillings will digitise historical archives of the Inniskillings prior to the 19th century.
The heritage skills training programme aims to offer volunteers, lifelong learning opportunities in training to develop existing skills or learn new skills, and acquire considerable natural and built heritage conservation experience.
This project aims to revive the tradition of Mumming within the younger generation in the Lower and Upper Lough Erne communities.
The aim of this project is to develop a range of activities for local volunteers to get involved and contribute to LELP’s heritage legacy.
The aim of this project is to develop a range education activities for local schools to engage in their landscape and heritage.
To develop a successful landscape partnership that will have a clear legacy on Fermanagh and it is essential that the local communities living and working on the Lough feel part of the partnership and involved in the programme.
This project will record and map the remaining built heritage of the islands before its memory is lost.
The study of vernacular buildings project will create a new-found realisation and knowledge of vernacular buildings and structures and their importance in terms of their history, heritage and in forming Fermanagh's unique landscape.
This breeding wader project will improve habitats for breeding curlew in particular as well as lapwing, redshank and snipe.
This project aims to record the history around Lough Erne, using a digital platform to tell its story, which will link histories, stories, maps, photos to various locations around Lough Erne.
A community archaeology dig and excavation will be the centre piece of this project, which will stimulate an active interest in Fermanagh's past, with a focus on the people and practises of the medieval period.
An element of this project is a community archaeological dig, which is a fabulous medium to create interest and engagement with Enniskillen's history and heritage. | https://www.lelp.org.uk/projects/ |
This course is meant for both novice and intermediate web developers. This comprehensive, easy-to-understand course will enhance your understanding of web development tools and techniques.
This course gives you the skills required to develop applications that run on windows and linux using PYTHON, JAVA, C++ and Visual Studio.
At the end of this course, you would have acquired the following skills: Object-oriented programming concepts such as classes, interfaces, inheritance and creating software re-usable components. creating a larger application, programming databases,
Microsoft office is a set of desktop application that offer flexible and powerful ways to organize, manage, and present information. Universally used in office settings, knowledge of Microsoft office tools are a must for anyone in today’s job market.
Microsoft Office training from BST will help you or your team effectively utilize all the features of Microsoft Office products, and set you or your team up for Microsoft certifications, if desired.
Learn to analyse data via the following methods: Analysis of variance (one-way anova, two-way anova, mixed anova), Regression analysis and lots more using: Advanced Microsoft Excel, SPSS, MINITAB and MATLAB.
Most businesses use Excel, so learning how to use the application efficiently opens up more opportunities for employment and career advancement. With the basic knowledge of Microsoft Excel, you can advance into other statistical packages such as: SPSS, MINITAB, MATLAB etc. | https://bigstacktech.com/training |
NUH is one of the largest acute trusts in the UK, offering our nursing and midwifery teams exposure to a huge variety of different roles and specialisms. With a number of opportunities available, NUH is a great place to take the next step in your career.
Welcoming you to Team NUH
As a new member of Team NUH, you'll receive a tailored induction process to help you settle into your new role.
We believe it's important that you have time to settle into the organisation and to get to know your new role, colleagues and environment. You'll begin to understand our culture and how we do things, and your new team will show you where all of our policies and procedures are, to help guide you, to help equip you in your role.
Your induction will consist of:
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A Team NUH Welcome
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Our Nursing and ODP Professional Induction
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Local induction and mandatory training
If you are newly qualified nurse, we offer a robust and innovative Preceptorship Programme. If you're a Healthcare Assistant or Maternity Support Worker, you'll take part in the HCA Academy.
Building your clinical skills
We have experienced staff on-hand to help train and develop you as a clinician, supported by modern technology. We're keen to support our nurses and midwives to develop in their roles and enhance their skills. You're encouraged to undertake CPD (Continuing Professional Development) and role development packages which foster role expansion in practice.
We offer a five-day Acute Care Skills Programme and Medicines Safety Day within the first six months if you're newly qualified, or if you've not worked in acute care within the past three years. We also have a wide range of in-house study days on offer such as pain management, end of life care and medical devices.
Shared Governance: developing the leader in you
We're home to the most advanced programme of Shared Governance in any UK hospital. Shared Governance places power in the hands of frontline staff, giving you the chance to influence decision-making. Nurses and midwives and unregistered support staff can get involved in our unit practice councils.
Our Band 6 Deputy Sister/Charge Nurse Leadership Programme has been designed to support the development of clinical leadership potential at ward level in order to have a positive experience on patient safety, outcomes and experience.
Research & Further Education Opportunities
Nurses and midwives at NUH are in an ideal position to contribute to, and conduct high quality research. In doing this you can continue to contribute to the generation of knowledge that benefits patients.
Our unique Evidence in Nursing course is a practically-focused programme enabling the implementation of an evidence-based project in your clinical area. The course includes sessions on developing and structuring a clinical question, searching and appraising the literature, implementing and evaluating existing research. You will come away with your knowledge and skills enhanced around evidence based practice.
We also support our nurses and midwives to undertake further education and training through our local higher education institutes via the Learning Beyond Registration programme. | https://www.nuh.nhs.uk/developing-you-skills |
Our team has taken FAITH FORMULATIONS to the heights that it has scaled and are now working to take it further up on its high growth trajectory.
SUBMIT YOUR RESUME @FAITH FORMULATIONS LLP
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Our people are our most valuable asset. Our culturally diverse workforce is one of our biggest strengths and the rich experience they bring, across varied skill-sets and backgrounds, is invaluable. We are proud that our global workforce is bound together by our common values.
We are committed to hiring exceptionally talented people and nurture them professionally. Our multi-dimensional work environment offers high growth opportunities through challenging roles with clear responsibilities and the opportunity to work on a variety of assignments. At Faith Formulatoins LLP, our employees are provided with opportunities to enhance their technical and soft skills through continuous training and development programmes.
As an employee of Faith Formulatoins LLP, you will work with an inspiring, approachable and visionary leadership. Our open, enabling and trust-based culture will offer you an exciting environment to work and grow. | http://faithformulations.co.in/careers.html |
Working for Accountor often means working as a professional accountant, payroll specialist, or software developer, but not always. Many other roles make a difference when delivering outstanding service quality, digital services, and advice for our clients.
We employ professionals in:
- financial and payroll services and advice
- developing client solutions: financial, human resources, or CRM
- software development and client deliveries
- sales, marketing, and customer relations
- support functions like finance, ICT, human resources
- a great variety of managerial tasks
All functions and career choices are valued and respected at Accountor. As a growing company, we are proud to offer opportunities to choose. We provide meaningful jobs to recognised top professionals in different areas.
The world is going digital. This is also the biggest driver in financial and HR processes. The change is a stimulating opportunity for all our people, whether you are an early adopter, a follower, or a “late bird”. We have clients in all these categories, and our mission is to help them into the new world.
Accountor puts people first
We put our people first because we are in the people business. We believe that a great workplace enables our people to deliver outstanding service quality, digital services, and advice. Our way of leading people is based on our approach, called Leaderment: a balanced combination of leadership and management. Leadership focuses on the future, it has a long-term vision and the courage to take risks and inspire people to act to reach the vision. Management is about the present, understanding where we are, where we want to go, and what steps to take. It is about implementing and measuring change. Leaderment promises are our daily support to excel in involvement and motivation. The simple but not easy commitments we make to each other are:
- I do what I say.
- I show that I care.
- I make things happen.
Involvement and trust strengthen the Accountor team spirit
We collaborate to build our future. In regular “Get Involved” sessions, we reflect in teams on the implications of changes, and ensure that we have shared understanding of how to take practical steps towards the Accountor vision. Our annual employee survey results indicate that our employees rate us as a friendly workplace, where people can be themselves and everybody is treated fairly, regardless of their position or background. Trust is our value, and judged by our employees as a significant asset: our managers trust that the job gets done well without watching over people’s shoulders. We trust our colleagues as well: we feel that we can count on the people we work with, and we are confident that the people at Accountor are willing to give extra to get the job done.
Accountor provides opportunities for professional growth and performance
Our people develop along with our company. A growing company and business transformation provide a wide range of opportunities to fulfil individual potential: it does not matter whether one chooses to grow as a specialist in one of our services, or whether one wants to develop to become an international leader. We offer training and development opportunities for everybody. We trust our employees and want to encourage them to achieve their aspirations. Being a forerunner challenges us to be one step ahead in knowledge and skills. Accountor has a reputation as a company that invests in training. In 2013, we organised more than 3000 training days for our professionals in 7 countries. The other cornerstone of professional growth is our monthly one-to-one discussion practice between employee and manager, to ensure motivation and coaching, to succeed and improve skills on the job. We all maintain our “motivation number”, and it is only natural to talk about that in the 1-to-1`s. Long-term individual and career development are discussed and planned annually in personal development discussions.
Interested in getting to know us better?
We would appreciate your questions or comments, person to person:
You can find our open positions on local websites or leave an open application. | https://www.accountor.com/en/netherlands/career/people-first |
Statement of Intent
Pupil safeguarding and the promotion of fundamental British values are embedded in our curriculum. Great importance is placed on identifying opportunities in the taught curriculum for children to learn about safeguarding, keeping safe and enabling children to identify risks and know how to access support if needed.
Our curriculum gives pupils opportunities to experience life in all its diversity; to acquire knowledge, understanding and skills that significantly impact on personal development and behaviour; and equips every child with the knowledge and skills required for personal safeguarding.
We are sensitive in our teaching and recognise that some more sensitive subjects need to be taught at an age appropriate level, or at a small group or 1:1 level where a more urgent need arises.
We value pupils’ questions and give them space for their own thoughts, ideas and concerns. We give them opportunities across the curriculum to explore values, personal rights, responsibilities and equal opportunities. We also aim to develop moral concepts that impact positively on safeguarding, promote British values and prevent radicalisation and extremism.
The Children’s Act states that the child’s welfare is paramount and that every child has the right to protection from abuse, neglect and exploitation. The aim of our Safeguarding Policy and Procedures are to safeguard and promote the welfare of children by:
Prevention
All staff will endeavour to ensure that all children using the setting do so safely and appropriately, and are treated with respect and understanding. Beaconhill Primary School will organise routines and activities for children with a preventative, safeguarding purpose in mind. All staff will undergo an enhanced DBS check.
It is important to note that a person who is barred from working with children or vulnerable adults will be breaking the law if they work or volunteer, or try to work or volunteer with those groups. An organisation, which knowingly employs someone who is barred to work with those groups, will also be breaking the law.
Our organisation works with children and if we dismiss a member of staff or volunteer because they have harmed a child or we would have done so if they had not left, we understand that we must tell the Independent Safeguarding Authority.
Protect
Beaconhill Primary School will take all reasonable steps to safeguard and protect the rights, health and well-being of all children who are in our care. Beaconhill Primary School has a Safeguarding Policy, which is reviewed and updated annually.
Support
Child Protection training is mandatory for all staff and will be part of their induction programme. The designated safeguarding officers are the Headteacher and the Deputy Headteachers who will ensure that the staffs’ knowledge, understanding and practice of safeguarding children is current and up to date at all times. Where gaps are identified support and training will be mandatory. We recognise that child protection issues can be emotive and the designated safeguarding officer will offer support to any member of staff affected by this policy, whether directly or indirectly.
Beaconhill Primary School fully recognise its responsibilities for child protection. We intend to create an environment in which children are safe from abuse and in which any suspicion of abuse is promptly and appropriately responded to.
Our fundamental responsibly is the welfare and well-being of the children in our care. In order to do this, we:
- Develop and implement procedures for identifying and reporting cases, or suspected cases of abuse, including procedures to be followed in the event of an allegation being made against a member of staff or volunteer.
- Ensure we practice robust recruitment procedures in checking the suitability of staff/volunteers/students to work with children, this will include regular DBS checks.
- Ensure all staff have read and understood the child protection policy and procedures.
- Ensure all staff are confident in their knowledge, role and responsibilities. Our designated safeguarding officers for child protection have a clear role in school.
- Ensure all staff have completed the school based or online Child Protection training.
- Ensure every staff member knows who the designated child protection officers are.
- Ensure all staff understand all their responsibilities in being alert to the signs of abuse and their responsibility for referring any concerns to the designated child protection officer.
- Involve parents/carers wherever possible and ensure they understand the responsibilities placed on Beaconhill Primary staff) for safeguarding children by setting out its obligations in the policy and procedures file
- Raise awareness of child protection issues and equipping children with skills needed to keep themselves safe.
- Ensure staff are positive role models to children and other members of the team.
- Develop effective links with relevant agencies and co-operate as required with any enquires regarding child protection matters including attendance of case conferences.
- Keep written records of concerns about children, even where there is no need to refer the matter immediately using CPOMS.
- Ensure that under the Data Protection Act 1998, we will register with the “Information Commissioner’s Office” (ICO) Telephone number: 01625 545 740 or www.ico.gov.uk and follow the guidelines required.
- Establish a safe environment in which children can learn and develop, particularly with their confidence and self-esteem and emotional well-being.
- Support children who are being supported through an agreed child protection/ child in need plan.
We recognise that because of the day to day contact with children, staff are well placed to observe the outward signs of abuse.
Therefore, we will:
- Establish and maintain an environment where children feel secure, are encouraged to talk and are listened to.
- Ensure children know that there are adults in school whom they can approach if they are worried.
- Include opportunities in the curriculum to develop the skills they need to recognise and stay safe from abuse.
- Give time at the beginning of every new school year to reaffirm school values, expectations and rules for living and learning at Beaconhill Primary School. This good start to the year, with everyone clear about their roles and responsibilities, sets the tone for the rest of the year and leads to excellent safeguarding outcomes.
- Remind parents and offer safeguarding resources to access through newsletters and the website. | https://www.beaconhill.northumberland.sch.uk/web/safeguarding_at_beaconhill/585791 |
All adults in scouting have a requirement and an opportunity to develop their skills and knowledge through the Scout Associations national Adult Training Scheme.
Our Adult Training Scheme is designed to support our volunteers, so the training provided is relevant and tailored to what they do in scouting.
The scheme also recognises there may be learning and skills that have been gained through work and life experiences, and our training scheme is designed to complement these with further opportunities to enhance an individual’s skills.
The training and development opportunities available range from skills-based training such as first aid, risk assessment, safeguarding and public relations through to experience in leadership, management, communication, organisation, safeguarding, executive training and experience of working with young people.
External recognition
There are a number of ways that the training adults complete in scouting can be recognised by external organisations, and benefit them in other areas of your life. These include:
- Gateway Qualifications - Level 2 Certificate in Providing Voluntary Youth Services in The Scout Association (QCF)
- The Institute of Leadership and Management (ILM)
- The Institute at Training and Occupational Learning (ITOL)
More information on all these options are available in the training section in the member’s area at www.scouts.org.uk
How it works
The training scheme is made up of a series of modules that cover each of the different development areas. It is a UK-wide scheme for scouting, so the training you complete in one place will be recognised in another.
There are two parts to each module: learning and validation.
Learning
Learning provides the opportunity to gain or improve the knowledge and skills which you need to develop for the role.
The methods available for learning come in a variety of styles and include learning by doing, courses, eLearning, DVDs, workbooks and small group work. This offers flexibility as learners can mix and match and choose the method most appropriate to them.
Prior learning, knowledge and experience are also recognised as forms of learning and are valued within the Adult Training Scheme. This means that learning may not need to be completed for every aspect of training. This is especially so if an adult can clearly show that they are able to meet the module objectives by demonstrating their skills in their scouting role through the validation process.
Validation
Validation is the process of demonstrating to a Training Adviser, (a person who support adults through training), that the adult can meet the objectives of a module, in practice. This can be done through a variety of methods, including a Training Adviser observing them in their scouting role, providing evidence such as witness statements or discussing the key content of the module with the Training Adviser. Successful validation is required for each module relevant to the adult’s role.
Each module has a number of validation methods to select from. Validation methods are simple and effective and should always be something that is done as part of an adult’s normal role. The focus should be on you ‘doing something’ and this will often be backed up by discussion. Validation should not be seen as an exam – it is a positive experience in which the learner will receive supportive feedback.
We aim to make training accessible to all, regardless of geography, education, personal circumstances or special needs. Our training is also designed to provide opportunities to enable people to interact and share their experiences with other volunteers.
The scheme is made-up of 38 modules and different roles have the need to a complete different combination of modules. The modules are: | https://cotswoldedgescouts.org.uk/an-introduction-to-adult-training/ |
The pharmacy encourages the ongoing learning and development of its team members. Each member of the prescribing team undergoes regular competency checks to ensure they have the skills and knowledge to prescribe safely.
The pharmacy supports team members returning to work after a long absence through the introduction of a phased return. And these team members are allocated tasks they feel confident completing.
The pharmacist independent prescriber (PIP) is actively using communication channels with PIP colleagues to share practice, to learn from each other and develop further. This broadens the scope of their practice, therefore increasing access to safe and effective treatment for a growing range of symptoms and conditions, for people in different locations.
The pharmacy has assurance that healthcare professionals working as vaccinators at a COVID-19 vaccination centre have the required training and competency to deliver a safe and effective service.
The pharmacy has a well organised team of volunteers to support the COVID-19 vaccination service. The volunteers are clear about their roles and responsibilities and so provide valuable support to the pharmacy team.
All members of the pharmacy team complete training on domestic abuse as part of their annual training on safeguarding children and vulnerable adults. People who are victims of domestic abuse are provided with a safe haven in the pharmacy. They feel supported and are assisted to obtain the necessary help.
The pharmacy is supporting its team members' learning and development associated with requests for higher-risk over-the-counter medicines. This is directly in response to media coverage of GPhC enforcement action against pharmacies around the unsafe supply of codeine linctus.
When the actions of pharmacy team members lead to positive health and wellbeing outcomes for people using their services, the team feels empowered to record and share this with the superintendent pharmacist (SI). The SI shares these examples with the other pharmacies within the company to promote shared learning. Recording these events and actions encourages team members to reflect on how the pharmacy meets GPhC standards. This reflective approach helps to support learning, development and confidence and provide good person-centred care.
The company is providing continuous support for a provisionally registered pharmacist during the demanding circumstances of the COVID-19 pandemic. Changes to planned working patterns are discussed with the provisionally registered pharmacist and are only implemented by mutual agreement.
The pharmacy uses time released by a shift in workload during the COVID-19 pandemic to further support the learning and development of its team members. The pharmacy plans to use the team members' new skills to introduce services, when they can resume safely.
The pharmacy actively encourages learning by making regular training available. And the pharmacy team members work well together in a supportive environment.
The pharmacy's comprehensive range of training material helps team members complete regular training relevant to their roles. The team members make full use of these training materials to ensure their knowledge and skills are up to date. The pharmacy supports this ongoing training with regular appraisals. So, team members can tailor their training to help them achieve personal goals.
Pharmacy team members are encouraged to develop skills relevant to their roles through continual training. And they use the skills they have learnt when engaging with people and providing pharmacy services. They are open to learning following their mistakes. And they work effectively together to ensure the pharmacy operates in accordance with professional standards.
The pharmacy has robust safety processes. And its team members are committed to sharing learning to help continuously drive improvement. Pharmacy team members have clearly defined roles and responsibilities. And the pharmacy manages the risks associated with delegating its tasks well, through regular audit.
The pharmacy has robust learning and development strategies which encourage pharmacy team members to expand their knowledge and skills. Pharmacy team members demonstrate how they apply their professional judgement and learning by working in specialised roles focussed on improving outcomes for the people using the pharmacy's services.
There is a strong emphasis on training (including extended technician training), development and communication to ensure that highly qualified and skilled individuals are utilised to deliver innovative services to benefit the local community.
This is a team of highly qualified individuals with an emphasis on delivering good quality outcome focused pharmaceutical care to patients. To this end, appropriate training and development are in place and embedded into the working week. Highly trained and skilled individuals are assigned to high risk activities. Communication is good with all opinions valued.
Staff are actively encouraged and supported to meet their learning needs and development plans are in place to identify skill gaps, with comprehensive support for those in training. There is an evident culture of learning, continuous improvement and personal development.
Staff are supported with ongoing training to help keep their skills up to date.
The pharmacy encourages, supports and provides appropriate access to training and development, making good use of the skills of staff members to develop and deliver this. A training initiative led by pre-registration pharmacists is contributing to their own and other staff’s personal development and providing a useful reference source of information about services.
Staff are provided with access to a structured programme of ongoing learning to help to maintain their knowledge and skills. Staff have regular development reviews to help to ensure that they are maintaining the knowledge and skills required for their roles. | https://inspections.pharmacyregulation.org/knowledge-hub/search?Standards=62 |
Non-governmental organizations (NGOs) or not-for-profits play an enormously important role in society with their values based on the ambition to advance and improve the human lives. Motivated by the desire to care for and develop the society, NGOs establish and operate programmes of education, health, social welfare and economic improvement, especially among disadvantaged sectors. In improving their work, NGOs directly improve the services they provide to their beneficiaries. Capacity building of NGOs and non-formal citizen groups affects the development of society and, hence, the wellbeing of its citizens. ACED constantly assists in the empowerment of NGOs and non-formal organizations through provision of training, seminars, workshops, round tables, technical assistance, etc.
More than 600 NGO leaders attended training seminars, developing skills to improve their organizations and enhance their service delivery.
200 grants awarded to organizations of women, persons with disabilities, youth, farmers, returnees, and others.
3 NGO Resource Centres established serving 38 local NGOs. They offer their member-organizations space for offices, training and conferences, and access to information and technology.
13 pilot Community Action Teams established in 5 municipalities to help community members mobilize and proactively create solutions to social, economic, and environmental problems.
8 Youth Community Action Teams and computer labs established in geographically isolated primary schools to provide students, teachers and local residents with computer skills, access to the internet, and the opportunity to connect with each other across BiH and around the world.
12 national and regional NGO Fairs and conferences organized to promote the work of local organizations, raise public awareness of civil issues and generate support.
110 Student Councils – Youth Community Action Teams established in high schools throughout the country.
Agency for Cooperation, Education and Development.
Persons with Disabilities: In cooperation with associations for the disabled in BiH and the region, ACED continues to support relevant local associations endorsing actions to promote the rights of their constituencies and improve their social integration.
Youth: ACED assists in establishing and strengthening School Councils (SC) at secondary schools in the whole country. Building the advocacy capacities of Student Councils and enabling them to organize themselves into student networks, provides the grounds for students to tackle problems and advocate for solutions that need to be addressed with educational authorities on higher levels. Powerful advocacy tools enable students to raise awareness of the issues that affect their whole group countrywide and not just individual schools or schools in one municipality.
Youth 2: ACED continues through its projects to provide training and lectures on basic civil society skills to student associations and informal student groups, supporting their organizational development.
Youth 3: ACED supports the establishment of rural cultural clubs as the basis for youth cultural and art endeavours. This provides opportunities for young people to actively participate in rural oriented cultural and art projects with the aim to build capacities of local rural communities and enhance their further sustainable development.
Rural Communities: In order to enhance civil society’s contribution to developing and implementing the principle of participatory democracy in sustainable development of rural areas, Local Action Groups (LAGs) are created to encourage mobilisation of local partners and resources in steering the future development of rural areas based on the LEADER approach.
This is what capacity building is about: empowering people to help themselves.
Goal: to provide training and lectures on basic civil society skills to student associations and informal student groups, supporting their organizational development.
ACED’s Centre for Capacity Building provides facility and capacity to student civil society organizations and other informal groups on topics that a) complement their current learning curricula, b) gain and expand their knowledge on civil society issues and c) increase the institutional capacity of their organizations.
Goal: to provide training and grants to civil society organizations to increase their organizational and institutional capacities so they can serve their constituencies and influence public policies at the local level.
The Centre for Capacity Building designs and implements programmes that enhance CSO capacities and improve the performance of institutions for the purpose of democratic society development. With the provision of technical assistance and grants ACED builds institutional capacity and sustainability of CSOs and informal groups.
Goal: to provide NGOs and their management with tailored trainings and “on site” consultancy, enabling them to reach their full potential.
A pool of trainers and consultants from different fields, specialized in organizational development, provide the crucial assistance to NGOs and their management, enabling them to gain new knowledge and address concrete issues related to demanding civil society environment. ACED’s specialized training methodology and “on site” consultancy services are provided both – to groups and individuals.
Goal: to create stimulating conditions for disabled people, their families and associations for the disabled in BiH to overcome the role of marginalized group and become active members of society.
Through partnership with associations for the disabled, ACED implements programmes to: 1) Improve the legal framework for associations for the disabled and people with disabilities by generating and advocating for the adoption of key policy recommendations by government and parliament, 2) Build the institutional, organizational and technical capacity of associations for the disabled, 3) Increase awareness of the rights of disabled persons and 4) Strengthen links and cooperative relationships between organizations of the disabled throughout the country.
Goal: To raise awareness of gender issues, strengthen women’s roles and ensure their active participation in decision-making and strategic planning in their communities and thus facilitate their positive influence on the development of their local organizations and improvement of living conditions in rural communities.
In Bosnia’s society, women have always played a crucial role in agricultural production. Nowadays, however, they often do not have access to the social and economic opportunities offered by development programs in the country, nor do they have equal access to available resources as men do. The women’s representation in local agricultural organizations (farmer/producer associations) is almost always minimal. This limits the ability of women to participate, influence, and best contribute to the activities and strategies that affect them and their families.
Goal: to increase the level of cooperation among students, Student Councils and their network, based on a common platform for promoting student interests that will contribute to their recognition by school, municipal and governmental authorities and enable the BiH Student Council Network to join regional and international unions of secondary school students.
Disproportional stage of SC development and lack of networking capacity has prevented students from different regions and entities to plan and execute joint actions for the benefit of the entire student population in BiH. As a contribution to the education reform in the past years, ACED, in partnership with the local NGO “OKC”, developed Student Councils (SC) in all secondary schools in Republika Srpska and assisted them in organising a secondary school student network called mRESURS. Using the same approach ACED and OKC assisted SCs in three Cantons of FBiH.
Goal: to create an environment for young people in rural community groups to get more opportunities, programmes and services and thus enable them to participate as equal and valuable members in the social and economic life of their local community.
Young people, especially in remote war affected villages have not been able to get access to proper civil society education and capacity building. The lack of the basic leadership, citizenship and life skills prevent children and youth from reaching their full potential and developing into self-confident, caring and critical-thinking individuals. Building on its previous experiences in working with rural communities, ACED has developed a comprehensive action that will assist youth in acquiring knowledge, developing life skills, and forming attitudes that will enable them to become self-directed, productive members of society.
Goal: to prepare students for their post-graduate careers and employment, guide them in their career planning, improvement of communication and presentation skills, and their personality development.
ACED’s Career Guidance Centre acts as a dual-function department offering vocational guidance and career preparation skills to students. Through its work, the SCGC assists students in planning and executing a plan of study that appropriately reflects students’ interests and motivation. The SCGC provides guidance regarding graduation requirements, transfer options, baccalaureate degrees, career planning, and personal decision making. Together with professional trainers, ACED provides expert help in career counselling – offering students vocation and profession preparation, supporting them to find jobs and helping them improve their position at work. | http://aced.ba/site/en/civilno-drustvo/ |
Table of Contents
- What is career development?
- The importance of career development planning
- The five stages of career development
- Factors that can affect career development
- Career development tactics to thrive
- What to do if your employer doesn’t offer a career development program
- To sum up
How easy is it to manage your career as a professional? How much effort should you exert to step up the career ladder or make a transition to a more fulfilling job as a senior? Unfortunately, there is no simple answer to these questions as every career path is unique and special for each of us. However, there are certain tactics to practice to grow professionally and chase new work opportunities as they arise.
In this guide, we will focus on the principles of career development and explore how employees and candidates can leverage their career planning to land their dream roles. You will learn the most essential phases of career development, which factors influence it, and how to approach your career goals successfully. Finally, you will find out how to seek new challenges working for businesses that don’t offer official career development programs to their workforce.
What is career development?
First off, let’s start with a brief definition of our core topic. Career development is the process of exploring and understanding your career capabilities. It entails the navigation of different job options and the tactics a professional adopts to adjust to them, such as skill development.
Overall, it’s a dynamic procedure that unfolds as people grow professionally and seek occupations that fit them more. Here’s an example: George is a marketing specialist with five years of expertise and is now ready to move to a managerial position. How can he make this happen? And that’s where career planning comes in to construe that goal.
The importance of career development planning
Once a professional has decided to make a career change, they should look for tangible ways to implement this goal. In brief, a career development plan is the means to career growth, a list of actions that require conscious effort to find the resources they need to develop in the long run. Besides, it’s best to figure out how harmoniously this objective is aligned with the rest of their future career and personal plans.
So what can George in the example above do to make the work change he desires? First off, he can set up a meeting with his manager or the HR team to discuss his plans. Then, he can attend leadership training to gain theoretical knowledge in that area. These are just a few examples of the steps he can take to meet his goal.
The five stages of career development
There are many classifications in career development theory, indicating the major shifts we are going through in our work lives. Below, we present a well-known career development model:
1) Exploration
This is the stage during which we make our first career choices straight after college or university. As young graduates, we try to decide what our first roles will be, which in most cases, are relevant to our studies. Of course, exploration as a process can take place in other career phases as well, especially when we are about to make a career shift. We begin to experiment with different choices from scratch and try to re-evaluate what’s best for us.
2) Establishment
In this stage, graduates enter the job market for the first time, usually as interns or entry-level employees. They gain their initial work experiences and sharpen important skills that will be crucial throughout their careers, like teamwork or task management. They also understand what type of duties they prefer to perform and where there is room for improvement.
3) Mid-career
There are many variations in this stage. Some professionals may experience a more linear growth by excelling in a specific field and stepping up the ladder from junior to senior. But nowadays, this is not the most common scenario. Many employees may seek new challenges even in mid-career stages and land new roles. They can achieve this by utilizing their transferable skills or receiving extra training.
4) Late career
During this phase, the professional is usually at a stable state in their career, enjoying everything they have earned so far. Many of them hold leadership or consulting roles and feel confident in what they do. They are usually not required to learn skills from scratch, as they have gained valuable experience in the previous years.
5) Retirement
Now the professional is ready to retire. They review their achievements and try to transfer their knowledge to their younger counterparts. It can become a rather emotional stage, but hopefully in a positive way.
Factors that can affect career development
Apart from an employee’s interests and ambitions, there are additional factors that can influence their career development plans. Here are some critical ones:
- Personality: Some of our personality traits can influence our career preferences and choices. Let’s take introversion and extraversion as an example. An extrovert is more likely to choose a career in sales or PR, while an introvert may feel more comfortable with a writing role that requires less interaction with other people.
- Financial Resources: A professional’s financial resources may affect their career development both positively and negatively. Some career options are more costly as they require extensive training. Thus, access is not equally available to everyone unless they earn a scholarship or request a student loan.
- Personal commitments: When a professional decides to start a new chapter in their lives, such as creating their own family, this might affect the type of work they can commit to. People may seek more flexible job positions to be able to find the work-life balance they need. Thankfully, in recent years, businesses have increased perks such as maternity/paternity leave and have started introducing more flexible arrangements to cater to employee needs.
- Physical and mental health state: Disabilities, physical impairments, and mental health conditions can also have an impact on career decisions. This phenomenon will hopefully decline in the future as organizations increasingly take diversity and inclusion initiatives. Many employers try to provide equal employment opportunities, creating accessible and inclusive workplaces.
- Age: Our age, and mostly how we perceive it, can also play a role in the career choices we make. Sometimes we may think that we are too young to apply for a certain role or too old to change career paths. But in most cases, this is subjective and should not define our career development.
Career development tactics to thrive
Now that you have a better understanding of career development stages and which factors can influence them, let’s move to some practical tips. If you’ve decided to make a new step in your career, these will enable you to reach that goal successfully. And remember, sometimes you’ll need to readapt your plan based on new conditions, but this is also a part of the process.
1) Adopt a growth mindset
Your career development attempts will not always be easy to handle. We are all prone to failure, and this may temporarily take us away from our goals. However, resilience is built on drawbacks, and without them, we will never find what we are made of.
Developing a growth mindset will be game-changing for you. If you believe that failure is a necessary part of your growth and mistakes are opportunities to learn, then you’ll recover from them fast and stronger. In contrast, a fixed mindset, believing that someone’s skills are innate and not malleable, will most likely harm your self-esteem and growth.
2) Set long- and short-term career goals
Our career goals can be divided into short-term and long-term. The first is usually readily accessible in terms of resources and time, while the latter requires more planning to achieve. Acknowledge which type of goal you’re setting each time and plan your steps accordingly.
If the goal you’ve set is long-term, for example, you want to pursue a C-Suite role, realize how your strengths and talents align with this objective and what skills you should learn to approach it. Υou can also decompose it into sub-goals so that it’s easier to measure your progress going forward. Applying the so-called SMART framework will enable you to put things into perspective and manage the process effectively.
3) Identify your transferable skills
Sometimes we may overlook how useful some of our abilities can become for diverse roles and responsibilities. Our transferable skills can define our career development as long as we recognize and make good use of them. But how can you spot them sufficiently?
First off, you can write down your top ten strengths in the form of a list. Then, try to think abstractly about how these abilities will contribute to your personal growth. You can also ask your colleagues and friends for feedback on how to utilize your existing skill set to meet your career development goals.
4) Seek new work challenges
You cannot grow stronger as a professional if you do not get out of your comfort zone. This is even more crucial if you’ve operated in a specific field for a long time and you wish to make a shift in your occupation. In the beginning, it may feel uncomfortable, but it will be worth it.
So once you find a challenge you want to pursue, talk to your manager about it and get some new responsibilities at work. Thus, you’ll sharpen the skills you want, which can even lead to a new role or promotion. Or you can even self-educate via books and webinars to enhance your resume.
5) Monitor your progress
As aforementioned, career development requires thorough planning and mindful goal-setting. And especially, in the case of long-term goals, you cannot leave this process out to luck. Instead, you should find ways to keep track of your progress to ensure maximum results.
One easy method to do this is through journaling. Write down both your short- and long-term targets and how you plan to reach them. This will give you more clarity down the road and will remind you of the next steps at critical times. You can also write positive affirmations to keep yourself motivated against all odds.
6) Build a strong network
Professional networking can turn into a compelling practice for your career. It enables you to exchange ideas with professionals in your field and ask about their own experiences. Plus, they may act as points of contact for new work opportunities and even refer you for open roles at their organizations.
Networking happens both online and offline. Start by communicating with your connections on LinkedIn or attend live events to meet new people. Keep in mind that networking is a skill by itself. Learn to practice and excel in it, and you will gain a lot in return.
What to do if your employer doesn’t offer a career development program
Many businesses invest in career development programs and offer employees opportunities to obtain new responsibilities based on their interests. Organizations approach this in multiple ways, but mainly through encouraging team leaders to do regular 1:1 checks with their employees to capitalize on their ideas and progress. HR can also contribute to this process by providing private sessions to employees that request it. But what happens if there are no similar incentives at your workplace? Here’s what to do:
1) Find a mentor
Having a role model to look up to can elevate your career. Seek an expert from your network with inspiring employment history and ask for their advice. This person can also be a leader from your organization, so if you have trust in them, don’t hesitate to reach out. Prepare a list of questions and concerns to share with them, and they may be more than willing to help you out. They might also have tips on how to get promoted inside the organization.
2) Get relevant training
If the organization you work for offers training opportunities, make the most of this benefit to learn new skills that will move you forward. But if there is no such perk, you can seek learning solutions in external sectors. Thankfully, platforms like Coursera or FutureLearn offer excellent courses at affordable prices that are available globally. Plus, many websites allow you to start a course for free, which is very handy for professionals in exploration mode.
3) Request career coaching
In some cases, the practices we’ve shared above are not sufficient. People can get stuck along the way and find it difficult to make career decisions. This could occur in all career development stages as our occupational choices can be affected by other life events, as well. So if you find it hard to remove those obstacles by yourself, you can always book a consultation with a professional career coach for support.
To sum up
Career development is a complex and dynamic process. Every professional has a unique career journey and a special way to fulfill it. So every time you set a specific goal, you should plan your moves carefully to achieve it.
Therefore, if you’re on the verge of a career shift, make sure to craft a solid plan and set goals that align perfectly with your strengths. And if you follow the above tactics at crucial moments of your career, you’ll flourish by all means. Just remember to adapt to new situations and learn from your mistakes – there is nothing more valuable than that. | https://www.careerhigher.co/career-advice/what-is-career-development-124552/ |
Community Employment Resources.
Dallas County Community College District - Emergency Support Function #2 – Communications and Technology Annex
This Emergency Operations Plan Annex is hereby approved for the Dallas County Community College District. This plan annex is effective immediately and supersedes all previous editions.
Assoc. Dist. Dir. I.T./Network Services 4343 IH 30 Mesquite, TX 75150 Phone: 972-860-8939
DCCCD Public Safety & Security Department 1601 South Lamar St. Dallas, TX 75215 Phone: 214-378-1624
Shared Infrastructure Services & IT Communications 4343 IH 30 Mesquite, TX 75150 Phone: 972-860-8939
See Emergency Operations Plan, Authority.
The Emergency Support Function (ESF) annexes to the Emergency Operations Plan organize the applicable college District positions, departments, and outside support agencies into groups according to their roles in strategic response to a campus emergency or disaster. Outside agencies may include: governmental, non-governmental, private sector, and other volunteer resources. The ESF annex provides basic information on available internal and external departments and agencies that might be needed for an incident that affects Dallas County Community College District. Each ESF has at least one lead position or department within the District that will lead the specific response, one or more supporting departments within the District that will provide response support, and one or more external supporting departments from the surrounding communities of Gainesville, Corinth, Bowie, Graham, Flower Mound, Cooke County, Denton County, Montague County, Young County, and neighboring jurisdictions.
ESFs will normally be activated at the direction of the Emergency Operations Center (EOC) Manager in response to activation level 3 or greater emergencies as outlined in the EOP. Designated department and agency resources may be requested to respond or recover from emergency incidents that affect the District. Normally, the response and recovery actions will be coordinated from the EOC as Incident or Unified Command will use the resources at the incident scene.
The primary position/department/office(s) will normally be responsible for coordinating specific requirements associated with the emergency support function. Support position/department/office(s) may be contacted to provide expertise and assistance, as needed. Finally, external departments/agencies may be needed if internal resources are overwhelmed or where District capabilities do not exist (such as emergency medical or fire services.) In all cases, prior memorandums of understanding, mutual aid agreements, or funding issues would need to be addressed prior to requesting assistance.
The purpose of ESF 2 is to maintain communication and technology systems to ensure operations and instructional continuity, as well as support public safety in normal operating conditions and emergency situations.
Emergency Support Function 2:
Dallas County Community College District is exposed to many hazards, all of which have the potential for disrupting the community, causing casualties, and damaging or destroying public or private property. Potential emergencies and disasters include both natural and human-caused incidents.
See the EOP Hazard Summary for the potential emergencies that may impact the District.
The District makes the following planning assumptions:
A common operating procedure within the District and across local jurisdictions provides the framework for communications capabilities. Interoperable systems make this framework possible. Extensive communications networks and facilities are in existence throughout the college District and the cities in which District properties lie to provide coordinated capabilities for the most effective and efficient warning, response, and recovery activities. When these capabilities are properly coordinated, response activities become more effective and efficient.
The emergency support function will primarily take action in the following phases:
The existing communications and technology network at Dallas County Community College District serves to perform the communications efforts for emergency operations comprised of:
Landline circuits integrated into distributed IP phone and analog phone systems for each District campus serve as the primary means of communication with other communication systems as a backup. Secondary resources may be cell phones and other electronic devices. During emergency operations, all departments should maintain their existing equipment and procedures for communicating with their field units. Departments should keep the Emergency Operations Center (EOC) informed of their operations and status at all times. To meet the increased communications needs created by an emergency, various state and regional agencies, amateur radio operators, and other organization’s radio systems may be asked to supplement communications capabilities. These resource capabilities are requested through the local municipalities, mutual aid agreements, or the State of Texas.
Technological resources related to servers, workstations, digital displays, and other required resources for all phases of emergency management are to be maintained by the primary department identified in this ESF. | https://www.dcccd.edu/services/police/emergmgmt/annexes/pages/esf2communications.aspx |
The unique needs of children mandate specialized and appropriate planning for disasters. Establishing pediatric advisory councils or children’s preparedness coalitions where leaders decide together what actions are required to protect children in the event of a disaster is crucial. The AAP Pediatric Preparedness Resource Kit offers guidance on developing pediatric advisory councils or children preparedness coalitions. As experts in the health of children, it is imperative that pediatricians participate in such efforts and collaborate with local and state officials.
Many states and communities have developed coalitions to bring together diverse government agencies, nonprofit organizations, health care providers, and other groups or professionals. Pediatricians are encouraged to get involved in these efforts to initiate or enhance pediatric preparedness. Below are known disaster-related coalitions for you to connect with. If you want the contact information for a specific coalition, please e-mail [email protected].
The goal of this coalition is to facilitate collaboration among public health, health care, pre-hospital entities, and various community partners to prepare for, respond to, and recover from an emergency or disaster. The Arizona Healthcare Coalition is compromised of the Central, Northern, Southern, and Western Healthcare Coalitions.
Help health care facilities in Arizona prepare in advance so they are ready to respond effectively in times of disaster.
Make available resources and capacities to assist pediatric patients and families.
Prevent or reduce relocation burdens due to medical surge.
Provide an efficient and scalable response through prior collaboration.
Minimize recovery efforts through prior planning.
This coalition is pediatric specific, which differs from the Arizona Healthcare Coalitions.
Related training materials for educators, child care providers and others that ensure children’s needs are met before, during, and after emergencies and disasters.
The Working Group has developed a guide for child care providers in Los Angeles County, titled “Protecting Children During a Disaster” and has received funding from Southern California Edison to pilot the developed guide. Additional projects are currently under development.
The goal of this working group is to engage public and private community, government and health care organizations, and individuals to promote coordinated efforts and partnerships to ensure that Orange County infants’ and children’s needs are met before, during, and after disasters.
The Los Angeles County Healthcare Coalition is a network of health care organizations, government agencies, and providers working together to strengthen emergency preparedness, response and recovery. The Coalition works to ensure integration and coordination across the health care system so that adequate medical surge capacity and capability is available during a mass casualty and/or large scale event.
The purpose of this coalition is to support pediatric and neonatal local, regional, and statewide disaster preparedness and medical surge efforts. The coalition supports an electronic e-mail list to distribute resources and connect novice members with subject matter experts.
The mission of this coalition is to optimize the coordination of health care system emergency preparedness planning and response activities within the County of San Bernardino through sharing of information and best practices. The San Bernardino County Healthcare Preparedness Planning Partnership is a voluntary multidisciplinary, multi-agency coalition created to address issues and challenges that affect health care emergency preparedness, response and recovery. The coalition consists of 19 general acute care hospitals, 1 Level I Trauma Center, 1 Level II Trauma Center, 1 Children’s hospital, 1 County Regional Medical Center, and community hospitals of various sizes.
The San Diego Health Care Disaster Council advises the County of San Diego Health and Human Services Agency, Public Health Services, and the Division of Emergency Medical Services on the community’s health and medical disaster preparedness.
The goal of this coalition is to support the preparation for pediatric/neonatal surge and delivery of optimal pediatric services for all hospitals in the County of San Diego.
The Children’s Hospital Los Angeles Pediatric Disaster Resource and Training Center provides training, resources and more to health care centers throughout Los Angeles County. The center brings together all efforts of pediatric disaster training to provide resources and training for the health care community.
The mission of the Coyote Crisis Collaborative is to provide tools, experience, education, and information to facilitate continuous improvement for the community. Primary stakeholders include health care, education, businesses, municipalities and other government (including the military), and access and functional needs organizations. Among its responsibilities is the management of the Arizona Pediatric Disaster Coalition and the National Pediatric Disaster Coalition Conference. The Collaborative has also produced a free video for schools across the nation on what to do in a shooting incident; entitled, Active Shooter Action Plan (or ASAP). The video is intended to spur discussions among teachers and others serving schools about disaster plan strategies.
The emergency preparedness department at Denver Public Health consists of a team of experts who specialize in all-hazards emergency preparedness. They work to identify, monitor and respond to public health emergencies that impact resident health and well-being.
This coalition is a multi-agency and multi-organization coalition created to ensure the emergency preparedness and response needs of children are planned for and integrated across the state of Florida. This partnership aims to successfully address children’s needs when a disaster or emergency strikes. This group is also tasked with leveraging the many state, local, tribal and federal resources identified within Florida to serve children.
The Chicago Healthcare System Coalition for Preparedness and Response (CHSCPR) is comprised of 35 hospitals (full care, specialty and Veterans Administration hospitals) and 125+ long-term care facilities in Chicago, along with a number of stakeholder and first responder medical agencies.
Together, the Chicago Department of Public Health Hospital Preparedness Program and the local health care coalition, CHSCPR, partner to provide leadership to address disaster planning, including health care system preparedness and recovery, medical surge, crisis standards of care, fatality management, and responder safety and health and volunteer management across the health care system in Chicago and the region. This improved planning and coordination leads to improved patient surge capacity and the enhancement of health care community preparedness in both real and planned events within the city.
This workgroup is responsible for identifying best practices and developing resources to assist in assuring that the special needs of children are addressed during a disaster or terrorist event in Illinois.
This coalition enhances the capacity of the Kentucky Department for Public Health, local public health departments, and the health care system to prevent, prepare for, respond to and recover from the adverse health effects of public health emergencies and disasters.
The Maryland Pediatric Emergency Medical Advisory Committee advises the state Emergency Medical Services Board and State Emergency Medical Services Advisory Council on pediatric issues.
The Children and Youth in Disasters subcommittee promotes and facilitates comprehensive interagency planning for the needs of children and youth in emergencies and disasters in Missouri. The vision of the subcommittee is to assure the needs of children are addressed in all emergency planning, preparedness, response and recovery efforts.
In 2014, the Mountain States Pediatric Disaster Coalition was established to create a network of hospitals, health care providers, public health departments, and community groups to help provide regional pediatric surge capacity and ensure effective use of critical resources in the event of a large-scale disaster affecting children in the mountain states region. Current coalition activities include finalizing a coalition charter and the development of a regional pediatric facility database. Future efforts will focus on defining pediatric capabilities and regional disaster exercises. Coalition partners are from Montana, Wyoming, Idaho, Utah, and Colorado. Follow the coalition on Twitter @PedsDisaster.
Improve the ability to conduct reunification services within the state during and immediately after a catastrophic disaster.
Increase the capacity to conduct reunification services.
Incorporate reunification services into State and local Emergency Operations Plans (EOP) Mass Care Annex.
Include reunification services in EOP training and exercise plans.
This group was established to build a coalition of hospitals, public health, municipal services, and community groups to ensure effective use of critical assets during and after a large scale disaster affecting children in New York City.
The Ohio Emergency Medical Services for Children, housed within the Division of Emergency Medical Services at the Ohio Department of Public Safety, incorporates pediatric issues into all aspects of Emergency Medical Services in Ohio.
The Oregon Disaster Medical Team is an independent, non-profit organization of volunteer health care professionals from Oregon and Southwest Washington.
The Pennsylvania Emergency Medical Services for Children Advisory Committee offers a forum for issues that have potential impact on the emergency care and transport of all pediatric patients in the community.
The mission of this coalition is to build health care system resilience and capacity in southeastern Minnesota to better ensure delivery of care during disasters by providing resources and a communication platform for planning, response and recovery activities.
The purpose of the Southeastern Regional Pediatric Disaster Surge Network is to improve the pediatric preparedness response strategies of public health, emergency response, and pediatric providers in the event of large-scale emergencies or disasters that overwhelm local or state pediatric resources. Coalition partners are from Alabama, Florida, Louisiana, Mississippi, and Tennessee. The Network functions with a memorandum of understanding signed by all participants and additional mutual aid agreements that exist among many of the participants.
The Heart of Texas Regional Advisory Council is committed to building an all-hazard disaster preparedness program for the region. Multiple programs and tools are utilized to enhance disaster preparedness.
The Ventura County Health Care Coalition (VCHCC) aims to support medical and health care entities to prepare for, respond to, mitigate, and recover from disasters by promoting integration, information sharing, and resource support in the Ventura County Operational Area and California Medical/Health Mutual Aid Region I.
The goal of this coalition is to establish and promote a system of emergency medical and trauma care services. This system would provide timely and appropriate delivery of emergency medical treatment for people with acute illness and traumatic injury, and allow for recognition of the changing methods and environment for providing optimal emergency care throughout Washington.
The name of the network (if known).
The purpose of the network (if known).
The area that the network serves.
The contact information of an individual who could provide additional details about the collaboration or network. | https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Children-and-Disasters/Pages/Disaster-Networks-Survey-Project.aspx |
Answer key to IS 660 Introduction to Public-Private Partnerships that contains FEMA IS 660 answers. To protect the Nation’s assets, infrastructure, and economy, public safety agencies are establishing partnerships with private-sector organizations to assist in planning, resource allocation, communication strategy, and coordinated response to and strategic recovery following natural and man-made disasters or terrorist attacks. If you are looking to earn credit, you might also want to consider looking at our FEMA IS 15.B Answers , FEMA IS 662 Answer Key, and FEMA IS 1026 Answer Key.
Course Overview
This course provides an introduction to the role of public-private partnerships in emergency preparedness and planning. The goal of this training is to establish a common vocabulary for public sector agencies and private sector organizations interested in utilizing partnerships to improve response, recovery, and resilience.
Course Objectives:
Upon completing this course, you will be able to:
- Describe the importance of public-private partnerships to emergency preparedness and planning.
- Identify roles and responsibilities in public-private partnerships.
- Identify how to establish and sustain partnerships by communicating a common mission.
Primary Audience
State and local emergency management professionals and planners; personnel from response agencies; personnel from Federal, State, local, and Tribal government agencies that may participate in continuity planning efforts; members of public-private partnerships of collaborative relationships; and representatives from private-sector organizations involved in emergency management and/or continuity planning, and response actions. | https://femacourses.com/downloads/fema-is-660-answers-public-private-partnerships/ |
Function Definition: Assess the impact of an incident on the public health system in collaboration with jurisdictional partners and stakeholders to prioritize public health, emergency management, health care, mental/behavioral health, environmental health, and applicable human services recovery needs. P1: (Priority) Procedures in place to document roles and responsibilities for PIOs, spokespersons, and support personnel based on the incident and subject matter expertise. Determine mass care roles and responsibilities of the jurisdictional public health agency as a lead or support agency when working with collaborating organizations. P1: (Priority) Procedures in place to dispense/administer medical countermeasures to affected, targeted, and prioritized populations that align with current science, incident characteristics, and public health guidelines. S/T2: Personnel trained to conduct tabletop, functional, and full-scale exercises in accordance with the Homeland Security Exercise and Evaluation Program (HSEEP) in order to test and evaluate jurisdictional medical countermeasure strategies. S/T2: Personnel or agencies with legal expertise authorized to advise individuals on legal or regulatory aspects of NPIs. Regional distribution site (RDS)/local distribution site (LDS): A site or facility selected to receive medical countermeasures from the RSS facility for apportionment and distribution to determined dispensing sites, such as PODs. Medicolegal: Relating to both medicine and law. In addition to assessing and reviewing capability resource elements, jurisdictions should review supplementary information sources to help identify jurisdictional needs and gaps. Assure jurisdictional procedures are in place for adverse event reporting and information dissemination to ensure persons who dispense, administer, or receive medical countermeasures are informed and understand actions to take in the instance of an adverse event. and jurisdictional public health agency programs that support recommendations for populations at higher risk for adverse outcomes during a natural or human-caused threat, hazard, risk, or incident. Task 2: Assist the health care system in the demobilization of resources. Definition: Volunteer management is the ability to coordinate with emergency management and partner agencies to identify, recruit, register, verify, train, and engage volunteers to support the jurisdictional public health agency’s preparedness, response, and recovery activities during pre-deployment, deployment, and post-deployment. Ensure timely exchange of laboratory information and data with laboratories, laboratory network partners, and other stakeholders. P8: Procedures in place to assess and improve systems to ensure continuity of surveillance operations if primary surveillance and detection systems are disrupted for example, due to power failure or compromise of electronic infrastructure. To assess current capability, jurisdictions should review all resource elements (with emphasis on priority resource elements) and determine the extent of their availability within the jurisdiction. Function Definition: Support the release of volunteers based on evolving incident needs or incident action plans and coordinate with partner agencies and organizations to support the provision of any medical and mental/behavioral health support for volunteers. (See Capability 4: Emergency Public Information and Warning and Capability 6: Information Sharing). Definition: Medical materiel management and distribution is the ability to acquire, manage, transport, and track medical materiel during a public health incident or event and the ability to recover and account for unused medical materiel, such as pharmaceuticals, vaccines, gloves, masks, ventilators, or medical equipment after an incident. Confirm data authenticity with message sender or information requestor. Coordinate with jurisdictional partners and stakeholders to evaluate and strengthen community resilience to future incidents by improving routine community functioning and reducing community vulnerability. Accommodations for populations with access and functional needs may include, P3: Procedures in place to disseminate situational awareness information to jurisdictional emergency management agencies and to alert partner organizations during a response requiring mass care services based on the jurisdictional public health agency lead or support role. Procedures for resource Toxic Syndrome Description: Riot Control Agent Poisoning Preparedness cycle: Overall, public health is concerned with protecting the health of entire populations. Task 6: Establish an inventory management system. S/T1: Access to personnel skilled in the use of and able to access geographical information systems (GIS) or other mapping systems. Ensure volunteer safety and health monitoring and surveillance are conducted according to volunteer role risk profile(s). S/T2: Personnel trained on Homeland Security Exercise and Evaluation Program (HSEEP) processes for developing after-action reports (AARs) and improvement plans (IPs). Training materials may include. procedures may include, P2: Incident closeout briefing for the public. Maintain medical materiel integrity in accordance with established safety and manufacturer specifications during transport and distribution. P2: (Priority) Written agreements with receiving sites and transportation partners to ensure distribution of medical materiel. Task 4: Establish roles and responsibilities of personnel to convey public information. Task 3: Track patients impacted by the incident. In the capabilities document. (See Capability 9: Medical Materiel Management and Distribution), P2: (Priority) Procedures in place to request, order, and receive medical countermeasures at dispensing administration sites, as applicable, in accordance with guidelines provided by the supply source, including the Strategic National Stockpile (SNS), jurisdictional immunization programs receiving vaccine from Biomedical Advanced Research and Development Authority (BARDA), or other applicable sources. Identify personnel to manage and distribute medical materiel and ensure identified personnel meet training or certification requirements. P5: (Priority) PPE recommendations for responders, including public health responders, developed in conjunction with partner agencies and risk-specific subject matter experts, such as physicists within radiation control programs. P5: Templates for public health alert messages and procedures including distribution methods to ensure messages reach intended individuals 24/7 year-round. P3: Written agreements such as contracts or memoranda of understanding (MOUs), with applicable stakeholders within the jurisdiction or in neighboring jurisdictions to provide access to health care, human services, mental/behavioral health, and environmental health services, as necessary. Memorandum of understanding (MOU): A document that describes a broad concept of mutual understanding, goals, and plans shared by the parties. Volunteer needs may include, E/T1: Communication equipment for public health agency personnel to contact volunteer organizations. Determine the needs of the jurisdiction to recover medical materiel and scale down medical materiel management operations. Coordinate with ESF #6, #8, and #11 partners to conduct infectious disease surveillance and environmental health and safety assessments, provide support for addressing the access and functional needs of at-risk individuals, and support decontamination to assist in a mass care response, needs and capabilities. E/T4: Information technology systems in quantities sufficient to meet incident or event objectives. ongoing assessments of the incident or event needs for example, public health agency response Promote training initiatives for community partners and other stakeholders within public health, health care, human services, mental/behavioral health, and environmental health sectors. contamination, infection, and severity of exposure, and monitor potential unintended or adverse effects of interventions. P3: Procedures in place to coordinate with agencies and organizations involved in the identification of volunteers. Imminent Danger Order § 2251 § 2451 • Issued by State Health Director or Local Health Officer • Requires determination of “imminent danger”, i.e. Equipment may include. Function Definition: Transport medical materiel to receiving sites based on incident needs. P4: Procedures in place to complete an AAR and IP consistent with HSEEP guidance, which may include. P2: Standard operating procedures in place to request additional emergency public information and warning resources including personnel and equipment, and replace inoperable equipment to ensure continuity of operations through the jurisdictional incident management system. Chain of custody requirements: Tracking of possession of and responsibility for medical materiel during the distribution process. P2:(Priority): Procedures in place to identify and support public health agency lead or support activities for fatality incident management, including continuity of operations, based on incident data andrecommendations. Strategies that address challenges and barriers for fully attaining capability resource elements should help inform jurisdictional planning, training, and exercise initiatives. The ability to achieve capability functions should be reviewed through jurisdictional demonstrations of performance and other types of evaluation. Procedures may include dispensing/administering medical countermeasures to the household members of responders or critical workforce, as indicated in incident-specific targeting guidance. 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By Ella Wilkinson and David Parsons
From 2009-2019, 7,348 disaster events were recorded worldwide by the Emergency Events Database (EM-DAT), leading to approximately US$ 2.97 trillion in economic losses and affecting over four billion people (UNDRR & CRED, 2020). The economic cost of emergencies in Australia over the past decade averages $18.2 billion per year, and the real cost in terms of human suffering and environmental damage surpassing this already large burden (ABR, 2017). A key to minimizing the cost and effects of these emergencies, after all reasonable risk reduction measures have been taken, is effective emergency planning.
The Australian Institute for Disaster Resilience has published a new Emergency Planning Handbook (the Handbook). The Handbook establishes Australia’s agreed-upon principles for good practice in emergency planning and is part of the larger Australian Disaster Resilience Handbook Collection.
Emergency planning plays an important role in the development of disaster resilience capability. The emergency planning process is the collective and collaborative effort by which agreements are reached and documented between people and organizations to meet their communities’ or entities’ emergency management needs. Emergency planning involves identifying and documenting strategies for preventing, preparing for, responding to, and recovering from emergencies. Effective emergency planning contributes to reducing the likelihood and consequence of emergencies for individuals, communities, entities, and the environment – and can have positive economic benefits.
What has changed?
The Handbook replaces an earlier 2004 manual and recognizes significant changes in the emergency planning landscape. These changes include:
- The international shift to disaster risk reduction, with planning covering all the phases of prevention, preparedness, response, and recovery;
- The recognition that we need a shared responsibility across society to building resilience through emergency planning;
- The importance of engagement through communication and consultation across the planning process;
- Partnerships between the public, private, and not-for-profit sectors;
- The importance of being flexible and adaptive to utilize emergency capability and capacity;
- The need to consider catastrophic, cascading, and concurrent disasters; and
- The value of an effective lessons management process to improve planning outcomes.
What are the key emergency planning principles?
The Handbook sets out eight emergency planning principles:
- Emergency planning is risk-informed. Planning is based on a risk management study.
- Emergency planning reduces unknowns. Planning increases understanding of risks, vulnerabilities, and treatment options across the social, built, economic, and natural environments.
- Emergency planning is collaborative and inclusive. Planning involves consultation and engagement with those affected by the plan.
- Emergency planning is strategic. Planning develops strategic objectives, relationships, and networks.
- Emergency planning is solutions orientated. Planning develops agreed approaches to managing risks and consequences.
- Emergency planning is iterative. Learning from each step informs the next steps.
- Emergency planning enables adaptive capacity. Planning develops frameworks that provide a base on which to build flexible and adaptive solutions.
- Emergency planning is a shared responsibility. Planning documents actions to be undertaken by a wide range of people/entities.
How should an emergency planning task be managed?
The Handbook uses a project management approach to developing an emergency plan, with clear deliverables, accountability, and methodology. Standard project steps of establishing a project plan and establishing a project team are recommended. The project plan is critical and sets out the project sponsor, establishes authority, appoints a project manager, and sets out the development pathway for the creation of the plan. The plan is validated through trials and exercises and regular monitoring and review of the plan and its progress are recommended.
The overview of the emergency planning process is shown in Figure 1 Emergency Planning Process (AIDR 2020).
What planning guidance is provided?
The Handbook sets out a sample set of contents for a plan. However, detailed guidance on issues such as evacuation planning, community recovery, flood emergency planning, land use planning, public information and warnings, and lesson management are contained in specific handbooks covering these topics.
How can I better plan for uncertainty?
The Handbook notes that there may be a requirement for certain plans to focus on managing events with high levels of volatility uncertainty, complexity, and ambiguity. In these cases it is recommended plans:
- Be strategic adopting a principles-based approach;
- Identify subject matter specialists who can provide expert advice;
- Create flexible leadership structures that can integrate entities not identified in the planning process;
- Create collaborative networks and relationships that can provide support to each other and share innovative ideas;
- Establish processes that enable adaptive and creative thinking to produce innovative solutions;
- Create a learning organization approach that enables rapid prototyping, trialing, and evaluation of solutions.
How was this handbook developed?
This handbook was prepared by the Australian Institute for Disaster Resilience (AIDR) with David Parsons of Crisis Management Australia, and with financial assistance from the Australian Government. Responsibility for the views, information or advice expressed in this handbook does not necessarily reflect the views of the Australian Government. This handbook was made possible through the support of a broad cross-section of the disaster resilience and emergency management sector.
The Australian Institute for Disaster Resilience
The Australian Institute for Disaster Resilience develops, maintains, and shares knowledge and learning to support a disaster resilient Australia. Building on extensive knowledge and experience in Australia and internationally, we work with government, communities, NGOs, not-for-profits, research organizations, education partners, and the private sector to enhance disaster resilience through innovative thinking, professional development, and knowledge sharing.
AIDR is supported by its partners: the Australian Government Department of Home Affairs, Australasian Fire and Emergency Service Authorities Council (AFAC), and the Australian Red Cross.
All handbooks in the Australian Disaster Resilience Handbook Collection are available free to users around the world.
References
Australian Business RoundTable [ABR] & Deloitte Access Economics (2017) Building resilience to natural disasters in our states and territories. Available at http://australianbusinessroundtable.com.au/assets/documents/ABR_building-resilience-in-our-states-and-territories.pdf (Accessed: 22 October 2020)
Australian Institute for Disaster Resilience [AIDR] (2020) Australian Disaster Resilience Handbook Collection. Available at https://knowledge.aidr.org.au/collections/handbook-collection/ (Accessed: 28 October 2020)
Australian Institute for Disaster Resilience [AIDR] (2020) Emergency Planning. Available at https://knowledge.aidr.org.au/resources/emergency-planning-handbook/ (Accessed: 28 October 2020)
United Nations Office for Disaster Risk Reduction [UNDRR] & Centre for Research on the Epidemiology of Disasters [CRED] (2020) The human cost of disasters: An overview of the last 20 years (2000-2019). Geneva: United Nations and IFRC. Available at https://reliefweb.int/report/world/human-cost-disasters-overview-last-20-years-2000-2019 (Accessed: 28 October 2020)
Biographies:
Ella Wilkinson
Ella Wilkinson is Project Officer at the Australian Institute for Disaster Resilience (AIDR) working in the National Handbooks team, contributing to the development of the Australian Disaster Resilience Handbook Collection. Ella is studying a Master of Environment at the University of Melbourne and in 2015 undertook an internship at the United Nations Office for Disaster Risk Reduction in Geneva as a Content Editor for PreventionWeb.net.
David Parsons
David is an Adjunct Lecturer at Charles Sturt University, a visiting fellow with the Joint Centre for Disaster Research at Massey University, a fellow of the Australian Institute of Emergency Services, the Business Continuity Institute, the Emergency Management Academy New York, and a member of the International Association of Emergency Managers. David holds a Masters in Emergency Management, and degrees in Social Science and Education and has completed the Leadership in Crises Program at the Harvard University. David is a founding member of Response and Recovery Aotearoa New Zealand (RRANZ).
David’s company Crisis Management Australia provides a range of specialist emergency management services to jurisdictions across Australia, New Zealand, the Pacific and Europe.
David previously managed Sydney Water’s Emergency Management and Counter Terrorism Program. David established the Water Services Sector Group within the Australian Government’s Trusted Information Sharing Network and was a member of the Critical Infrastructure Advisory Council for 14 years. Prior to commencing at Sydney Water David served as the Regional Emergency Management Officer for Central West NSW where he was awarded a Ministerial Commendation for his efforts.
For the past forty-four years David has been an active member of the Blue Mountains State Emergency Service. | http://haznet.ca/australias-new-emergency-planning-handbook/ |
Corporate emergency preparedness can be defined as the preemptive activities that establish a state of readiness to effectively respond to events that could affect the health and safety of employees, facilities, the environment, and/or the community. These actions, which ideally consist of planning, training, equipping, exercising, evaluating, and mitigating, are required to sustain operational capabilities, despite a range of incident management scenarios. It is the goal of corporate preparedness to protect individuals, the integrity and functionality of infrastructures, and viability while minimizing the adverse operational impacts of events.
Many aspects of preparedness rely on underlying administrative duties and associated response plans. According to the Department of Homeland Security (DHS), preparedness plans are meant to describe how personnel, equipment, and other governmental and nongovernmental resources will be used to support incident management requirements. These plans represent the operational core of preparedness and provide mechanisms for:
- Establishing priorities
- Implementing response functions
- Integrating multiple entities
- Establishing collaborative relationships
- Ensuring communications systems and procedures support incident management activities
There are a wide range of administrative actions associated with achieving a state of preparedness and attaining response goals. In particular, documents or response plans written prior to the emergency allow for comprehensive review of procedures that may result in improvements in plan and response to actual emergency scenarios. A variety of regulatory authorities govern most aspects of company preparedness administrative procedures and practices. These requirements may be dictated by company policy, local, state, and/or federal governmental agencies.
A typical response planning process requires ample time for the administrative duties. These duties may encompass details associated with hazard identification, review of plan drafts, exercising the plan, integration of mitigation efforts, training evaluations, and plan distribution. In addition to a yearly review, plan modifications may require administrative efforts:
- After each training drill or exercise
- After each emergency
- When personnel or their responsibilities change
- When the layout or design of the facility changes
- When policies or procedures change
Prior to an incident, required corporate preparedness administrative duties and actions may include, but are not limited to, the following:
- Establishing a written emergency management plan
- Maintaining training records
- Mitigation efforts communication and documentation
- Documenting training, exercises, and associated critiques
- Communicating with emergency response organizations during planning activities.
- Maintaining telephone logs
- Keeping a detailed record of events
- Maintaining a record of injuries and follow-up actions
- Accounting for personnel
- Coordinating notification of family members
- Issuing press releases
- Maintaining sampling records
- Managing finances
- Coordinating personnel services
- Documenting incident investigations and recovery operations
- Response plan maintenance
- Regulatory submittals
Preparedness administrative duties are often the responsibility of an environmental, health and safety (EHS) department. The size of the planning or incident management team will depend on a facility's operations, requirements, and resources. However, each position within the team has unique planning administrative duties specific to the nature of their responsibility. The responsibilities of the logistics section chief, as well as the planning section chief, rely heavily on organized administrative efforts. The potential complexity of site emergency response logistics should be analyzed, optimized, and communicated within the response plan. Logistical documentation of the expected and actual resource flow of an incident can minimize response time and maximize efficiency.
Before an emergency, logistical duties may include the following:
- Identify and acquire service and support requirements for planned and expected operations
- Supply allocation details
- Designating emergency facilities
- Establishing training facilities
- Establishing mutual aid agreements
- Preparing a resource inventory
- Provide input to and review the response plan(s)
During an emergency, logistics may entail: | https://www.emergency-response-planning.com/blog/bid/71712/Administrative-and-Logistical-Considerations-in-Response-Planning |
The State Emergency Management Committee (SEMC) is responsible for identifying emergency resources from both within and outside the State, and to plan how they will be allocated and coordinated.
Fire and Rescue NSW (FRNSW) contributes to the SEMC when it is responsible as the combat or lead agency for:
- Fires in the urban domain
- Land-based and inland waterways hazardous materials incidents
- Specified general land rescue
- Urban search and rescue (USAR), and
- Chemical, biological and radiological (CBR) incidents.
Counter-terrorism
FRNSW works closely with the NSW Police Force, Health NSW, the Ambulance Service of NSW and the Australian Defence Forces in developing policy and procedures and implementing training exercises to enhance CBR and USAR capability. This is to ensure interoperability at any incidents of terrorist attack. FRNSW is a member of the NSW Government's Chief Executive Officers Counter Terrorism Committee and it contributes to the Cabinet Counter Terrorism Subcommittee.
Fire Services Joint Standing Committee
The Fire Services Joint Standing Committee Act 1998 [external link] enables FRNSW and the NSW Rural Fire Service (RFS) to plan and implement coordinated urban and rural fire services.
The committee provides a forum for consultation and cooperation between FRNSW, the RFS, Fire Brigade Employees' Union and the Rural Fire Service Association to:
- Develop strategic plans for service delivery and infrastructure
- Review jurisdictional boundaries
- Minimise duplication of services delivered to the community, and
- Minimise duplication of training activities and community education programs.
Bush Fire Coordinating Committee
The Bush Fire Coordinating Committee, established under the Rural Fires Act 1997 [external link], provides a forum for consultation and cooperation between FRNSW, RFS, State Forests, National Parks and Wildlife Service, Local Government Association, Shires Association, Rural Fire Service Association, Police Force, Department of Conservation and Environment, Nature Conservation Council, NSW Farmers Association and Department of Community Services to:
- Plan bushfire prevention and coordinate bushfire fighting
- Advise the Commissioner of the RFS on bushfire prevention, mitigation and coordinated bushfire suppression
- Report to the Minister for Emergency Services on any matters relating to the prevention and suppression of bushfires
- Enter into arrangements with any public authority concerning the reduction of bushfire hazards
- Give consideration to the principles of ecologically sustainable development described in section 6 (2) of the Protection of the Environment Administration Act 1991 [external link] in undertaking any activity that affects the environment, and
- Establish Bush Fire Management Committees within rural fire districts or other relevant parts of NSW.
Mutual Aid Agreements
Mutual Aid Agreements at a local level further enhance interagency communication and community safety. They enable sharing of resources and the providing of better services to the community.
Memorandums of Understanding
A Memorandum of Understanding (MOU) exists with the RFS to ensure a complementary and comprehensive fire service for the community of NSW. It recognises the complementary urban and rural focus of the respective services and the FRNSW's additional rescue and statewide hazmat roles.
MOUs are also in place with the:
- Australian Capital Territory Fire & Rescue [external link] concerning urban search and rescue training resources
- Airservices Australia [external link], for FRNSW to respond to emergency incidents in or near Sydney Airport
- Ambulance Service of NSW [external link], for FRNSW to help in preserving life at incidents and to recognise the Ambulance service as the first point of contact with the health system
- Commonwealth Department of Finance and Deregulation [external link] for FRNSW to provide fire services to federal agencies
- CSIRO [external link] Fire Science and Technology Laboratory to provide a framework for co-operation and collaborative research
- NSW Environment Protection Authority [external link] to better protect the community and the environment from hazmat incidents
- NSW Police [external link] to outline joint operation with FRNSW for counter-terrorism and rescue incidents
- Open Training and Education Network [external link] to help FRNSW deliver competency-based training
- Oberon Shire Council [external link] and CSR Limited [external link], for FRNSW to provide support at incidents involving pine plantations
- Royal Australian Navy [external link] to improve efficiency and certainty in responding to fire or hazardous material incidents involving Naval ships and establishments
- Rural Fire Service [external link], with the Singapore Fire and Civil Defence Force, covering exchanges of information on firefighting issues
- Shell Refining Australia [external link] for cooperation, fire prevention and joint operations involving emergency incidents at the Clyde refinery site, Rosehill
- Snowy Hydro Limited [external link], for FRNSW to provide support for incidents at power generators and associated sites
- State Emergency Service [external link], for FRNSW to help them with initial call-handling and dispatch for storm damage, and to provide boats to the FRNSW to help us recover hazardous materials during floods
- NSW Department of Transport [external link] to provide fire safety infrastructure information during the planning and development stages of new transit systems including underground road and rail systems. | https://www.fire.nsw.gov.au/page.php?id=137 |
In addition to working together to prepare the local medical system for disasters, healthcare coalitions (HCC) must also plan to support and carry out effective, comprehensive, and coordinated response operations to a variety of emergencies. HCC response to emergencies differ vastly across the U.S. It is recommended that healthcare organizations connect and collaborate with their local HCC to better understand response and resource capabilities in their area. In some areas, HCCs have a direct role in coordinating ESF-8 operations, while in others, they serve as information sharing and coordinating entities (e.g., patient tracking). In other areas, the coalitions themselves have the responsibilities for coordinating the response. In any case, all coalition partners have response roles, and the roles and the coordination between disciplines is what each coalition needs to define in its response plan, regardless of the degree of direct involvement by designated HCC personnel during a response.
The resources in this Topic Collection include plans, checklists, and guidance specific to coalition response operations. Additional coalition-specific resources can be found in the Coalition Administrative Issues and Coalition Models and Functions Topic Collections. Access ASPR TRACIE's Select Health Care Coalition Resources page for links to related plans, tools, templates (including a coalition response plan template with links to “best practice” documents), Topic Collections, and webinars. The rest of our comprehensively-developed Topic Collections contain information on select threats and other public health emergency categories.
ASPR TRACIE. (2015). Strategic Development for Building Operational Healthcare Coalitions.
In this webinar, speakers share information on operationalizing healthcare coalitions and summarize requests for technical assistance received by ASPR TRACIE on healthcare coalition models and roles in response and recovery.
ASPR TRACIE. (2016). Healthcare Coalition Involvement in Mass Gatherings.
This presentation discusses how planning for and responding during mass gatherings can serve as proxy for a real response, and describes how healthcare coalitions can be involved in mass gathering planning and execution. A link to the archived webinar is included.
ASPR TRACIE. (2017). Health Care Coalition Resource and Gap Analysis Tool. U.S. Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response.
ASPR TRACIE. (2017). Health Care Coalition Response Plan. U.S. Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response.
This template provides general headers and descriptions for a sample health care coalition (HCC) Response Plan Template. The resources used to develop this template includes sample HCC plans and the Health Care Preparedness and Response Capabilities.
ASPR TRACIE. (2017). Select Health Care Coalition Resources.
While ASPR TRACIE strives to ensure all of our resources are applicable to Healthcare Coalitions and other stakeholders, the resources on this page can be particularly helpful to coalitions in achieving the Health Care Preparedness and Response Capabilities. Resources on this page include ASPR TRACIE- and locally-developed plans, tools, and templates.
Central Maine Regional Health Care Coalition. (2016). All Hazards Emergency Operations Plan: November 2016.
This plan describes the roles and responsibilities of the Central Maine Regional Health Care Coalition (CMRHCC) in responding to a healthcare emergency. It is comprised of a Base Plan and Annexes (e.g., communication plan, medical surge, responder health and safety) and concludes with appendices that include a list of acronyms and forms that can be downloaded and printed (e.g., volunteer request form, resource request form).
DC Emergency Healthcare Coalition. (2010). Appendix C: MOU for Hospitals in the District of Columbia.
This Mutual Aid & Cooperative Assistance Memorandum of Understanding describes the relationship and the associated procedures which participating healthcare organizations can use to share resources in supporting each other during response to potential or real emergencies or disasters. It may be used as a reference by other healthcare coalitions for developing coalition-specific memoranda of understanding.
DC Emergency Healthcare Coalition. (2014). Emergency Operation Plan (EOP) for the DC Emergency Healthcare Coalition.
This plan describes the organizational structure and emergency response processes used by participating healthcare organizations in Washington, DC to collectively respond to and recover from an incident that severely challenges or exceeds normal day-to-day healthcare system management and/or healthcare delivery operations.
Fisher, S., Biesiadecki, L., and Schemm, K. (2014). Responding to Medical Surge in Rural Communities: Practices for Immediate Bed Availability. National Association of County and City Health Officials.
This report highlights the promising practices being used by healthcare coalitions to plan and increase immediate bed availability in rural communities.
Hanfling, D. (2013). Role of Regional Healthcare Coalitions in Managing and Coordinating Disaster Response.
The author provides an overview of the history of coalition development in the National Capital Region, describes the "optimal framework for coordinating response between existing healthcare coalitions and emergency management infrastructure," and explains how regional networks can bolster communications and situational awareness.
Healthcare Preparedness Coalition of Utah/Wasatch Counties. (2014). Regional Medical Surge Plan: Expanding Local Healthcare Structure in Mass Casualty Events.
This plan defines how healthcare and related organizations within this specific region will work together to prevent, mitigate, respond to and recover from a disaster that leads to a surge on healthcare facilities. It can be used by personnel in real emergencies and when conducting training, drills, and exercises.
Office of the Assistant Secretary for Preparedness and Response. (2016). 2017-2022 Health Care Preparedness and Response Capabilities. U.S. Department of Health and Human Services.
This 70-page document describes the four capabilities that healthcare coalitions and individual healthcare facilities need to prepare for, respond to, and recover from emergencies. The capabilities are: foundation for healthcare and medical readiness; healthcare and medical response coordination; continuity of healthcare service delivery; and medical surge. Capability 1, Objective 4 covers training and preparing the healthcare and medical workforce.
Porth, L. and Gatz, J. (2013). Healthcare Coalitions: An Emergency Preparedness Framework for Non-Urban Regions. Missouri Hospital Association.
This guidance is targeted to non-urban communities in Missouri developing regional healthcare coalitions. It provides guidance on coalition membership, structure, governance, and roles/ responsibilities during a response (including coordination with city, county, regional, and state partners).
Santa Barbara County. (2017). Santa Barbara County Disaster Healthcare Partners Coalition Governance Document.
This document spells out Santa Barbara County's healthcare coalition member roles and responsibilities during disaster response and recovery. Planners may be particularly interested in the table and accompanying narrative that detail agency/discipline roles and responsibilities during response.
SE Minnesota Disaster Health Coalition. (2016). Healthcare Multi-Agency Coordinating Center (MACC).
This document can serve as a template for healthcare coalitions interested in creating a Healthcare Multi-Agency Coordination Center (H-MACC). The scope of this document involves H-MACC activities; information should be integrated within organizational and community operational documents as applicable.
St. Louis Area Regional Response System. (2014). St. Louis Area Regional Hospital Evacuation and Transportation Plan.
This plan focuses on emergencies and disasters requiring immediate response from regional partners and the St. Louis Medical Operations Center. It outlines a system to coordinate patient evacuation and establishes an organizational structure to facilitate communication and cooperation between the evacuating facilities, the St. Louis Medical Operations Center (SMOC), receiving facilities, alternate care sites, and transportation resources.
St. Louis Hospital Preparedness Committee. (2015). St. Louis Area Regional Hospital Re-Entry Plan.
This plan describes how the healthcare organizations in the St. Louis Area region will conduct re-entry operations following evacuation or operational interruption as a result of a disaster and includes the role of the medical operations center in coordinating this effort. It also includes information on managing identification, credentialing, and granting access management for healthcare facility personnel after an incident.
U.S. Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response. (n.d.). From Hospitals to Healthcare Coalitions: Transforming Health Preparedness and Response in Our Communities. (Accessed 11/20/2017.) U.S. Department of Health and Human Services.
This report provides an overview of the Hospital Preparedness Program (HPP), shares profiles of grant awardees, and includes a chapter on the future of HPP.
U.S. Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response. (2009). The Healthcare Coalition in Emergency Response and Recovery.
This follow up to the landmark Medical Surge Capacity and Capability (MSCC) Handbook covers all aspects of a healthcare coalition and its role in response and recovery. Though slightly dated, this remains a “must read” for all coalition leaders and planners.
U.S. Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response. (2012). 2.3 The Healthcare Coalition Response Team.
This webpage explains the composition, scope, management strategy, and requirements for a healthcare coalition response team.
U.S. Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response. (2017). Hospital Preparedness Program.
U.S. Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response. (2017). HPP Coalition Surge Test Webinar.
Center for Domestic Preparedness. (n.d.). Healthcare Leadership for Mass Casualty Incidents. (Accessed 2/18/2019.) Federal Emergency Management Agency.
This four-day residential course for healthcare leaders focuses on critical disaster emergency preparedness decision making, management of different facets of the hospital response, and considerations for the community. The course applies to any incident with multiple casualties requiring surge capacity implementation.
This three-day course provides instruction and facilitated discussion in healthcare coalition preparedness, best practices, and lessons learned in establishing an effective healthcare-coalition framework and conducting healthcare-coalition planning. Participants will learn about developing indicators, triggers, and tactics for proactive coalition planning as well as strategies for leading coalition response and recovery.
This four-day (32-hour) course is geared towards people responsible for emergency in healthcare facilities. It covers standards, regulations, and organizations; integration with stakeholders and other agencies; the Incident Command System; plans/the planning process; facility and personnel preparedness; exercises and training; mass casualty and surge issues; recovery; and finances.
Hupert, N., Biala, K., Holland, T., et al. (2015). Optimizing Health Care Coalitions: Conceptual Frameworks and a Research Agenda. Disaster Medicine and Public Health Preparedness. 9(6): 717-723.
The authors provide an overview of the Hospital Preparedness Program and healthcare coalitions in general. This is followed by a description of two frameworks they created to give coalition leaders improved insight into “how different enterprises achieve similar ends relevant to emergency response.” The authors also provide a research agenda related to coalition contribution to the healthcare system.
National Association of County and City Health Officials. (2017). The Role of Healthcare Coalitions in Emergency Response.
This fact sheet provides a succinct overview of healthcare coalitions (HCC) and lists their response roles. Two examples of HCC response are included, as are links to tools and resources.
* Porth, L. and Gatz, J. (2013). Healthcare Coalitions: An Emergency Preparedness Framework for Non-Urban Regions. Missouri Hospital Association.
Nevada Division of Public and Behavioral Health. (2016). Nevada Statewide Medical Surge Plan.
This state-level plan provides guidance for healthcare facilities in Nevada, allowing them to prepare to respond to planned and unexpected events that may necessitate a surge of hospital and other healthcare resources within the state. It outlines roles and responsibilities of each entity during the response phase.
Terndrup, T., Leaming, J., Adams, R., and Adoff, S. (2012). Hospital-Based Coalition to Improve Regional Surge Capacity. The Western Journal of Emergency Medicine. 13(5):445-52.
The authors examined the effect of a newly-developed regional healthcare coalition (in south Central Pennsylvania) on six surge capacity-related objectives. In a two-year period, the healthcare coalition improved areas under all objectives, which focused on situational awareness of capabilities and assets among members; exercising of plans across the region; augmentation of mutual aid agreements; development and strengthening of partnerships among members; ensuring NIMS compliance; and development and testing of a volunteer plan.
* ASPR TRACIE. (2017). Health Care Coalition Influenza Pandemic Checklist.
This planning tool is intended to assist health care coalitions and their partners in assessing their preparedness for an influenza pandemic. It may also be used to orient the response as a pandemic begins. This checklist can help healthcare coalitions assess, create, and improve their pandemic preparedness and response plans.
ASPR TRACIE. (2017). Health Care Coalition Preparedness Plan. U.S. Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response.
This template provides general headers and descriptions for a sample health care coalition (HCC) Preparedness Plan Template. The resources used to develop this template include sample HCC plans and the Health Care Preparedness and Response Capabilities.
ASPR TRACIE. (2017). Healthcare Coalition Resource and Gap Analysis Aggregator.
This tool was developed to serve as a companion to the Healthcare Coalition Resource and Gap Analysis Tool. This Aggregator Tool is intended to summarize the results from multiple HCC Resource and Gap Analysis to present an overall picture of a larger geographic area, including an entire state. To access the HCC Resource and Gap Analysis Tool and other select HCC resources, visit https://asprtracie.hhs.gov/hcc-resources. ASPR TRACIE welcomes feedback on how to improve these tools. The intent of releasing the initial version of the Aggregator Tool was to allow jurisdictions to use and test it and provide us with recommendations for enhancements to ensure our stakeholders get the most helpful results. For questions, comments, or assistance with this tool, contact us at [email protected] or 1-844-5-TRACIE (587-2243).
This document provides answers to some of the most commonly-asked questions about healthcare coalitions and serve as a checklist and help new coalition leaders in the early phases of their work.
DC Emergency Healthcare Coalition. (2014). DC Emergency Healthcare Coalition Communications Support Annex: A Support Annex to the DC EHC Emergency Operations Plan for Coalition Members.
This document provides guidance on the specific processes, procedures, and technology related to the communication systems utilized by the DC Emergency Healthcare Coalition during incident response. The information management needs during response require the ability to share information within the Coalition as a group of healthcare organizations, with jurisdictional agencies, with other external partners (e.g., Suburban Maryland Hospital Communication Center), and potentially federal entities (e.g. HHS, DHS).
DC Emergency Healthcare Coalition. (2014). Public Information Functional Annex.
This annex to the DC Emergency Healthcare Coalition (DCEHC) EOP provides guidance to Healthcare Coalition public information officers (PIOs) and/or their staff during a pre-planned event or no-notice incident of significance to assist in providing timely, accurate, and consistent information to hospital personnel, external response partners (police, fire, EMS, public health, and emergency management), and the public.
Eastern Virginia Healthcare Coalition. (2016). Continuity of Operations Plan (COOP): Guide for Disaster Avoidance, Preparation, and Recovery.
This plan describes the steps the Eastern Virginia Healthcare Coalition will take following a disaster to ensure that it is able to return to normal operations as quickly as possible in order to fulfill its mission of supporting its healthcare community in response and recovery. It may be used as a reference to assist other coalitions with developing their Continuity of Operations plans.
Eastern Virginia Healthcare Coalition. (2016). Eastern Virginia Healthcare Coalition Emergency Operations Guide.
This Emergency Operations Guide addresses protocols, procedures, and organizational structure necessary for the healthcare entities in the Eastern Region to prepare for, respond to and recover from emergencies as a collective whole, in partnership with other emergency response agencies.
Frogel, M., Flamm, A., Sagy, M., et al. (2017). Utilizing a Pediatric Disaster Coalition Model to Increase Pediatric Critical Care Surge Capacity in New York City. Disaster Medicine and Public Health Preparedness. 11(4): 473-478.
The authors describe the stepwise development of the NYC Pediatric Disaster Coalition as a model for other cities to replicate in planning for pediatric disaster patients. They also discuss how the coalition supported hospitals in planning for pediatric surge.
Illinois Department of Public Health. (2018). Illinois Department of Public Health Emergency Support Function (ESF) 8 Plan.
This plan describes concept of operations, roles and responsibilities, and command structures for ESF-8 members in Illinois that may be useful to coalitions in developing coordination structures and plans for their communities when integrated into ESF-8. This plan can be used as a guidance or template for regional healthcare coalitions. Illinois has seven Public Health and Medical Service Response Regions with a state-wide population of approximately 12.8 million.
Kansas City Metropolitan Area. (2016). ESF 8: Public Health and Medical Services: Kansas City Metropolitan Area Regional Coordination Guide. (Contact ASPR TRACIE via email at [email protected] for access to this document).
This comprehensive (318 page) annex to the Regional Coordination Guide describes how public health and medical services capabilities from metropolitan areas surrounding Kansas City would be coordinated in the event of a natural or human-caused disaster. It details planning for every aspect of disaster medical response and may be a useful reference for metro area planners. It is not public but available on request for official use.
Louisiana Hospital Association. (2013). Louisiana ESF-8 Health and Medical Preparedness and Response Coalition.
This plan describes the structure, functions, and planning frameworks of the Louisiana ESF-8 Health and Medical Preparedness and Response Coalition. Coalition membership is primarily those that have a preparedness and response function under ESF-8 such as public health, pre-hospital, and hospital assets. This plan includes sections such as ESF-8 Network Information Sharing; communication hardware/ modalities; planning framework; and cross-cutting activities/processes.
The Northern Utah Healthcare Coalition created this guidance to help members have the right resources available at the right time and place after an incident. It describes protocols for resource requests, as well as reimbursement among members.
Northwest Healthcare Response Network. (2017). Plans and Resources.
This webpage includes links to plans, tools, and services provided by this healthcare coalition. Links to other resources (e.g., active shooter, pandemic influenza, and Ebola) are also included.
NW Oregon Health Preparedness Organization. (2015). Memorandum of Understanding: Hospital/ Health System Facility Emergency Mutual Aid.
This Memorandum of Understanding (MOU) is a voluntary agreement among the hospital/health system facilities in Northwest Oregon Healthcare Preparedness Region 1 (and Southwest Washington) with the goals of: 1) coordinating emergency planning; 2) preparing for a coordinated response to large-scale emergencies; 3) facilitating communications; and 4) providing mutual aid during a medical disaster. It may be used as a reference by other healthcare coalitions for developing coalition-specific memoranda of understanding.
Office of the Assistant Secretary for Preparedness and Response. (2017). Health Care Coalition Surge Test Tool. U.S. Department of Health and Human Services.
This training video provides an overview of how to use the HHS ASPR Health Care Coalition Surge Test Tool. The tool can be found at https://www.phe.gov/Preparedness/planning/hpp/Pages/coaltion-tool.aspx.
Public Health-Seattle and King County, Washington. (2015). ESF 8 Basic Plan-Health, Medical and Mortuary Services.
This plan describes concept of operations, roles and responsibilities, and command structures for ESF-8 members in King County, Washington that may be useful to coalitions in developing coordination structures and plans for their communities. This plan includes concept of operations and roles and responsibilities that involve the Northwest Healthcare Response Network (healthcare coalition).
Region 1 NW Oregon Health Preparedness Organization. (2015). Health/Medical Multi-Agency Coordination (MAC) Group Handbook.
This Health/Medical Multi-Agency Coordination (MAC) Group Handbook provides the framework for MAC Group activities during a public health emergency with significant regional impacts. The handbook also includes a section entitled “Ethical Framework and Criteria” and a facility mutual aid memorandum of understanding.
SE Minnesota Healthcare Coalition. (2013). Communications Guidelines.
The SE Region Healthcare Coalition Communications Plan provides information to support interoperability and effective communication among coalition partners during all phases of disaster.
This webpage describes the Catastrophic Medical Operations Center (referred to as “the operational arm of the Regional Healthcare Preparedness Coalition) and highlights the four levels of activation. A link to frequently asked questions is located at the bottom of the page.
This webpage includes links to plans, templates, and tools that can help planners draft reports, conduct hazard vulnerability analyses, develop family reception centers, and the like.
U.S. Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response. (2019). National Health Security Strategy.
The goal of the National Health Security Strategy (NHSS) is to strengthen and sustain communities’ abilities to prevent, protect against, mitigate the effects of, respond to, and recover from disasters and emergencies. This webpage includes links to the full text of the plan, an overview, the NHSS Implementation Plan, the NHSS Evaluation of Progress, and an NHSS Archive.
This agreement facilitates the sharing of staff, equipment, supplies, and pharmaceuticals, and the transfer of patients during disasters affecting the rural Uintah Basin region. It may be used as a reference by other healthcare coalitions for developing coalition-specific memoranda of understanding.
Washoe County, Nevada. (2017). Emergency Medical Services Regional Plans.
This webpage includes links to county-specific plans and annexes (e.g., multi-casualty incident plan; mutual aid evacuation annex; and family service center annex).
ASPR TRACIE and NETEC. (2017). Highly Pathogenic Infectious Disease Exercise Planning for Health Care Coalitions.
The speakers in this webinar discussed exercise templates designed to help manage patients with highly pathogenic infectious diseases; explained how exercises support ASPR's regional, tiered approach; and shared their experiences planning and executing exercises for Ebola and other special pathogens.
DC Emergency Healthcare Coalition. (2014). DCEHC Acute Care Facilities Decontamination Planning Template.
This planning template can help acute care facilities prepare for and respond to a hazardous material incident.
DC Emergency Healthcare Coalition. (2014). DCEHC Disaster Behavioral Health Planning Template.
This template provides planning guidance that allows healthcare facilities prepare for and respond to the behavioral health needs of patients, staff, and loved ones impacted by a disaster or other emergent situation.
DC Emergency Healthcare Coalition. (2014). Healthcare Facility Evacuation Incident Specific Annex.
This annex to the Washington, DC Emergency Healthcare Coalition Emergency Operations Plan provides guidance to personnel supporting an incident in which a single or multiple healthcare facilities in the District of Columbia require evacuation.
DC Emergency Healthcare Coalition. (2014). Residential Healthcare Facility Mass Fatality Procedures Template.
This template was designed to provide guidance to healthcare coalition member organizations that provide residential healthcare services (e.g., acute care, long, and short term care) regarding effective management of mass fatality situations.
DC Emergency Healthcare Coalition. (2014). The Active Shooter in a Healthcare Facility: A Template for Response Procedures.
This document serves as a planning guide for healthcare coalition member organizations wishing to establish response plans for an active shooter incident (defined as any individual with a firearm threatening harm or engaged in the process of causing harm in a facility or on a campus; other definitions are included in the plan).
East-West Gateway Council of Governments. (2016). East-West Gateway Council of Governments Regional Alternate Care Site Plan.
This plan contains documents that fully detail the St. Louis Area Regional Response System (STARRS) approach to Alternate Care Sites (ACS). It highlights how ACS can be used to alleviate the burden caused by a surge of patients entering the healthcare system.
Salt Lake, Summit, and Tooele County Healthcare Preparedness Coalition. (2014). SST Regional Mass Surge & Alternate Care Plan.
This comprehensive plan explains how alternate care facilities will be used in the Salt Lake, Summit, and Tooele County (UT) Region to help increase the capacities and capabilities of public health and healthcare facilities in the event of a mass casualty incident that leads to a surge in patients.
South Dakota Department of Health. (2015). ESF #8 Sturgis Rally Plan.
This plan incorporates various stakeholders from healthcare and related agencies and was developed in advance of the 75th Sturgis Motorcycle Rally.
U.S. Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response, and the Centers for Disease Control and Prevention. (2014). Ebola Training Webinar for Healthcare Coalitions and Healthcare Workers.
This webinar presents lessons learned and other best practices for healthcare workers and coalitions as a result of the Ebola epidemic.
Note: The agencies and organizations listed in this section have a page, program, or specific research dedicated to this topic area.
ASPR TRACIE. Select Health Care Coalition Resources. U.S. Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response.
U.S. Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response. Hospital Preparedness Program.
Eric Alberts, CEM, CHS-V, FPEM, FPEM-HC, CDP-1, CHPP, CHEP, SEM, CFRP, FABCHS, Corporate Manager, Emergency Preparedness, Orlando Health, Inc.; Patrick Ashley, MS, Virginia Department of Health; Craig DeAtley, Director, Institute for Public Health Emergency Readiness, MedStar Washington Hospital Center; Andrea Esp, MPH, CPH, CHES, KG7VXU, Inter-Hospital Coordinating Council, Washoe County Health District; Dan Hanfling, MD, Special Advisor, National Healthcare Preparedness Program, HHS/ASPR; John L. Hick, MD, HHS ASPR and Hennepin County Medical Center; Richard Hunt, MD, Senior Medical Advisor, National Healthcare Preparedness Programs, HHS/ASPR Office of Emergency Management; Mark Jarrett, MD, MBA, MS, SVP & Chief Quality Officer, Associate Chief Medical Officer, Northwell Health, Professor of Medicine, Zucker School of Medicine at Hofstra/Northwell; Brad Learn, CHEP, Emergency Preparedness Coordinator, Kentucky Hospital Association; Onora Lien, Executive Director, Northwest Healthcare Response Network; Mary Russell, EdD MSN, Emergency Services, Boca Raton Regional Hospital; Susan Snider, M.A.; Lori A. Upton, RN, BSN, MS, CEM, Director of Regional Preparedness and Operations, Southeast Texas Regional Advisory Council; and Virginia Zimmerman, BS, MA, Michigan Volunteer Registry and Medical Reserve Corps Coordinator, Division of Emergency Preparedness and Response, Bureau of EMS, Trauma and Preparedness, Michigan Department of Health and Human Services. | https://asprtracie.hhs.gov/technical-resources/25/coalition-response-operations-including-mutual-aid/21 |
What Is a Mutual Aid Agreement?
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By Carol Wiley
eHow Contributing Writer
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According to the United States Department of Agriculture, a mutual aid agreement is a
written agreement between agencies or jurisdictions in which they agree to assist each
other on request by furnishing personnel and equipment.
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Purpose
1. According to the Federal Emergency Management Agency (FEMA), state, tribal and local
governments and private nonprofit organizations often establish mutual aid agreements to
provide emergency assistance to each other when disasters or emergencies occur.
Preparing an Agreement
2. To prepare a mutual aid agreement, the Ohio EPA recommends anticipating the types of aid
needed in an emergency, preparing and agreeing to a written mutual aid strategy and
practicing the strategy by conducting drills with the participants in the agreement.
Goals
3. According to the Ohio EPA, goals of a mutual aid agreement might include increased
access to and fast delivery of critical resources during an emergency, professional solidarity
in providing resources to affected communities and increased reassurance to the public that
essential services will return quickly.
Components
4. Mutual aid agreements are generally voluntary, have uniform procedures specified, include
a release of liability and have a method to account for costs and reimbursements. Other
clauses can be inserted to clarify the arrangement.
Considerations
5. Mutual aid agreements vary depending on community needs, logistics and local legalities. | https://www.edocr.com/v/gpjn46d1/globaldocuments/documentc1pdf |
· Take the lead in developing, reviewing and implementing Emergency Response plans and pre-incident scenarios in coordination with operations, Process Safety, Engineering and Technology appropriate for the activities and current conditions of the site. Including Fire, Oil Spill, Medical Emergency Response, Rescue and Chemical Spill Response (HAZMAT) with integration with the crisis management plan and other business operations plans.
· Ensures that SMDS emergency response plans are current and accessible and the Emergency Control Centres are maintained in a ready state at all times.
· Responsibility to develop and maintain a process for continuous improvement in emergency response including exercising the emergency response plans, supporting line management in follow up actions from drills and exercises and providing support for local drills.
· Developing competence in all stakeholders, emergency response teams, suppliers and regulators to ensure an effective response in the event of an incident
· Perform high-level review of tactical response equipment/personnel/training
· Review of incidents, or audit outcomes with Emergency Response implications and ensure identified improvements are built into the plans.
· Design and administer emergency/disaster preparedness training that teaches people how to effectively respond to Incidents, major emergencies and disasters
· Develop, maintain and test competence in all personnel with emergency response roles. Defines competency requirements for Emergency Response Teams and provides the necessary training by sharing his own expertise or using 3rd party trainers.
· Develop relationships with external organizations to develop and foster a mutual aid network across relevant industries and represent Shell on other external emergency response agencies and authorities.
· Establish and maintain relationships with statutory authorities, industry groups and Shell Group in order to be aware of and influence changes to standards and regulation that may influence Shell’s business.
· Work with Group Expertise Centre to identify practical tools, practices, and work processes that facilitate business improvement in managing HSSE risks in an integrated manner.
· Responsible for sharing/communicating best practices and learning’s across all businesses for all emergency response exercises
· Execute Emergencies After-Action-Reviews (AAR) and cascade learning or improvements for subsequent emergencies.
· Required to keep informed of state and other regulations affecting emergency plans and ensure that plans adhere to these regulations
· Participates in the development of regional emergency contingency plans and coordinates SMDS’s participation in practice exercises of the regional plan. Maintains contact with other Emergency Response Focal point in Shell Refineries, local government authorities and neighboring private companies to facilitate networking of best practice and immediate action in case of emergency
· Ensures that emergency communication systems are functional and adequate for effective communication between members, operations, Emergency Control Centre and mutual aid partners.
· Identifies fire and emergency response equipment and ensures the purchase of approved equipment (mobile equipment).
· Ensures emergency response equipment inspection checklists are in place, completed, audited, and equipment maintained to meet local legislative requirements and ensures audits are evaluated and findings acted on in a timely manner.
· Accountable for maintenance and upkeep of firefighting equipment in the Fire station as well as in the field (e.g. firetrucks, fire extinguishers, portable and fixed foam/water cannons, fire hoses/nozzles, foam tanks/pumps, hydrants, firewater pumps, fire training ground, SCABA).
· Accountable for minimum stocking of oil spill consumables (e.g. oil dispersants, absorbents, rubber boots/gloves, plastic pails, rags, shovels, etc.
· Accountable for the maintenance and upkeep of the Fire station, the Fire Fighting Training Grounds, and the Oil Spill Kits.
Other Accountabilities
a. Legal/statutory
International Ship Port Security (ISPS), PAPA 1 site
b. Emergency response
ERT – Site Safety Officer within ICS structure
c. Shell assurance
HSSE & SP Control Framework – Emergency Response auditor
Requirements
1. Working experience with a uniformed body from emergency services with skills in firefighting, rescue and oil spills.
2. Well-versed with Bomba & DOSH requirements, Bomba Act and OSHA Act and standards, especially in the application of fire equipment and safety equipment in the oil & gas industry.
3. Working knowledge of the MKN Arahan 20 and the National Oil Spill contingency plan
4. Skills on industrial firefighting preferably in oil and gas fires
5. Skills to incident management using the Incident Command System
6. Ability to conduct FF, Incident Management, Confined Space and Rescue training
7. Good networking with the Bomba, PIMMAG (3rd party emergency and oil spill response), and oil and gas industries players
8. Knowledge on ISO18001 and ISO14001.
9. Minimum of 5 years experience in Oil and Gas industry. | https://hsewatch.com/emergency-response-lead-opportunity-in-malaysia |
This is the text of a letter that the board of the Ohio Mayors Alliance sent to Gov. John Kasich on Aug. 21. It calls for a more urgent emergency response on the part of the state to the opioid epidemic.
The letter was signed by Mayor John Cranley of Cincinnati, Mayor Lydia Mihalik of Findlay, Mayor Tim DeGeeter of Parma, Mayor Andrew Ginther of Columbus and Mayor Don Patterson of Kettering.
We are losing an average of 11 Ohioans a day to the opioid epidemic. Last year, the overdose death rate increased from the previous year by 36 percent, and all signs suggest that 2017 could be even worse. We are witnessing an unfolding catastrophe unparalleled in our state's recent history, and more needs to be done by all of us to confront this deadly epidemic.
As leaders in our communities, we have sought to understand what more we can do. Many of us have equipped our first responders with Narcan. We have helped facilitate intergovernmental working groups to share information and accelerate our response strategies. We have also worked to understand what efforts our peer communities are doing to learn from one another and share best practices.
From our perspective on the front lines, it has become clear that a more coordinated and comprehensive strategy among all levels of government is urgently needed, and we believe the time is right to reconsider what more can be done given President Trump's recent declaration of a national emergency. Therefore, we write to you today to offer our partnership and to make recommendations about how we can strengthen our collective response to Ohio's opioid epidemic.
This is not to suggest that there have not been important policies enacted by you and the state legislature. The expansion of Medicaid has provided critical medication-assisted treatment, and access to outpatient and residential treatment services. The expansion of OARRS, new limits on opioid prescribing, Project DAWN , and the various grants included in the most recent state budget are all important measures that are having an impact.
You are also to be commended for recognizing early the need to establish a cabinet-level response to bring all aspects of state government to bear, but the time for a task force approach is behind us. What was once a prescription drug problem has morphed into an illicit drug crisis, and with that shift, the rise in overdose fatalities appears to be accelerating.
1. Activate the State Emergency Operations Center and Joint Dispatch Facility.
Prudent policy decisions can't be made unless there is good data and a clear understanding of the developing crisis. As we surveyed our member communities to understand what was being done on the ground, it became clear that insufficient information flow among different levels of government was impairing our collective ability to make sound policy decisions.
To address this, we believe the State of Ohio's Emergency Operations Center and Joint Dispatch Facility needs to be activated immediately. This would allow for the creation of a command structure that would include representatives from the various levels of government, as well as a designated point person or czar to manage the response.
2. Mobilize and improve the upward flow of critical data from local communities.
Activating the Ohio Emergency Operations Center will fundamentally improve situational awareness by facilitating a more centralized collection of up-to-date statistics and metrics. It will also establish ongoing two-way communication with local government officials including mayors, county commissioners, sheriffs and coroners, public health departments, behavioral health providers, hospitals and medical associations. We can and will help mobilize the upward flow of information from the various governmental and non-governmental entities within our regions.
3. Establish a mechanism to facilitate mutual aid between jurisdictions.
The current structure does not foster cross-county resource sharing when there are shortages and excess capacity of things like naloxone kits and treatment services. This mechanism could also do such things as work with the pharmacy board to permit sharing of naloxone, establish state stockpiles of Narcan, clean needles, and other materials that can be deployed as needed, and allow communities to benefit from state purchasing agreements to obtain the best pricing.
4. Review all available opportunities to secure funding and resources.
Every cabinet agency should review all possible funding opportunities at the federal government and in the philanthropic sector. The state should also help local communities -- especially those hardest hit -- to identify potential funding opportunities and provide grant-writing support to secure additional resources.
A similar approach was taken in Alaska after its declaration of emergency.
5. Assess all Medicaid policies relating to detox and treatment.
The state should review existing prior authorization rules and reimbursement rates that serve as barriers to accessing care and make it difficult for many counties to identify a single private provider of ambulatory detox services. Continue to modernize and strengthen Ohio's prescription drug monitoring program. Review administration policy and seek a statewide waiver of the Medicaid IMD (16-bed rule) that needlessly constrains the pool of available treatment beds. Review Medicaid policies for the reimbursement of naloxone kits administered by EMS personnel.
6. Leverage the regulatory authority of the Department of Insurance.
As the regulator of private insurance in the state, Ohio's Department of Insurance is charged with enforcing the Mental Health Parity and Addiction Equity Act and setting standards for what essential benefits plans must cover when sold on the health insurance marketplaces. The state should ensure that Ohio adopts a benchmark plan that provides medically-recommended levels of treatment through private insurance comparable to what is offered by Medicaid, which today is paying for nearly half of the cost of treatment in the state. Private insurers should be expected to do their part.
7. Create a charitable vehicle to secure private-sector resources.
Working together, we can and should seek resources from the private sector to enhance prevention and mitigation efforts in this crisis. Business leaders can be engaged to help either through in-kind or direct financial contributions, but they must be asked to do so and told how they can help. We think the business community will help, and we are confident that, if we work together with you, we can bring some essential private-sector resources to help in this ongoing fight.
This epidemic didn't happen overnight, nor will it be swiftly overcome, but together as a unified force we can stem the tide and put Ohio on the path towards a resolution. We firmly believe that, if enacted, these recommendations will allow us all to make better informed decisions and policies.
We are grateful for your leadership, and we pledge to work with you to help implement this framework and stop the devastating effects of Ohio's ongoing opioid epidemic. | https://www.wcpo.com/news/opinion/op-ed-heroin-crisis-demands-emergency-response-from-ohio?page=2 |
Disaster Medical Services Division — Flood Contingency Plan
The Emergency Medical Services Authority (EMSA) is tasked to plan for and coordinate State-level medical response to disasters. EMSA works in conjunction with the California Department of Public Health (CDPH) and the California Emergency Management Agency (CalEMA) to support local response efforts by providing supplemental medical sources utilizing private and public medical resources through a system of mutual aid coordinators and emergency contacts. Also included in this responsibility is the task of arranging for evacuation of injured disaster victims to hospitals in areas/regions not impacted by a disaster.
The primary concerns for EMSA during weather-related emergencies include the evacuation of acute and long-term care facilities threatened with flooding, emergency support to home health care patients and medical support to the medically fragile who are evacuated.
- COMMUNICATIONS:
- Warning and NotificationCalEMA Warning Center: Initially, CalEMA will monitor the impact of any rainfall and its potential for flooding. If flooding is imminent, the EMSA Duty Officer (a member of the Disaster Medical Services Division) will be alerted by the CalEMA Warning Center to establish the Medical/Health Branch of the Regional Emergency Operations Center (REOC).
- Initial Notifications by Duty OfficerTo the Impacted Operational Area: Contact the medical/health coordinator to determine the extent of the situation and whether full activation of the medical/health mutual aid system may be required. (Operational Area (OA) is the term established by the State’s emergency management system and encompasses the county, cities and special districts within the geographic boundaries of the county. Operational Areas are grouped together into six mutual aid regions within the state.)
To the Affected Region: Activate the Regional Disaster Medical/Health Coordinator (RDMHC) in the affected region. RDMHCs are county medical or emergency services employees under contract with EMSA and CDPH to coordinate mutual aid support within the mutual aid regions. If the RDMHC has not already done so, they are requested to establish communications linkages with the medical/health coordinator of the affected Operational Area. The RDMHC function is to continue monitoring the situation and to coordinate any immediate requests for medical/health resources from other Operational Areas within the region.
To EMSA Staff: Alert the Department’s Director and Deputy Director and request authorization to activate the EMS Authority Departmental Operation Center (DOC). Contact the remaining personnel of the Disaster Medical Services Division and, depending upon the scope of the event, staff the REOC Medical/Health Branch and the EMSA DOC.
To the CDPBH Staff: Although the CDPH Duty Officer will probably have been notified by the CalEMA Warning Center, the CDPH Duty Officer will be contacted by the EMSA Duty Officer to determine the need to establish the State’s medical/health Joint Emergency Operations Center (JEOC).
- Secondary NotificationsTo Augment Staffing: Contingent upon the size and scope of the emergency, other departmental staff will be assigned functions within the DOC as necessary to meet the expansion (or contraction) of the emergency. Commensurate with their training and experience, EMSA personnel may be assigned functions at either the REOC, the EMSA DOC or the JEOC.
To the Unaffected Regions: Depending upon the location and extent of the event, alert one or more of the remaining RDMHCs to assist the State by providing resources for the response.
To C.A.R.E.S.: The California Amateur Radio Emergency Services (CARES) will be alerted and placed on a stand-by status. Organized under the California Health and Human Services Agency, this group provides back-up radio support to all departments within the Agency in the event that voice communications systems are damaged.
To the California Health and Human Services Agency: The Agency will be notified and appraised of the emergency and the status of the response.
To Other Support Organizations: The CalEMA Warning Center will have alerted many of the other state response agencies; however, EMSA will establish contact with those other agencies and organizations that specifically support the medical and health response. These might include the California National Guard (CNG), University of California (UC) and other state departments (for medical supplies and personnel) and Department of Social Services (for shelter issues).
- Communications SystemsEmergency Alert System: EMSA will release for immediate broadcast, pre-prepared public service announcements on preparing for evacuation (reminding evacuees to take along their prescriptions, medical devices and equipment), where to get medical attention (locations) and tips on caring for vulnerable populations (disabled, elderly and children).
Response Information Management System: The EMS Authority, utilizing the computer-based CalEMA Response Information Management System (RIMS) as a platform, will receive situation data from impacted areas and the mutual aid regions. EMSA will also access the RIMS to update reports on the status of the medical and health response. This system was developed and is available at most Operational Area emergency operations centers (EOCs), although it is not available at their supporting medical and health DOC.
California Amateur Radio Emergency System (CARES): CARES will, when requested, establish communications between state responders at the EMSA DOC, the JEOC and Operational Area EOC or DOC that have amateur radio capability. CARES has established radio stations in Sacramento, Berkeley, Fairfield and Los Angeles.
Radio: Amateur radio groups such as Radio Amateur Communication Emergency Services (RACES), which are locally organized and coordinated through CalEMA, also provide on-site radio services at emergency operations centers and at hospitals, as needed.
Other Systems: All EMSA Disaster Medical Services Division staff carry mobile cellular phones with the technology to page, forward and record messages, making critical information immediately accessible. Also available is a satellite telephone system, developed (in a limited capacity) with several Operational Areas in Southern California.
- MANAGEMENTEMSA’s emergency response system is organized under the Standardized Emergency Management System (SEMS) as required by Section 8607 of the Government Code. EMSA manages and coordinates mutual aid among mutual aid regions, between the regional level and state level, and serves as the coordination and communication link with the federal disaster response system. The Department Director serves as the State Disaster Medical Coordinator in directing the medical assistance to an impacted jurisdiction.
- FIRST ACTIONSThe following checklist constitutes the first operational activities to be conducted by EMSA staff after initial and secondary notifications have been made. All activities are contingent upon the scope and extent of the emergency:
- Establish an ongoing communications link with the affected area and gather information and other data to compile an initial assessment of the emergency.
- Receive initial requests from the affected county for disaster medical and health resources.
- Assign staff to the REOC.
- Open and staff the EMSA DOC and the JEOC.
- Activate mutual aid system through direct communications with the RDMHCs, CARES and other state support agencies as required and respond to initial resource requests.
- Develop the initial medical and health response action plan.
- Determine the need to activate and deploy liaison and/or field rapid assessment team into the affected area.
- Determine need to request federal activation of Disaster Medical Assistance Teams (DMATs). Contact CalEMA and the Federal Emergency Management Agency (FEMA) and the US Public Health Service to secure necessary approvals.
- Establish daily medical/health statewide interagency conference calls.
- Secure CalEMA mission numbers and logistical support as required for procurement, mobilization and transport of requested resources.
- EMSA STAFFINGOf the 24 EMSA personnel trained in disaster management response, approximately 18 have received SEMS training in EOC operations. The remaining six have received the basic introductory course. Additionally, many EMS Staff are veterans of previous disaster responses with EOC experience, having served at the REOC, the JEOC, the State Operations Center (SOC) or all three. Currently underway are plans to provide refresher training in EOC management operations and planning functions in anticipation of future flood emergencies.
Additionally, several staff have participated in the California Specialized Training Institute’s Earthquake Management Course, which emphasizes EOC operations and concludes with an actual EOC exercise.
- FACILITIES
- STATE LEVELThe role of the State agency is to provide support to local government’s response to an emergency as requested by the affected county. These activities may be carried out from several operations centers.
- EMSA Department Operations Center:Response Function: The DOC establishes and manages the department’s policy(s) regarding the medical response to a disaster. The public information officer also coordinates media activities and responds to outside requests for information regarding the department’s response activities, policies and overall status of the emergency. The financial and administrative staff document and track all costs and other information associated with the Department’s response.
Location:The DOC functions out of the EMSA facilities located near Highway 50 and Mather Field, CA.
Joint Emergency Operations Center (JEOC):
Response Function: The JEOC has dual functions. It acts as the State’s medical and health operations center as well as DHS’s DOC. The JEOC assesses the size, scope and need for medical/health resources and responds to and coordinates the acquisition of those resources, specifically the identification and procurement of medical, public and environmental health personnel, medical supplies, equipment and pharmaceuticals for delivery to the affected area.
Location: The JEOC functions out of the CDPH offices located at 1615 Capitol Ave, Sacramento, CA.
State Operations Center (SOC):
Response Function: The SOC is established by CalEMA in the event there are multiple REOCs opened. The SOC mediates among multiple REOCs competing for limited State resources. EMSA may be requested to provide a liaison role on disaster medical issues.
Location: The CalEMA Headquarters at 3650 Schriever Ave, Mather, CA.
- REGIONALRegional Emergency Operations Center (REOC):
Response Function: The role of the Medical/Health Branch of the REOC is to provide a liaison and coordination function between the various branches at the REOC and the JEOC. EMSA acts as Medical and Health Branch Chief within the Operations Section and provides departmental liaison to the REOC manager. The REOC Medical/Health Branch assists the JEOC in carrying out its mission by coordinating information needs, logistical support, and mission requests. One or two EMSA staff may be required to report to each REOC.
Location: The REOC will be opened in the region where the emergency has occurred. REOC sites have been established at Sacramento, Oakland and Los Alamitos in Orange County.
- OPERATIONAL AREAUnder SEMS, the responsibility for emergency management at the local level rests with the elected government officials. State agencies may be requested to provide liaison or response management support on-site at the Operational Area EOC or DOCs.
Emergency Operations Center:
Response Function: A Medical/Health Branch will be established at the Operational Area EOC. The Branch will coordinate the medical and health response within their jurisdiction and access the RDMHC for additional mutual aid resource support. The branch will also provide response situation assessments to the JEOC and participate in the daily inter-agency conference calls. If a DOC (health care agency or health department) is opened, some of the functions will move to this location. Depending on the scope of the event, the JEOC may provide liaison staff or other management support to the medical and health function.
Location: Location determined by local emergency management officials.
Department Operations Center:
Response Function: Provides emergency management and response pertinent to the mission of the specific department. The DOC may assume some of the Operational Area EOC Medical/Health Branch functions and provide information to meet ongoing EOC needs. Dependent upon the scope of the event, EMSA may provide liaison staff or other management support to the medical and health branch.
Location: Determined by local emergency management officials.
- RESOURCE PREPARATIONOperational Area medical and health officials may request specific or general medical resources to meet medical and health needs within their jurisdiction. These needs could include resupplying or reinforcing staffing for hospitals, skilled nursing facilities, primary care clinics, shelters, public and environmental health functions and facilities and pre-hospital care providers, as well as casualty evacuation. Initial requests for support will be coordinated by the RDMHC in the affected region. Additional requests beyond the region’s capabilities will be coordinated through the REOC and JEOC. Sources for these resources may include other state agencies, the private sector, unaffected regions and the federal government.
- Additional Staffing
- Emergency Medical Management AssistanceMedical management assistance will be provided to the REOC or the Operational Area EOC/DOCs by other local EMS Agencies to facilitate 24-hour staffing of disaster medical operations.
- Medical/Health Rapid Assessment TeamDHS and EMSA assisted by local EMS Agencies will deploy a Medical/Health Rapid Assessment Team to develop “real-time” assessments of the short-term and long-term medical and health needs of the impacted population and the disaster’s affect on the medical and health infrastructure of the area.
- Medical and Health Personnel (sources)State Agencies:
- CNG
- UC Hospitals
- Department of Corrections
- California Youth Authority (CYA)
- State Hospitals
DMATs: Preconfigured and trained teams of medical volunteers that have the ability to respond from jurisdictions within the state or from other states. California currently has four Level I teams able to deploy within 24 hours. Teams are activated by request through the federal government following a Presidential Disaster Declaration.
Mutual Aid through RDMHCs – Unaffected Regions (sources):
- Local health departments
- Hospitals
- Registries
- Medical Societies
- Materials
- Medical Supplies, Pharmaceuticals and Equipment (sources)State agencies:
- UC
- State Hospitals
Private medical suppliers and pharmaceutical vendors
- Other FacilitiesEMSA staff reporting to the JEOC and REOCs will be equipped with a portable computer to connect to RIMS and a cellular telephone for emergency back-up communications.
- State Offices at RiskEMSA operates one office located in downtown Sacramento. As necessary, EMSA will relocate its operations to the JEOC. EMSA will work with DHS to find an alternate location for the JEOC if the facility is endangered.
The department has identified equipment and files that must be preserved
to insure continued department operations. The responsibility of protecting, preserving and re-establishing department operations is tasked to the EMS Authority’s Administration and Finance Division. | https://emsa.ca.gov/disaster-medical-services-division-flood-contingency-plan/ |
Mitigation is the process of taking action before a disaster strikes with an aim of reducing human loss and financial consequences. Mitigation involves activities and measures taken to reduce loss of property and life by decreasing the outcome of any calamity and catastrophe. Successful mitigation programs demands that everybody understands the risks involved, engage to tackle the hard choices and provide for a long-run well-being of the society. Lack of proper mitigation actions and programs will jeopardize public safety and property security. Natural and artificial disasters can occur anyplace and at anytime and the human and financial costs are difficult to forecast (OHSEP, 2009). The degree of occurrence of disasters is increasing each and every year making the federal government to intervene. However, not all disaster cases have sparked action from the federal government since only 50% of disasters occurrences have triggered Federal assistance.
Mechanisms for emergency management and response are provided by the National Incident Management System (NIMS) by working cooperatively with related institutions to offer regular and general approach to preparedness (Donald, et al 2012). This is achieved through a constant phase of planning, training, exercising, evaluating, equipping and taking remedial measures. Continuous preparedness actions and incident response activities make sure there is harmonization of activities during times of crisis (ICMA n.d). Furthermore, preparedness makes it possible for effective emergency management activities as well as efficient incident response activities. To develop preparedness programs and activities, organizations, individuals and communities should control existing preparedness efforts to achieve maximum possible results. Therefore, effective mitigation and preparedness should be done both at personal level, community level and national level.
Federal Emergency Management Agency (FEMA) is the body that is charged with the role of implementing mitigation programs as well as managing National Food Program. These programs are authorized by the congress in support of mitigation programs. This is aimed to support programs that reduce the disaster impact and so reduce the nation's dependence on taxpayers for catastrophe relief. FEMA's disaster alleviation and Insurance programs are established to help States and localities to accomplish the bets level of risk analysis and reduction as well as risk insurance (FEMA, 2013). Discussed below are the federal mitigation programs available.
Risk analysis involves the federal agencies working to understand the impact of disasters by means of advanced technology and multi-hazard engineering science so as to successfully plan to reduce their effects. The objective of risk reduction on the other hand is to reduce the level of risk to life and property (FEMA, 2013). This reduction of risk includes existing organization and future structure before and after the disaster. The process is achieved by issuing of regulations and ordinances, building and land use regulations and mitigation plans to reduce or eliminate the risks. Risk analysis is not a mitigation program or a disaster preparedness program but a process in every disaster mitigation and preparedness program. It is a process that should be done in every mitigation program to establish the degree of risk involved and the extent in which that perceived risk can be reduced to.
The National Flood Insurance Program (NFIP) is a program aimed at reducing the effects of flooding on both public and private structures through provision of reasonably priced insurance for property. The aim of the program is to encourage the public to adopt and implement flood management regulations to mitigate the impact of floods on both new and established structures (Floods, n. d) The NFIP therefore helps reduce the impact of disasters by encouraging the public to purchase and retain of both national flood insurance and risk insurance.
Assistance agreements or the Mutual aid agreements are accords made between state agencies, institutions and organizations that provide the means of accessing fast emergency assistance especially that of personnel, materials and other relevant services (FEMA, 2013). The most important objective is to facilitate a quick deployment of disaster support before, during and even after the incident.
This is an interstate common aid accord that allows assistance by one to another in the process of responding to all types of disaster whether natural or man-made. The National Emergency Management Association (NEMA) oversees this program.
This Model Intrastate Mutual Aid Legislation was created by National Emergency Management Association (NEMA) in relation to a range of disaster response institutions to aid intrastate common relief among other subdivisions in a state. The act also contains a reference record of states that have adopted intrastate agreements in their legislation.
This is a form of a contract among governmental which allows for the use of local disaster response under the patronage of EMAC. Among the cooperative agreements include the Intrastate Mutual Aid System (IMAS) and Emergency Management Committee (IAFC).
HSEEP is an exercise program based on capabilities and performance to offer a homogeneous policy, style and communication for and evaluating all mitigation exercises. HSEEP also facilitates the development of self-sufficient programs by providing tools and finances, guidance, technology training and exercise support (HSEEP, 2013). This combined approach to HSEEP performance promotes expertise in the exercise and advances a uniform means of assessing and promoting preparedness all over the nation. HSEEP provides general processes and policies that are practical for the exercise planners. The HSEEP delivers program guidelines with disaster lessons learned as well as existing preparedness exercise's best practices. The HSEEP also suggests strategies that make exercise programs to go hand in hand with broader field of disaster preparedness activities like training and material purchases.
Exercises have a crucial role in national disaster preparedness by giving the entire community and related players to experiment and validate disaster preparedness plans and mitigation capabilities. The program helps the stakeholders to identify their disaster mitigation capabilities and identify areas for improvement (HSEEP, 2013). A properly designed and implemented exercise program provides a low-risk environment to experiment preparedness capabilities. Disaster response personnel involved in the exercise will also foster significant interaction and communication among themselves and among the participating organizations. The HSEEP also provide crucial principles that guide the exercise programs (HSEEP, 2013). The HSEEP also provides a common approach to the organization and conducting of individual exercises. The HSEEP approach also supports all national preparedness missions and improves disaster related planning.
Individuals working in emergency management programs and disaster response units at all governance levels of including leadership positions need to be appropriately trained. They need the training on disaster preparedness so as to improve their all-hazards response capabilities all over the country (Donald, et al 2012). In addition, non-governmental institutions and private organizations with express roles in disaster response operations should also take part in NIMS training and disaster response exercises. This is because the standardized NIMS courses focus on the organizational and operational harmonization of disaster response processes and systems. These courses are also focused on disaster-specific expertise to ensure that disaster management and response units can function simultaneously and effectively during an occurrence. NIMS Training and exercises is specifically tailored to the tasks of the disaster personnel involved in the management and response of an incident. The NIMS personel mentoring allows the less experienced individuals to observe and learn from the more experience experts during an actual incident (Donald, et al 2012). This is what makes all disaster management players to be incorporated in the program to enhance their training and exercising.
The Hazard Mitigation Grant Program gives grants to state, local governments, eligible private and non-profit institutions to implement affordable and long-term mitigation programs after a major disaster affirmation (OHSEP, 2009). The sum of financial funding given is proportional to the total disaster costs which make it vary in different disaster situations. Any reasonable mitigation program is eligible for HMGP funding to ensure that any vulnerable community can apply for the funds.
HMGP funding is uses a "sliding scale" formula to allocate funds based on the proportion of the amount spent on the programs the declared disaster. The program should be to provide assistance for a disaster that has been declared by the president (Donald, et al 2012). The principle gives 15% of the anticipated total amounts of disaster aid for States with an ordinary State Mitigation program (OHSEP, 2009). States with a superior state mitigation plans get additional 5% to make a total of 20% of the anticipated total amounts of disaster aid.
Grant applications for the HMGP funding are delivered to WEM, which sets alleviation priorities and allocates grants depending on the funding available and the established criteria. FEMA carries the final suitability review to make sure that the funded projects comply with the set Federal regulations (OHSEP, 2009). They should also comply with the federal law that demands states to maintain mitigation plans that are approved by FEMA in order to receive HMGP project funds. The organized mitigation plan should categorize hazards, evaluate the state needs and express a community risk strategy that is related to natural disasters.
To get funded by the HMGP, the community or the institution must take part in mitigation and operate in accordance with the National Flood Insurance Program (NFIP). According to the regulations of the program projects should be environmentally sound economical and solution oriented towards reduction of disaster damages (Donald, et al 2012). HMGP approved Projects can protect either public property and establishments or private property. Projects to be funded under HMGP get 75% in federal funding and12.5% state funding while the applicant caters for the remaining12.5% of the costs.
The Pre-Disaster Mitigation (PDM) Program is a countrywide aggressive program that funds local and state governments to execute practical and economical disaster mitigation activities. The funding under the PDM program may be awarded for building or modernizing of all disaster mitigation plans and projects. The main concern is to complete an approvable plan for the local mitigation plan. Successful projects usually get 75% of the total project costs from the federal funding while the applicant covers the remaining 25% of the project costs. The community may be encouraged to support through in-kind services and also in dollars since no local share. All the applicants for the Pre-Disaster Mitigation (PDM) Program must be involved in the National Flood Insurance Program (NFIP) or in a Special Flood Hazard Area. Additionally, the community applying for the program must not have been suspended or on probation by the NFIP.
The Flood Mitigation Assistance is a cost-sharing program in which communities can apply for grants to establish comprehensive disaster and flood mitigation programs and implement flood mitigation projects. To receive FMA funds, the applying Communities must be members of the National Flood Insurance Program (NFIP). The general goal of FMA is to finance reasonable measures that eliminate or reduce the long-term risk associated with flood damage to buildings insured by the NFIP-insured, homes and other structures (ICMA, n.d). The FMA has other goals such as to reduce the number of repeatedly damaged structures, encourage long-term mitigation planning and to respond to community disaster needs. The FMA also complements other related mitigation programs established by the federal and state authorities.
FMA grants are available in two types: project grants and planning grants. Project grants of the program are set to implement mitigation measures that reduce losses to properties insured by NFIP by acquiring, relocating, elevating or demolishing these buildings. Communities that are participating in NFIP have access to Flood Mitigation programs and all hazard mitigation plans that are in place. Planning grants on the other hand are used to evaluate flood risks and build up Flood Mitigation Plans and reduce the risks. The grants are allocated to the state depending on the insurance policies adopted by the applicants as well as the number of reported cases of loss properties.
This grant program supports communities and states to reduce flood damages to properties that are insured and have valid claims to the National Flood Insurance Program (NFIP). The Repetitive Flood Claims grant program can also support purchase of properties or relocation of flood-prone buildings especially where the use of the structure has been restricted. The RFC program grants are allocated to applicants on a national basis with no considerations to State quotas or other state discriminatory grant allocations. All Repetitive Flood Claims Program grants are entitled up to 100% of federal funding.
Allocation will be given priority to finance acquisitions that provide more savings to the National Flood Insurance Fund depending on an economic analysis of costs versus benefits. A state that is approved under the NFIP standards is eligible even when a local plan is not needed but at the time of application all properties involved must be insured. Under the RFC grant award, FEMA can allocate up to 100% of the total approved amount to execute an approved project. This happens if the applicant has established that the planned activities can not be financed under the FMA program because of lack of capacity by the state or inability to manage the 25% match.
The Severe Repetitive Loss grant is a program that provides assistance to reduce long-term risk associated with flood damages to structures approved under the SRL and insured under the NFIP. A property is described as an SRL property if it is a residential property insured under an NFIP flood insurance policy with four NFIP claims payments, each worth $5,000. The building should also have made at least 2 payments within a 10-year period or two different claims payments. These payments should have cumulative amount of the building in the claims being more than the market value of the building.
Under the SRL program, funds are granted every year to States based on the quantity of Severe Repetitive Loss properties existing in the applying state. SRL grants for eligible activities under the program including structure elevation, building relocation or structure demolition of residential and commercial properties. The program also grants for property flood proofing measures, minor flood control projects, demolition projects as well as property rebuilding. The SRL grants can be allocated for up to 90% in federal cost. This State Mitigation Plan always addresses the state can carry measures to reduce properties that are classified as severe repetitive loss properties. | http://gold-essays.com/essays/informative/mitigation-and-preparedness.html |
Order Code RS21777 Updated September 2, 2005 CRS Report for Congress Received through the CRS Web Alabama Emergency Management and Homeland Security Statutory Authorities Summarized Keith Bea Specialist, American National Government Government and Finance Division L. Cheryl Runyon and Kae Warnock Consultants Government and Finance Division Summary Alabama has two statutes that address emergencies and disasters — the Alabama Emergency Management Act of 1955 (EMA) and the Alabama Homeland Security Act of 2003 (HSA). The EMA includes authorities to ensure that preparations are made to manage disasters or emergencies and to assist and encourage emergency management and emergency preparedness activities by making grants to political subdivisions for that purpose. The HSA established a Department of Homeland Security and other entities to coordinate and undertake state preparedness, planning, and response activities. A third statute, the Emergency Interim Succession Act, provides for the succession of powers for legislators and officers of political subdivisions in emergencies. Assistance is provided to victims through an extensive mutual aid program and federal aid. This report is one of a series that profiles the emergency management and homeland security statutory authorities of the 50 states, the District of Columbia, the Commonwealth of the Northern Mariana Islands, the Commonwealth of Puerto Rico, and three territories (American Samoa, Guam, and the U.S. Virgin Islands). Each profile identifies the more significant elements of state statutes, generally as codified. Congressional readers may wish to conduct further searches for related provisions using the Internet link presented in the last section of this report. The National Conference of State Legislatures provided primary research assistance in the development of these profiles under contract to the Congressional Research Service (CRS). Summary information on all of the profiles is presented in CRS Report RL32287. This report will be updated as developments warrant. Congressional Research Service ˜ The Library of Congress CRS-2 Entities with Key Responsibilities Governor: As commander and chief, the governor has power in case of war, invasions, insurrection, riot, tumult, breach of peace, natural disaster or imminent danger to call “all or any portion or class of the armed forces of the state” into active military service (Ala. Code §31-2-52(b)). The statute confers emergency powers on the governor and the governing bodies of political subdivisions (Ala. Code §31-9-2(2)). The governor is authorized to ascertain state needs in disasters or emergencies, consider rule changes and the need for warnings, among other tasks (Ala. Code §31-9-6(3,4)). Department of Homeland Security: The Department of Homeland Security (DHS) coordinates the receipt and distribution of homeland security funding, coordinates state strategy and establishes standards for all state homeland security efforts (Ala. Code §319A-4(b)). Director of Homeland Security: The director heads the state DHS and is subject to appointment by the governor and confirmation by the Senate. The powers of the director include: receiving and disseminating federal intelligence; planning and executing simulations; and ensuring cooperation of public officials and the private sector, among others. Also, the director exercises specified powers when the governor declares a state of emergency (Ala. Code §31-9A-5, §31-9A-9). Emergency Management Agency: The State Emergency Management Agency (EMA) ensures adequate preparations are taken to manage disasters and emergencies and provides for the common defense to protect the peace, health and safety, and preserve lives and property (Ala. Code §31-9-2(1)). The director of the EMA serves as an assistant director for the Department of Homeland Security (Ala. Code §31-9A-7(c)). The director of the EMA is appointed by the governor. (Ala. Code §31-9-4) Homeland Security Task Force: The Task Force advises the director of Homeland Security on plans and programs (Ala. Code §31-9A-12(d)). Office of Emergency Management and Preparedness: The Office of Emergency Management and Preparedness is responsible for the administration of grant assistance programs for planning and preparedness (see citation under “Types of Assistance”). State funds cannot be given to local governments not eligible for federal grants. State grants are provided on a 50-50 cost sharing basis (Ala. Code §31-9-24(b)). Local emergency management organizations: Political subdivisions in Alabama are authorized and directed to establish local organizations, confer police officer powers, and appoint directors of the organizations. Each local organization performs emergency management functions within political subdivision limits (Ala. Code §31-9-10). Joint Legislative Committee on Homeland Security Oversight: The Committee, composed of members of the Senate and the House, reviews operations of the Department of Homeland Security and makes annual reports to the legislature (Ala. Code §31-9A-15). CRS-3 Preparedness The governor must prepare a comprehensive plan and program for emergency management, which is to be integrated and coordinated with federal government emergency management plans and with other states to the extent possible. Political subdivision emergency management plans and programs must be integrated into and coordinated with state plans and programs (Ala. Code §31-9-6(2,3)). The mutual aid agreements in which the state participates must make plans for the orderly evacuation of civilians as a result of an emergency or disaster, and must be worked out periodically between state party representatives and local emergency management personnel. Plans include: type of transportation; number of evacuees in different areas; type of food, clothing, housing and medical care to be provided; and evacuee registration (Ala. Code §31-9-7 art. 9). Declaration Procedures Upon the governor’s proclamation of a ?state of emergency management emergency,” the governor must immediately call the legislature into special session. During the period when the state of emergency exists or continues, the governor has emergency powers to enforce all laws, rules and regulations relating to emergency management and to assume direct operational control of all emergency management forces and helpers (Ala. Code §31-9-8). Types of Assistance State officials are authorized to make grants to political subdivisions for emergency planning and preparedness. Appropriations must be made for specific purposes and cannot exceed expenditures or the amount to be expended for personnel and administrative costs (Ala. Code §31-9-2 (c)). Mutual Aid Emergency Management Assistance Compact provisions are codified (Ala. Code §31-9-40). The governor is authorized by direction of the legislature, or at his discretion, to enter into agreements and compacts with other states for mutual interstate aid in emergencies or disasters resulting from enemy attack or other causes (Ala. Code §31-9-7). The state statute authorizes mutual aid among political subdivisions and with other states and the federal government with respect to emergency management functions (Ala. Code §31-9-2(a)(3)). CRS-4 Mutual aid agreements or compacts are limited to furnishing or exchanging food and personal supplies, engineering services, emergency housing, police services, national or state guards while under state control, and health and medicine (Ala. Code §31-9-6 (9)). The director of each local emergency management organization may develop mutual aid agreements with public or private agencies for emergency aid and assistance in case of disaster. Agreements must be consistent with state emergency management plan and program (Ala. Code §31-9-9). The Director of the Department of Homeland Security is authorized to accept services from the federal government and private persons (Ala. Code §31-9A-10). Funding The state, acting through the governor, or the political subdivision, acting through its governing body, may accept offers from the federal government and any federal agency or officer for services, equipment, supplies, materials or funds in the form of gifts, grants or loans for emergency management purposes (Ala. Code §31-9-18). Grant program appropriations are limited to amounts provided for in the statute. They are disbursed, like all other state funds, by warrant of the comptroller as authorized by the agency director and approved by the governor, subject to terms, conditions, provisions and limitations. Funds appropriated from the state treasury may be used for operations and enforcement during an emergency (Ala. Code §31-9-24). Hazard Mitigation The statute provides for a “comprehensive land-use management plan” to be prepared in each county to manage land development, reduce flood damage, and improve the use of flood prone areas (Ala. Code 11-19-1 et seq.). Continuity of Government Operations Emergency Interim Succession Act: The Act provides for emergency interim succession to the legislature and authorizes legislators to designate at least three emergency interim successors and specify their order of succession. Emergency interim successors must meet constitutional and statutory qualifications to hold office, with the exception of restrictions on current office holders. Successors are appointed for at least one year, and must take the oath of office and keep generally informed as to the duties, procedures, practices and current business of the legislature (Ala. Code §29-3-1 to 8). In the event of an attack, or when an attack may be imminent, the governor may change the legislature’s place of session to any place within or without the state (Ala. Code §29-3-9). The governor must call the legislature into session within 90 days. The legislature automatically convenes if the governor fails to issue a call. The statute suspends limitations on session length and subjects that may be acted upon. (Ala. Code §29-3-10) The statute also suspends quorum requirements and amends proportional voting requirements. (Ala. Code §29-3-13) The statutory provisions expire two years following the attack. The governor, by proclamation, or the legislature, by concurrent CRS-5 resolution, may extend or restore authority or the operation of any provisions when necessary for up to one year (Ala. Code §29-3-14). Local governing bodies of cities, towns, villages, townships and counties may enact resolutions or ordinances for filling vacancies and to provide for emergency interim successors to offices. (Ala. Code §29-3-15) Officers of political subdivisions listed in §29-3-15 and school, fire, power, and drainage districts must designate emergency interim successors and specify their order of succession. The executive head of the political subdivision must designate at least three deputies or emergency interim successors or any combination (Ala. Code §29-3-16). The state constitution provides for a line of succession to the office of governor (Ala. Constitution Article 5, §127). Other Persons rendering shelter during a disaster or attack are not liable for death or injuries on their property (Ala. Code §31-9-17). During a state of emergency and the recovery, state employees called on to respond may claim state per diem (Ala. Code §31-9A-9(b)). Functions authorized by the statute are government functions and are protected by state immunity (Ala. Code §31-9A-13). Key Terms Term Citation Act of terrorism Ala. Code §13A-10-151 Attack Ala. Code §29-3-3 Emergency management Ala. Code §31-9-3 (1) Emergency Ala. Code §31-9-8 Emergency management worker Ala. Code §31-9-16 Homeland security Ala. Code §31-9A-4 For Further Research The citations noted above and other elements of the state code for Alabama may be searched at [http://www.legislature.state.al.us/CodeofAlabama/1975/coatoc.htm].
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Natural hazard services include a wide range of activities, many of which are allied with public safety, but can also be taken to include natural resource management, land-use planning, and other related activities. These activities are considered to be part of emergency management, and have come to be seen as a public sector responsibility even though they are often carried out by contractors. They take place across all of the phases of the emergency management cycle: response, recovery, mitigation, and preparedness. The prevalence of private sector utilization is such that many services, such as hazard mitigation planning, grants administration, and various components of recovery, can be argued to be largely privatized due to the extent of market penetration and control from the private sector, including in the creation of policy and its implementation. However, there are unique challenges that arise when private-sector provision of services, and not just products, is utilized. Partnerships and other collaborative models are utilized frequently, including not just private sector firms, but also non-profit organizations, academic institutions, community organizations, and other groups to help overcome these challenges.
Article
Alessandra Jerolleman
Article
Qing Miao
Natural disasters cause massive social disruptions and can lead to tremendous economic and human losses. Given their uncertain and destructive nature, disasters invariably induce significant governmental responses and typically pose severe financial challenges for jurisdictions across all levels of government. From a public finance perspective, disasters cause governments to incur additional spending on various emergency management activities, and by disrupting normal business activities they also affect tax base robustness and cause revenue losses. The question is: How significant are these fiscal effects and how do they affect hazards governance more generally? Understanding the fiscal implications of natural disasters is essential to evaluating the size of the economic costs of disasters as well as forecasting governments’ financial exposure to future shocks. Furthermore, how disaster costs are shared among different levels of government is another important question concerning the intergovernmental dynamics of disaster management. In the U.S. federal system, the direct fiscal costs of natural disasters (i.e., increased government expenditures due to disaster shocks) are largely borne by the federal government. It is estimated that Hurricane Katrina cost the federal government approximately $120 billion while Hurricane Sandy cost $60 billion. Even in the years without large-scale disaster events, federal disaster spending is between $2 billion and $6 billion annually. Under the Stafford Act, the federal government plays a critical role in funding disaster-related programs (e.g., direct relief, mitigation grants, and subsidized insurance programs) and redistributing the actual costs of natural hazards, meaning that a considerable portion of the local disaster burden is shifted to all U.S. taxpayers. This raises a set of issues concerning the equity and efficiency of the U.S. disaster policy framework. Managing disasters involves multiphased activities to mitigate, prepare for, respond to, and recover from disaster shocks. There is a common belief that the federal government inappropriately spends far more on ex post disaster response, relief, and recovery than what it spends on ex ante mitigation and preparedness, often driven by political motivations (e.g., meeting voters’ preferences for postdisaster aid) and the current budget rules. As pointed out by many others, federal disaster relief and assistance distort the subnational incentive to invest in local disaster prevention and mitigation efforts. Furthermore, given the mounting evidence on the cost-effectiveness of disaster mitigation programs in reducing future disaster damages, the current practice of focusing resources on postdisaster assistance means substantial public welfare losses. In recent years there has been a call for the federal government to shift its disaster policy emphasis toward mitigation and preparedness and also to facilitate local efforts on mitigation. To achieve the goal requires a comprehensive reform in government budgeting for emergency management.
Article
Public sector agencies at all levels of government work to mitigate risk, prepare for and respond to emergencies and disasters, and recover from catastrophic events. This action is guided by a national emergency management system that has evolved over time and was most recently reformed post-Hurricane Katrina. There is an extensive set of federal guidelines by the Department of Homeland Security and the Federal Emergency Management Agency that serve to structure the national system of hazard management. These include: the National Preparedness Goal; the National Preparedness System; National Planning Frameworks and accompanying Federal Interagency Operational Plans (FIOPs); the National Preparedness Report; and the Campaign to Build and Sustain Preparedness. Despite the considerable institutional and administrative guidance, there remain critical gaps in public-agency natural hazard management. These include lack of quality planning on the subnational level, insufficient local fiscal and human capital, and inconsistent regulation of the recovery process. While stricter implementation of federal mandates may partly address some of these issues, others will require greater political will in order to enact zoning regulations, create a shift in the acceptance of risk, and ensure that solutions are afforded by partnerships between civil, economic, and public entities.
Article
Grace Chikoto-Schultz, Yu Xiao, Paul Manson, and Maryam Amiri
Non-profit organizations make significant contributions to society in a number of ways. In addition to providing services to underrepresented, marginalized, and vulnerable populations in our communities, they also play important advocacy, expressive and leadership development, community building and democratization, and innovation-oriented roles. The sector is thus regarded as “critical civic infrastructure,” civic capacity, or a social safety net. As such, through collaborative engagement in disaster or emergency management, non-profits can be even more instrumental in helping communities become disaster resilient. Disaster management can be understood as a four-stage cycle that includes mitigation, preparedness, response, and recovery functions. Past disasters demonstrate that non-profits engage with this cycle in diverse ways. A few types of non-profit organizations explicitly include, as part of their mission, one or more of these stages of disaster management. These include traditional disaster relief organizations, organizations dedicated to preparedness, or those responsible for supporting risk reduction or mitigation efforts. Another set of organizations is typified by non-profits that shift their mission during times of disaster to fill unmet needs. These non-profits shift existing resources or skills from their pre-disaster use to new disaster relief functions. The other type of non-profit to respond or support disaster management is the emergent organization. These emergent non-profits or associations are formed during an event to respond to specific needs. They can endure past the disaster recovery period and become new permanent organizations. It is important to remember that non-profits and more broadly, civil society—represent a unique sphere of voluntary human organization and activity separate from the family, the state, and the market. In some cases, these organizations are embedded in communities, a position that grants them local presence, knowledge, and trust. As such, they are well positioned to play important advocacy roles that can elevate the needs of underrepresented communities, as well as instigate disaster management policies that can serve to protect these communities. Furthermore, their voluntary nature—and the public benefit they confer—also position them to attract much-needed resources from various individuals and entities in order to augment or supplement governments’ often limited capacity. In all, civil society in general, is a sphere well positioned to execute the full spectrum of emergency management functions alongside traditional state responses. | https://oxfordre.com/naturalhazardscience/search?btog=chap&f_0=keyword&q_0=emergency%20preparedness%20disaster%20recovery |
The field of ethics and integrity research is rapidly gaining traction because it focuses on the identification of interventions that would lead to the improvement of individual behaviors in society. Existing studies have developed varying definitions of ethics and integrity. Ethics refers to the moral principles that govern the behaviors of a person (Carroll 11; Jurkiewicz and Maesschalck 5). Integrity, on the other, refers to the quality of being honest and demonstrating strong moral principles (Jurkiewicz and Maesschalck 5). Ethics and integrity, as their definitions reveal, are highly interrelated concepts because they both outline the moral principles that govern an individual in his or her actions. The definitions of ethics and integrity sampled above have important implications in academics because they enable students to develop strong moral characters characterized by integrity, honesty, and responsibility, among other moral principles.
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Students acquire behaviors and actions associated with respect, honesty, social responsibility, and truthfulness through cultural socialization in the school settings (Carroll 21). Carroll (21) argues that children are not born with strong moral behaviors. They acquire these behaviors through interaction with different parties in society. The school environments are the most important settings for the acquisition of these behaviors since children spend a significant amount of their time in school. As such, schools which instill behaviors that are in line with the behaviors specified within the definitions of ethics and integrity are likely produced students who demonstrate a high degree of honesty and integrity.
Research findings have pointed increasingly to the holistic effect of a culture of ethics and integrity on educational measures such as characters of students. For example, a school environment that allows a culture of ethics and integrity to thrive often produce students that demonstrate a high degree of honesty and responsibility in their careers (Jurkiewicz and Maesschalck 7). Ethics, as defined in the previous section, involves the moral principles governing the behaviors of individuals. In education, the important moral principles that help guide the behaviors of students include honesty, respect, and social responsibility. For example, students may apply the moral principle of honesty in their learning processes by adhering to the highest standards of academic honesty.
Schools that have academic integrity policies which clearly define forms of dishonest behaviors such as lying cheating, and plagiarism, often produce highly responsible students into the society, especially in the workplace environment. When these students enter the different workplaces, they challenge their companies to produce their products while ensuring a high degree of responsibility in society. Most businesses operating in the current economies are believed to be motivated by profits at the expense of promoting important values such as integrity, transparency, and honesty. However, when students from schools with strong ethical cultures become stakeholders in these businesses, they help foster an environment in which honesty and social responsibility are acknowledged. To this extent, one can argue that students whose behaviors and actions are governed by the moral principles highlighted in the definition of ethics often become important members of society.
The definition of integrity highlighted in the previous section also play important role in shaping the character of students. Research studies on integrity reveal that individuals should be honest in their endeavors and should be able to stand up for what they believe is right. As summarized by Jurkiewicz and Maesschalck (13) in their study, students that learn integrity in the classroom are able to apply similar principles to other aspects of their lives. Students taught in schools today would become leaders tomorrow (Jurkiewicz and Maesschalck 13). Therefore, it is important to teach students the importance of demonstrating strong moral principles in all aspect of their lives. For example, students should be taught the importance of conducting themselves with impartiality and fairness when analyzing situations, especially when conducting research studies. Accordingly, when they become leaders in the future, students would be able to apply the characters of impartiality and fairness when making critical decisions that affect the lives of many people. In other words, the students would grow up understanding the importance of avoiding conflict of interest during decision-making processes.
Ethics and integrity are the hallmarks of good character. School environments that adopt a culture of ethics and integrity play important role in producing that students that demonstrate strong moral principles such as respect, impartiality, social responsibility, transparency, and honesty. The students are able to apply these principles in different aspects of their lives such as in the workforce. Students grow up having a clear understanding of the importance of doing the right things or standing up to what they believe is right. Therefore, in the future, the field of ethics and integrity research should focus on ascertaining the most effective ways for implementing a culture of ethics and integrity in all schools, as it is integral for ensuring that students are taught to become morally upright individuals in the society.
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Note: These pages are in the process of being updated for 2020. Change is the only constant.
There will be an examination worth 60% and 2 assignments worth a total of 40%.
Late penalties for assignments will apply at the usual rate of 10% per working day. Any issues with the deadlines or requests for extensions should be directed to Steven Mills ([email protected]).
Academic integrity means being honest in your studying and assessments. It is the basis for ethical decision-making and behaviour in an academic context. Academic integrity is informed by the values of honesty, trust, responsibility, fairness, respect and courage. Students are expected to be aware of, and act in accordance with, the University’s Academic Integrity Policy.
Academic Misconduct, such as plagiarism or cheating, is a breach of Academic Integrity and is taken very seriously by the University. Types of misconduct include plagiarism, copying, unauthorised collaboration, taking unauthorised material into a test or exam, impersonation, and assisting someone else’s misconduct. A more extensive list of the types of academic misconduct and associated processes and penalties is available in the University’s Student Academic Misconduct Procedures.
It is your responsibility to be aware of and use acceptable academic practices when completing your assessments. To access the information in the Academic Integrity Policy and learn more, please visit the University’s Academic Integrity website or ask at the Student Learning Centre or Library. If you have any questions, ask your lecturer.
20% of your final grade, Due 20 April 2020 11:59pm
In the first assignment you will investigate alternatives for image-based target tracking.
Full details of the assignment are available here
Details will be available here later.
The examination content will be discussed later in the semester, but will it cover material from the Lectures and associated readings. | http://www.cs.otago.ac.nz/cosc450/assessment.php |
CREST Code of Ethics
A Code of Ethics is a set of principles designed to influence the judgement of individuals to ensure that they conduct business with honesty and integrity in any given situation. It describes the core values that should guide independent decision-making and provides ethical standards to be followed by Member Companies and by individuals holding CREST qualifications.
The Code of Ethics can be downloaded here: | https://www.crest-approved.org/about-crest/about-crest/crest-code-of-ethics/index.html |
The senior generation of a family business was in the process of developing an employment policy for family members wanting to apply for a position. They interviewed next generation family members for their input and found some very interesting suggestions. Many of the suggestions coming from the next generation were surprisingly similar to those suggested by the senior generation. There was one comment that was unique to the next generation. Many of them thought that any family member being considered for employment in the family business should have the trust of his/her cousins. This input led to some very interesting discussion among the generations. What constitutes trust? How do you know when it is there? If it is not present, how can it be gained? Some of the results of the subsequent conversation on this very important subject are worth sharing.
Trust is one of those fundamental notions that is claimed to be understood by everyone, yet it is hard to explain or precisely define. Trust starts with the individual. Character captures a number of concepts inherent in the basic values of integrity, honesty, and credibility; being perceived as a “good” person. Trust is a level of comfort that someone is being genuine. It was also suggested that trust and vulnerability are partners; hence confidentiality might be an element of trust. Both generations agreed that it was of paramount importance that anyone employed in the business must have demonstrated the skills required for the position. Therefore competence is a critical element of trust. Competence includes skills, expertise, and performance as well as sound judgment and decision-making abilities. There was also agreement regarding the need for a family members’ commitment to the values, vision and mission of the family and the business in order to warrant trust. Such a commitment would also include a willingness to set individual wants aside for the benefit of the group. In a word, by caring for others. Trust is something you earn by giving.
This family is well on its way to understanding and practicing one of the very important foundations of any policy or relationship. Trust is the centerpiece of the family business system. Where it is present, the family and the business are well equipped to meet any challenge. Without it, conflict often overshadows opportunity. | https://blog.thefbcg.com/accessing-next-generation-wisdom/ |
Have your kids got too many toys? Bonnie and Lily dive into the common toy-related issues in the home and how you can keep your toy area clutter free. Also, discover what....
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Are you wondering how to make a New Year’s resolution stick? Bonnie and Lily discuss the common reasons we don’t followthrough on our plans and how creating a S.M.A.R.T goal...
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Join Bonnie and Lily as they reminisce on the 2020 highlights of the Little Home
LISTEN TO THE EPISODE HERE Dr Randy O. Frost answers listener questions about Hoarding Disorder
This episode is about the Go Zone. Join Bonnie and Lily to define what a Go Zone is, how to set one up in your home, and why every home needs one. If getting out the door on time... | https://www.littlehomeorganised.com.au/podcast/episodes/page/3/ |
Managerial Accounting: Making Decisions and Motivating Performance enables managers and business owners to attain the core skills they need to become integral members of their company’s decision-making teams.
This new program from established authors Srikant M. Datar and Madhav Rajan emphasizes decision-making and the effects of decisions. While many texts teach the theories and frameworks of management education, Managerial Accounting goes further by covering the capabilities and techniques necessary for effective management practice, as well as fostering attitudes that typify integrity, honesty, and fairness. | https://testbankdata.com/download/solutions-manual-managerial-accounting-decision-making-motivating-performance-1st-edition-datar-rajan/ |
Sales Planning Intern
This role is designed to provide hands on experience to acquire knowledge of methods, procedures and standards of the CUNA Mutual Group Sales Planning department within our Business Experience Unit. Candidates will have the opportunity to apply what they have learned in a classroom environment while gaining new skills in a dynamic professional setting. The Business Experience Unit is responsible for driving customer expansion and lead generation by being an industry thought leader and bringing forward customer-centric solutions.
This position will work with a creative, nimble Sales Planning team focused on helping the BXU sales team achieve their strategic goals in a changing world. No two days are the same and will require flexibility, attention to detail, and self-motivation to solve problems and bring forward solutions. The ideal candidate will have marketing course work with a desire to move into a marketing career after graduation.
Job Responsibilities:
· Understand sales objectives, Go-To-Market strategy and launch plans.
· Support sales planners on projects product launches with material creation, document curation and playbook management.
· Communicate and collaborate with internal cross function partners and sales partners.
· Gain knowledge of new and emerging products and credit union and consumer trends.
Job Requirements:
- Must be currently enrolled in an undergrad program working towards a bachelor’s degree.
- Strong computer (MS Office—Word, Excel, PowerPoint, Outlook), analytical, critical thinking, problem solving and decision-making skills.
- Excellent written and verbal communications skills are a must as well as intellectual curiosity and the desire to learn.
- Honesty, integrity, professionalism and confidentiality are required.
- Must be able to think, act, and prioritize in a pressured, fast-paced environment.
- Excellent organizational and time-management skills.
CUNA Mutual Group’s insurance, retirement and investment products provide financial security and protection to credit unions and their members worldwide. As a dynamic and growing company, we strive to create a culture of performance, high standards and defined values. In return for your skills and contributions, we offer highly competitive compensation and benefit packages, significant professional growth, and the opportunity to win and be rewarded.
Please provide your Work Experience and Education or attach a copy of your resume. Applications received without this information may be removed from consideration. | https://careers.tufts.edu/jobs/cuna-mutual-group-sales-planning-summer-intern/ |
One of the hardest things that we face every day, in business and in our personal lives, is making good decisions. Which house should you buy? Which of these seventeen enterprise software package enhancements should we prioritize and dedicate resources to? Which platform should we use to develop our app? Which of these UX designers is the best addition to our team? The decisions must account for many different factors, and multiple stakeholders bring differing priorities to the table. These decisions are challenging because they are qualitative in nature.
Lynn has developed an approach that engages the participants in a decision-making process. It helps them prioritize and evaluate the various possibilities, resulting in a quantified outcome. It’s quick to set up and execute, and the participatory nature of the process generates buy-in and acceptance of the outcome. Lynn will walk you through the method and show you a few examples. We’ll discuss some variations based on your setting and the type of decision you’re making, and then Lynn will field questions from the audience.
Lynn Boyden (@lrb23) trained as a librarian at UCLA and has worked for various agencies, Symantec and Yahoo!. She ran the Los Angeles office of FatDUX, where she numbered UCLA, the Los Angeles County Museum of Art, the University of Illinois, and KBHome among her clients. She is an information architect in ITS at the University of Southern California in Los Angeles, and has taught user experience design in the Master’s degree program in Information Studies at UCLA since 2001. | https://chifoo.org/quantifying-qualitative-decisions-june-6-2018/ |
Seven such principles are introduced here to provide aspirational direction for managing integrity in WSIs. The operating principles are ordered to correlate with tackling those integrity risks identified as most hazardous as well as most likely.
Principle 1: Seek to align with, support, and strengthen public policy that advances sustainable water management; be careful not to undermine public institutions or water governance.
First and foremost, the WSI should ensure that its scope and objectives support and strengthen public policy relating to SWM. In some instances public policy, laws, and regulations may be weak, ambiguous, inconsistent, or may not be geared toward delivering SWM. In such cases reforms and review, rather than alignment, may be the priority for a WSI. Where this is the case, it will be important for the WSI to develop a constructive relationship with the government and its agencies, and to engage an appropriate range of stakeholders.
However, in many instances government policy and legal provision are well aligned with the goal of SWM, and implementation is lacking. In addressing this scenario, a WSI should respect the unique roles that government institutions play in serving the public interests and ensure that the initiative’s activities complement rather than usurp or undermine ongoing public policy or Water governance processes.
Guiding Questions
- Are public policy priorities in the basin area well defined with regard to water? Are water policies consistent with other public policy priorities?
- Are government roles clearly defined in relation to achieving water-related public policy objectives?
- Do public institutions have the capacity and resources to deliver on these stated objectives (e.g., to enforce the regulatory framework)?
- Have public sector stakeholders’ mandates been respected, and have those stakeholders been actively involved in setting the objectives and activities of the WSI?
- Are the WSI’s objectives and activities aligned with public policy goals and objectives, and do they structurally support the development of the public sector’s ability to manage water resources? Have public interest benefits been explicitly
outlined?
- Have risks of capturing organizational or public resources, regulatory action, policy processes, and water access been identified? Have such risks been assessed? How effectively are they being addressed?
Principle 2: Ensure appropriate and balanced representation of interests throughout the course of the WSI.
The integrity of a WSI hinges upon ensuring that the voices, needs, and perspectives of affected stakeholders are heard and taken into account during establishment, design, and implementation. At a pragmatic level, balanced representation of stakeholders (including governments, communities, and businesses) also ensures that decision making is well informed by those who best understand the resource and its challenges, brings additional resources to the WSI, reduces the risk of undue influence by any one party, and is therefore vital for the effectiveness of the WSI.
The WSI should strive to ensure that participants in WSI decision making and governance adequately reflect the range of affected stakeholders, through legitimate proxies if necessary. Proxies for stakeholder groups such as community members or businesses need to be genuine, and have the necessary capacity and mandate from those they represent. This can be challenging where institutions are weak or prone to manipulation by the powerful. Other challenges to this principle include intentional or unintentional barriers to engagement such as language or a requirement for financial contributions.
Guiding Questions
- Have stakeholders with a significant ability to influence the outcomes of the WSI been identified? Have affected stakeholders influenced by the WSI been identified?
- Where proxies are used, are they representative, legitimate, and capable of representing the stakeholders’ interests?
- Are affected stakeholders contributing to the design and implementation of the WSI?
- Are there any barriers to participation and balanced representation, and how can they be overcome?
- How open and effective are communications among participants?
- How equitable is the decision-making process?
- How are the quality of the representation and engagement of stakeholders monitored? Are actions taken to balance various interests where needed?
Principle 3: Be clear and transparent about the roles and responsibilities of WSI participants, and ensure that their capabilities are adequate (or are sufficiently developed) to fulfill them.
WSI participants should be able to fulfill their roles and responsibilities, and the WSI needs to develop internal mechanisms to hold participants accountable against these defined roles and responsibilities. This requires a clear understanding of the needs, motivations, and intent of WSI participants, and the assignment of clear, suitable roles for each member.
Understanding participants’ intentions and any constraints they face, and establishing clear roles and responsibilities can help to avoid potential conflicts of interest (where intentions may not be aligned with the goals of the initiative) and integrity risks associated with participant capabilities. WSIs that fail to do so are at risk of pursuing activities that privilege individual participants and enable private gain over the public interest.
Guiding Questions
- Have WSI participants’ track records, incentives, and intentions been sufficiently analyzed?
- Have the capabilities and constraints of each participant been properly assessed, and a needs assessment conducted? How will the WSI deal with capacity deficits?
- Have roles and responsibilities for all activities and coordination tasks been appropriately shared?
- What measures ensure effective oversight?
Principle 4: Be clear and transparent about the water challenge(s) being addressed by the WSI, as well as the agreed scope and intended benefits.
Ensuring that WSIs serve the public interest requires being transparent about the water-related challenges that the WSI is striving to address, its long-term objectives, the activities that will be undertaken, the intended benefits, and intended beneficiaries. This information must be communicated not only among WSI participants but also among affected stakeholders on a regular basis.
A proper understanding of the challenges and opportunities for action requires engagement with affected stakeholders through an ongoing process that tracks and reports demonstrable progress toward positive outcomes and WSI objectives.
Poor initial problem analysis with insufficient diagnosis of underlying water-related or institutional challenges leads to inappropriate objectives and activities. This could undermine WSI impact and efficiency, or may privilege vested interests. Transparency allows the public and affected stakeholders to monitor how well the WSI serves public interests and guards against those WSIs that serve a few vested interests.
Guiding Questions
- Has the problem analysis sufficiently clarified the root causes and nature of the challenges that the WSI seeks to address? Have the opportunities for progress and the risks facing the WSI in delivering these outcomes been properly understood?
- Have participants clearly defined the scope and objectives of the WSI, as well as its benefits for the public interest and for each participant?
- Has the justification for the WSI been effectively communicated to all participants and affected stakeholders? Do feedback channels exist?
- Have the changes that the WSI seeks to achieve in improving water resource management been effectively specified and communicated to all relevant stakeholders?
- Have participants had the opportunity to discuss, challenge, and improve the logic behind how the WSI will contribute to more SWM?
Principle 5: Be clear and transparent about how the WSI is to be governed.
WSIs need to establish internal governance mechanisms to ensure that decision making, financial management, and communications meet expectations and are fit for the intended purpose. Decision-making processes should be clear and ensure that all participants are able to engage in the process, and that participants providing resources and funding are not given undue influence or special rights. Sharing relevant information in a timely manner is essential to ensuring informed participation. Financial arrangements and systems, including expectations around remuneration and funding flows, should be specified and understood by all WSI participants. Internal audit systems should be established as necessary, and ideally financial arrangements should be disclosed publicly.
Guiding Questions
- Have participants agreed on management (e.g., timing, tasks, workplan, oversight, conflict resolution structures, budget reporting structures) and decision making processes (including feedback mechanisms), and how to handle communications and financial issues?
- Have they all clearly expressed at the outset their expectations about remuneration and flows of funding? Were they properly informed about financial commitments and disbursement procedures?
- How is adherence to agreed procedures being effectively monitored? Are shortcomings properly addressed?
Principle 6: Track outcomes against the stated objectives of the WSI.
Leading WSIs implement robust monitoring and evaluation (M&E) systems that allow participants to determine the effectiveness of the initiative and to understand when unexpected outcomes occur or when new integrity risks arise. An exit strategy that explicitly clarifies when the WSI has met its objectives, or when circumstances demonstrate that entrenched integrity conditions render the WSI no longer viable, also holds WSIs accountable to specified conditions. Leading WSIs that pursue such accountability mechanisms communicate to affected stakeholders the outcomes of these evaluations (preferably third-party evaluations, where possible) and any consequent decisions about the course of the WSI.
The absence of an effective M&E mechanism may place a higher integrity risk on the WSI as participants may not be able to efficiently identify (new) threats facing the initiative or malpractice within the initiative.
Guiding Questions
- Are decision-making processes sufficiently informed by the goals of the WSI?
- Has an appropriate exit strategy been designed?
- Is an M&E system in place to track the progress of the WSI and readjust the course of the program as needed?
- Have agreed M&E mechanisms led to effective tracking of new integrity risks?
- Do communication mechanisms provide sufficient information on the performance of the WSI?
Principle 7: Foster an ethos of trust, and establish expectations for behavior of WSI participants.
WSIs should strive to create an environment that leads to trust and honesty among WSI participants and affected stakeholders. In doing so, WSIs can ensure that participants strive to meet their agreed roles and responsibilities, and that their behavior leads to positive reputational outcomes for the WSI. Appropriate behavior ensures that issues of misconduct that may lead to integrity risks do not become endemic to the WSI.
Guiding Questions
- Have expectations about the behavior of WSI participants been clarified?
- How does the WSI explicitly value honesty? Are agreed procedures held as a standard of behavior (such as a code of conduct)?
- How have issues of noncompliance with WSI agreements been addressed? | https://ceowatermandate.org/integrity/principles/ |
◦ Analyzes Store reports to evaluate controllable expenses and overall Store performance.
◦ Addresses any variance to Company standards with appropriate action plan, partnering with the District Manager as needed.
◦ Recruits, hires, trains and develops Assistant Managers, Area Supervisors and non-exempt Associates.
◦ Through selection, training and motivation, strives to reduce Store turnover. Utilizes and promotes all retention tools including incentive programs, recognition opportunities, contests and training. Ensures all required training courses are prioritize and completed in a timely manner.
◦ Responsible for addressing personnel and performance issues including coaching, verbal and written warnings, progressive discipline and termination when needed.
◦ Ensures compliance with Company personnel policies and procedures.
◦ Manages Associate Relations issues, consulting with the District Manager as needed.
◦ Leads all expenditures to be within budget.
◦ Leads all Store Associates in, and models, a professional appearance, in accordance with the Company Dress Code. Reinforces the Company Dress Code at all times.
◦ Responsible for training Associates on Loss Prevention programs to achieve Store shortage goals.
◦ As a representative of Company Leadership, demonstrates integrity and honesty in all interactions with Associates and Customers. Safeguards confidential information, cash and credit card information and merchandise.
◦ Responsible for leading the annual inventory process including preparation and execution of inventory guidelines. | https://www.velvetjobs.com/job-posting/store-manager-p22329834 |
So, if you are someone who cheats off of someone else, has someone do your work for you, plagiarizes, or do anything else with your schoolwork that you know is wrong then you do not have a high standard of academic honesty and integrity. Only then, if the need has remained, it is reasonable to communicate, of course, already being calm.
The information we have to report is not always good and pleasant. Those are the two qualities, which make people do it right as many times through life as possible. Is it possible to create something on the basis of honesty that hurts and kills. It's just great to share feelings and emotions with someone else.
On the other hand, if long-term restraint has led to a considerable accumulation of the negative emotions, the sudden cancellation of boundaries can lead to an unexpected intensification of conflicts with the outside world.
That person now knows your nature: Honesty as loyalty is expressed in the joint overcoming of obstacles. Advantages of honesty There are many reasons to choose the path of honesty.
Ethics are the foundation on which long-term success is built. Integrity Essay The Importance of Integrity in Business In the modern business world, integrity is one of the most important qualities of not only individual employees but of the whole companies.
The employers will treat people more fairly and create the atmosphere of certainty and support. And yes, returning to comparison with the road in the dark, why should we deprive ourselves of a conditional flashlight, map, and compass.
Brilliant academic reputation and excellent grades do not guarantee a wonderful career, a happy life or fantastic riches. Order a sample of the paper on our site. The person who started an important business honestly seeks to bring it to the end.
It means the existence and manifestation of deliberately suppressed interests, significant needs which are achieved in the process of satisfying other intentions. But if you want to make your company stable and efficient, you need to act with integrity.
Secondly, businesses are concerned with their reputation. So just remember that no one hurries you, and you can move at the speed you choose.
Honesty will lead to many situations where, if not a conflict, then, at least, clarifying the relationship had to happen a long time ago. Any education, whether at school, college or university, always requires the student's attention and diligence. After my research I have come to the conclusion that people all wish to live a life with integrity, though few ever do.
When we lose our credibility, we lose a critical portion of ourselves. What is it that I am referring to. I think many factors influence person to have integrity. It is even more difficult to talk about the importance of learning and high grades when children see that wealth and career advancement are often achieved by people who were not successful in the educational sphere, did not expand their horizons by reading books and even have no signs of intelligence.
Get Full Essay Get access to this section to get all help you need with your essay and educational issues. You will never understand anything once you explore it. If you were assigned to write an academic honesty essay, this is your chance to make it work and make people see the world of honesty with your eyes.
Many people are familiar with the consequences of isolation: So it will be easier for you to pick up short phrases revealing the meaning of the work. If you have to take a polygraph test then they will most likely ask you questions about how you feel about the importance of integrity and honesty and if you are a person of high integrity and honesty.
The school gives a person only the first contact with various sciences and disciplines. You may be able to cheat your way through school but it is very unlikely that you will be able to cheat your way through a job.
Philosophers of the East who believe that the unpleasant facts always should be told in a polite form are deeply correct. Academic honesty and integrity is a major problem at schools, especially colleges.
Honesty and integrity are extremely important aspects or character traits that will earn respect and honor, if used. Below is an essay on "Honesty And Integrity" from Anti Essays, your source for research papers, essays, and term paper examples.
Honesty and integrity are defined as qualities that allow an individual to do the right thing as often and as much as possible, and when they have done the wrong thing they admit to what they have done.
Honesty is the /5(1). Honesty and integrity are defined as qualities that allow an individual to do the right thing as often and as much as possible, and when they have done they wrong thing admit to what they have done.
Honesty is the adherence to the facts and sincerity. To perform honestly would be: to tell the truth /5(13). Truth, Honesty, and Integrity By: Alexis Woodward Some of the basic fundamentals for creating a meaningful life are those of truth, honesty, and integrity.
Sep 04, · In ethics, integrity is regarded[by whom?] as the honesty and truthfulness or accuracy For other uses, see Integrity (disambiguation) Integrity is a concept of consistency of actions, values, methods, measures.
Integrity Essay. The Importance of Integrity in Business. It is the ability to be consistent in everything you do and act with honesty, it is the adherence to moral and ethical principles.
(1) People often associate integrity with doing the right things even when nobody is looking. So, why is integrity so fundamental to business, no matter. | https://vawuqagurasogis.holidaysanantonio.com/essays-about-honesty-integrity-42927iq.html |
What is Programming?
Programming is the process of writing instructions for a computer to perform. It is similar to a recipe for humans. A recipe contains a list of actions for humans to create a meal, and programs are actions for computers to follow. Programming is now a handy skill for many career paths, including finance.
Quick Summary Points
- Programming is the process of writing instructions for a computer to follow.
- Programming can be categorized into low-level and high-level, depending on whether it can be understood by a computer.
Programming vs. Coding
While the words coding and programming are often used interchangeably, there are differences between the two terms. Programming is a broad term for creating instructions for a computer. Coding is a more specific part of programming. A programmer thinks of the big picture. They determine the problem and determine actions to solve it. The programmer will also think about how different parts of logic or code will fit together.
On the other hand, a coder is only responsible for transforming the human logic into words and numbers a machine can understand. Another way to interpret the difference is that a program is a set of codes that will run. However, a simple one-line statement is a code and not a program.
What are Low-level and High-level Programming Languages?
Programming languages are put into two broad categories, which are low level and high level. Low-level languages are understood by computers and consist of binary language and assembly language. Binary language only uses 0’s and 1’s, which can be difficult to write for programmers. That is why programmers use assembly language, which includes more English-like words.
High-level programming languages are mostly English, and machines cannot understand them. High-level languages include C, C++, and Java. Since the language consists of English, it can be more easily written and read. However, it needs to be converted by a compiler or interpreter so machines can understand it. The interpreter or compiler will change the high-level language into low-level for machines.
What are the Programming Languages?
Programming languages are like trends and often go in and out of practice. For example, Java and C++ used to be in decline but are now popular again.
Python
Python is one of the most intuitive and elegant programming languages. It is popular for starters, as it is easier to understand than other languages. Since it is similar to the English language, it is easy to learn. Python is popular for web development, data science, and machine learning. As machine learning rises in popularity, so does Python. To learn more, check out CFI’s Machine Learning – Python Fundamentals Course.
Java
Java’s motto is “write once, run everywhere.” It refers to Java’s ability to run on multiple platforms. For example, a code written on a PC will also run on mobile phones and routers. No adjustments are necessary, which saves programmers a lot of time. Areas that use Java include e-commerce websites, Android apps, and electronic trading systems.
SQL
SQL stands for Structured Query Language. This programming language operates databases, specifically in relation to storing, retrieving, and manipulating data. It is particularly helpful to business analysts, marketers, and any profession that deals with lots of data. For example, a marketing company can use SQL to analyze consumer data. Doing so can help them identify seasonal variations in demand or consumption patterns.
C++
C++ is an older programming language, created in 1979. It is mainly used in systems programming and embedded systems. Systems programming is the process of writing a program that enables computer hardware to interface with the programmer and user. The second main use of C++ is in embedded systems, which are a combination of hardware and software, to complete a task.
Examples of embedded systems are gaming devices, printers, and dishwashers. When a user inputs instructions into a dishwasher, the machine saves the inputs and then follows the instructions, such as boil water for one hour.
What is the Use of Programming in Finance?
In finance, programming is useful in a variety of situations. These situations include pricing derivatives, setting up electronic trading systems, and managing systems. Banks such as Credit Suisse and Barclays are most interested in Java and Python skills. C++ is not as popular now but is still used. Since banks still operate legacy systems built on C++, programmers that understand that programming language still carry an advantage.
Python, in particular, is important for pricing, risk management, and trade management platforms. Since these roles are related to asset management and pricing, it is important at investment banks and hedge funds. Python can also help create analytic tools and models. It can modify Excel spreadsheets and automate tasks for greater efficiency. Thus, it is helpful to create financial models using Python.
Java is another popular language in the banking industry, mainly due to its secured design. Since banks handle sensitive and confidential information, it is essential to install a secure system. Java is also portable and compatible, so if a change was made, it would still run on new versions of Java. Overall, Java is a reliable system that can be easily improved or scaled.
Additional Resources
Thank you for reading CFI’s article on Programming and its uses in the finance industry. CFI offers the Commercial Banking & Credit Analyst (CBCA)™ certification program for those looking to take their careers to the next level. To keep learning and advancing your career, we recommend these CFI resources: | https://corporatefinanceinstitute.com/resources/knowledge/other/programming/ |
Introduction to Programming Languages
A program is a set of instructions that tells a computer what to do in order to come up with a solution to a particular problem. Programs are written using a programming language. A programming language is a formal language designed to communicate instructions to a computer. There are two major types of programming languages: low-level languages and high-level languages.
Low-Level Languages
Low-level languages are referred to as ‘low’ because they are very close to how different hardware elements of a computer actually communicate with each other. Low-level languages are machine oriented and require extensive knowledge of computer hardware and its configuration. There are two categories of low-level languages: machine language and assembly language.
Machine language, or machine code, is the only language that is directly understood by the computer, and it does not need to be translated. All instructions use binary notation and are written as a string of 1s and 0s. A program instruction in machine language may look something like this:
However, binary notation is very difficult for humans to understand. This is where assembly languages come in.
An assembly language is the first step to improve programming structure and make machine language more readable by humans. An assembly language consists of a set of symbols and letters. A translator is required to translate the assembly language to machine language called the ‘assembler.’
While easier than machine code, assembly languages are still pretty difficult to understand. This is why high-level languages have been developed.
High-Level Languages
A high-level language is a programming language that uses English and mathematical symbols, like +, -, % and many others, in its instructions. When using the term ‘programming languages,’ most people are actually referring to high-level languages. High-level languages are the languages most often used by programmers to write programs. Examples of high-Level languages are C++, Fortran, Java and Python.
Learning a high-level language is not unlike learning another human language – you need to learn vocabulary and grammar so you can make sentences. To learn a programming language, you need to learn commands, syntax and logic, which correspond closely to vocabulary and grammar. The code of most high-level languages is portable and the same code can run on different hardware without modification. Both machine code and assembly languages are hardware 10101011100001110100111101 specific which means that the machine code used to run a program on one specific computer needs to be modified to run on another computer.
A high-level language cannot be understood directly by a computer, and it needs to be translated into machine code. There are two ways to do this, and they are related to how the program is executed: a high-level language can be compiled or interpreted. | https://epratap.com/introduction-to-cpp-programming-languages-with-data-structures-and-algorithms/ |
In this article, we are going to understand some of the basic concepts in the IT industry. We do hear these topics everyday like networks, software, programming, compiler etc but sometimes wonder what these actually mean. So, let’s have look at some of these in the following paragraphs:
Network
Interconnection of computers is called a network. These networks could be LAN’s (Local Area Network) or WAN’s (Wide Area Network).
To establish a network we require hardware, software and protocols.
Hardware
These are the physical components that we can touch and see.
Protocol
Protocols are the set of rules to be followed by every computer in the network. Generally, there are two types of rules which consists of following requirements:
- When to send and receive the data.
- How to send and receive the data.
Client
Client is a computer that sends a request to server.
Server
It is a computer which takes the client request, processes that request and sends the result back to the client.
Software
It is a group of computer programs that drives the hardware to perform a given task.
Computer Program
It is a set of instructions or Set of statements that can be interpreted and executed to write a (instructions) computer program we need a programming language. There are a lot of programming languages available e.g. C, C++, java, COBOL, PHP, Python etc.
Computers cannot understand any programming language, they can understand zero’s (0) and one’s (1) also called Binary Digits.
Any program must be converted into machine level language (binary digits) in order to run the instructions. To do this kind of conversion we need a special software called translator.
Translator
It is a program/software that converts a computer program into a machine level language. There are three types of translators:
- Interpreter
- Compiler
- Assembler
1. Interpreter: It reads the code line by line and translates into the machine level language. It takes less memory.
2. Compiler: It reads all the lines i.e. the whole program at once and translates it into machine level language. It takes more memory.
Interpreter is slower than compiler. In some of the programming languages we use either of them or in some of the programming languages we use both e.g. in Java we interpreter and compiler both.
3. Assembler: It translates assembly language programs to machine level language that can be understood by 8086, 8085 processors.
keep visiting IT Free Source more content on programming, MBA, and many more topics. If you want to prepare for Aptitude / CSAT then you can get preferred link for learning CSAT/Aptitude in a very easy manner by clicking HERE. | https://itfreesource.com/fundamentals-concepts-of-it-compiler-translator-etc/ |
Which is the best programming language for beginners?
Once you have decided to take your first steps as a programmer, you quickly ask yourself which programming language you should start with. The choice is very broad.
Watch the following video to answer these programming beginners questions:
- Which programming language to start with?
- One of the most common questions we get on LearnProgramming is:
- “Which programming language should I start with?”
What the answer has to do with driving a car and why the language doesn’t matter in the end, you will learn now.
Much confusion with the first language
One of the first things you hear as a beginner programmer is that you need to know a programming language if you want to program.
And already you are on the search for programming languages.
- Which languages are there?
- Which one is the best?
- What can I create with it?
- How can I learn the programming language?
The first step is to listen to the 1000 opinions of programmers. Because every developer prefers a different programming language to learn.
Stop it.
Time that you learn to understand the whole thing, so that you can evaluate it more objectively.
What is a programming language?
Let’s first take a look at what a programming language actually is and how it came into being. A programming language is a tool to give commands to a computer. If you run several commands one after the other, it is a program. The program is translated into machine language.
This machine language basically consists of many arithmetic operations which are executed one after the other. When computers were as big as houses, i.e. when there were no personal computers, computers were operated by simple switches and punched cards. So in principle a computer can add nothing else than binary. (Binary: 01011111010101)
However, it does this so quickly and efficiently that this is the basis for all our current computer technology. For a simple addition, you first had to convert the numbers into binary numbers and then operate several switches.
Then you got a binary number, which you could then convert into a number readable for us. If you are interested in this topic, please comment below with “computer”, because we don’t want to go deeper into details here today.
Because the operation of these switches was so complicated and became more and more complex, the calculating machines were developed further and further until they became really useful. This resulted in a machine language, which was able to execute different operations one after the other.
But since this was still too complicated for many people and the creation of the machine language was very complex, programming languages were developed, which can be understood better by humans. So today we speak of different generations of programming languages.
Strongly simplified, a programming language is a tool to perform many arithmetic operations with switches. Remember that.
What do the individual programming languages look like?
Which language you start with depends on what you want to do first.
The following screenshots should show you how the different programming languages look like in a text editor. The code is not complete, but should show you how similar the programming languages are. What the code does there and what it really means, you can learn in our LearnProgramming courses.
C, C++, C#
C, C++, C# is mainly used in the server/desktop environment, so it is used for programs that run locally on a computer. C# was developed by Microsoft, the programming is done under Windows. With C and C++ you can program for many platforms like Linux, Mac and Windows, but also hardware near programming is done with C and C++.
Java
Java is a language that runs on various platforms for which a Java Virtual Machine is available. There are people who say Java is slow. I don’t want to make a judgement about this, the speed depends on too many factors.
Java is also the programming language for apps on the Android platform. If you want to write apps for Android smartphones, Java is the right choice. You can write web applications, desktop applications and 3D games just as well. This language is really very versatile.
Visual Basic
These languages are mainly characterized by an allegedly easier readability. Many beginners consider the language to be very easy to understand. “Experts” quickly dismiss Basic as a gimmick. In the early days of computer development, the BASIC language was developed to teach beginners the principles of programming.
BASIC is by the way an abbreviation for: “Beginner’s All-purpose Symbolic Instruction Code”, which means “symbolic all-purpose programming language for beginners”. But BASIC has been developed further. In Office programs like Microsoft Word, Excel, etc., you can use Visual Basic to extend the standard functions with your own functions. This is helpful if you want to automate certain tasks in Excel or Word.
Other programming languages
Of course, these are by far not all languages. Have a look at the TIOBE Index. This is a list with the most popular languages, which is always kept up to date. Python is the current trend for beginners. A few more programming languages I have listed here.
Are all languages equal?
If you restrict yourself to the modern programming languages of today, all languages can ultimately do the same thing. And here we come to our example.
“Which is the best car to learn to drive?” Imagine you want to drive from A to B in a car. If you don’t have a driver’s license yet and are just starting to learn to drive, it doesn’t matter what make of car you drive. The model, the motorization and the optional extras do not matter.
But there are exceptions:
- Some cars have small driving aids that help you learn to drive, for example. Or there are cars for a specific purpose, such as trucks or buses.
- For that you have to learn more specifically and get your own driving license. In principle, you have learned how to use the tool car to get from A to B. And once you have learned it, you can also drive another car relatively easily.
- And that’s why it doesn’t matter which programming language you start with.
Which is better for a beginner?
The fast convertible, where every dent costs a fortune, or the used small car, with which you can get anywhere and which is cheap to fill up? If you don’t have to watch your wallet, you can learn to drive a sports car. But maybe a little bit of previous experience is helpful, right? Now, which programming language is the best in the software sky?
I don’t want to overstretch the car example, so one last time: Ask in a car forum for the best car to learn how to drive.
Sure, everybody prefers what he learned with. For the reason, because that’s what he has learned the most. That’s why the answers you get to such questions on the Internet are so different.
Do you have to learn all programming languages?
To give beginners a little insight into what languages a budding programmer learns in this way, I briefly show my learned languages. I made the first steps and instructions in Quick Basic.
After the first attempts with C and C++ failed, my next step was to learn Pascal at school. With the knowledge I gained in this way I understood C++. During my education I wrote the first programs with graphical user interface (GUI) with Delphi/Object Pascal.
Once you have learned a programming language, you can switch over very quickly. The change from C# to Java is pure hard work, because you simply re-program a few code examples you know from C# in Java. The devil is in the details if such programming languages have special functions that are not available in other languages.
The rule here is: read documentation and work through tutorials.
Things you should consider when choosing
Start with a language that you can start with easily and without much installation. The language should give you the opportunity to do many small projects in the areas you are interested in.
Helpful, if this is possible with a programming language. No matter which language you learn at the beginning, at some point you will reach a point where you can’t continue working with the same programming language.
The reasons can be different: Either something is not performant, the language lacks a certain feature or it becomes too cumbersome to continue working with the language.
So you should always keep in mind that you can change the programming language as soon as it is necessary and the change is not a problem anymore, because you have already understood the basics.
Recommendation
Which language you choose depends on the purpose of the application. The language is nothing more than a tool.
You can drill a hole with a drill machine. Which drill head you have to use depends on many factors. But you can learn how to use a drill machine with any kind of drill head. To reach your goal, you sometimes have to try different drill heads.
And this for the following reasons: | https://mattl.io/which-is-the-best-programming-language-for-beginners/ |
Learn: In this article we understand the evolution of high level programming languages. We understand history of some high level programming languages in which are now commonly used by developers.
Submitted by Amit Shukla, on September 30, 2017
Today the following are those languages which are commonly used for development in computer science field.
These are those languages which are popular among our day today life. These languages are successful languages in computer science field.
C language is a general purpose high level, computer programming language; C language is supporting structured programmingand recursion, while a static type system prevents many unintended operations. By design, C provides constructs that map efficiently to typical machine instructions, and therefore it has found lasting use in applications that had formerly been coded in assembly language.
C language is developed by Dennis Ritchie in between 1969 and 1973 at Bell Labs and used to re-implement the Unix operating system. C language has become one of the mostly used programming language, with C compilers from various vendors available for the majority of existing computer architectures and operating systems. C language has been standardized by the American National Standards Institute (ANSI) since 1989.
C++ is also a general purpose high level programming language. It is consisting of object oriented programming, while also providing facilities for low-level memory manipulation.
It was developed with a bias toward system programming,large systems, and resource constrained and with performance, efficiency and flexibility of use as its design highlights. This language has also been found useful in many other contexts, with key strengths being software infrastructureincluding desktop applications, servers and performance-critical applications C++ is a compiled language, with implementations of it available on many platforms. Many of the vendors provide C++ compilers which is used to code in C++ including the Free Software foundation, Microsoft, Intel and IBM.
Java is a computer programming language that is object-oriented,class based, and specifically designed to have as few implementation dependencies as possible. It is a programming language which gave access to its user to compiled Java code can run on all platforms that support Java without the need for recompilation. Java applications are typically compiled to bytecode that can run on any Java virtual machine (JVM) no matter which computer architecture is used to run the program compiled by java. Java is particularly used for the client-server web applications. Java was developed by James Gosling and his three team partners at Sun Microsystems and released in 1995 as a core component of Sun Microsystems' Java platform. Java language derives much of its syntax from the two languages named C++ and C, but it has fewer low-level facilities than either of them.
The reference implementation Java compilers, and class libraries were originally released by Sun under proprietary licenses. From the May 2007, in compliance with the Java Community Process, Sun relicensed most of the Java technologies under the General Public License.
Python is a high-level programming language created by Guido van Rossum and first released in 1991. Python has designed and developed in a manner that the code of python gives readability to the user, and a syntax that allows programmers to express concepts in fewer lines of code than might be used in languages such as C++ or Java.
Python features an automatic memory management and supports multiple programming paradigms, including object oriented, functional programming, and procedural styles.
Interpreters used for python are available for many operating systems these interpreters allow Python code to run on a wide variety of systems. CPython, the reference implementation of Python, is a community-based development model, as do nearly all of its variant implementations. CPython is managed by a non-profit Python Software Foundation.
C#, pronounced as “C-sharp” is a new object oriented programming language developed by Microsoft late in 1990s. C#is a multi-paradigm programming language encompassing strong typing,functional, generic, object-oriented, and component-oriented programming disciplines. C# is developed by Microsoft and language used is .NET initiative and later approved as a standard by ECMA and ISO. C# is basically decided and designed for the Common Language Infrastructure.
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Greatest Programming Language To Be Taught 2021
Before Java, packages had to be personalized for each operating system. A program that ran on a Linux computer couldn’t run on a Windows computer or a Mac.
With Java, it is possible to put in writing a program once and then run it all over the place as it is compiled to a standard code called bytecode, which is then interpreted. Each operating system has a Java interpreter written for it and is aware of how to interpret bytecode. Next within the list is the contribution of the Apple Developers, Swift, well known among the many Apple users. However, one of the best thing about it is that it shares binary frameworks with others. Apart from that, it is utilized by the commercial for greater quality output.
- XSLT, for instance, is a Turing full language completely utilizing XML syntax.
- In most sensible contexts, a programming language entails a pc; consequently, programming languages are often defined and studied this way.
- All Turing full languages can implement the same set of algorithms.
- The sensible necessity that a programming language help sufficient abstractions is expressed by the abstraction precept.
The Way To Study C Programming?
In the Sixties, Simula was the first language designed to assist object-oriented programming; in the mid-Nineteen Seventies, Smalltalk adopted with the first “purely” object-oriented language. Lisp, carried out in 1958, was the primary dynamically typed useful programming language.
How Many Programming Languages Are There?
Brooker also developed an autocode for the Ferranti Mercury within the Nineteen Fifties at the side of the University of Manchester. F. Hartley of University of Cambridge Mathematical Laboratory in 1961. A up to date but separate thread of growth, Atlas Autocode was developed for the University of Manchester Atlas 1 machine. If one other language makes more sense for you, then be taught that as a substitute. However, Python is an amazingly straightforward language to study and vastly powerful because of the various, easily-accessible libraries.
However, if you are a technician, you might be nonetheless extra likely to have to make use of the producer’s language. Pascal is a basic language and was designed to encourage good programming practices.
Swift is developed in such a method that the compiler is optimized for higher and better performances and with none compromise. Due to the excessive demand for experienced Swift builders, the average programmer who understands tips on how to use the language can count on to earn greater than $one hundred,000 per 12 months. This can increase once you have a bit of work experience beneath your belt. Although SQL is the best coding language to study in relation to knowledge administration, the average SQL developer is looking at a wage of around $70,000 to $eighty,000 per year. SQL is kind of a difficult language to use, and it has very particular use instances. However, the rising demand for knowledge analysis and manipulation by firms has resulted in a spike in the need for SQL developers lately.
Python dispenses with plenty of the usual things which take up time in programming, such as defining and casting variable varieties. It’s apparently one of the core languages of several modern AIs, together with IBM’s Watson and AlphaGo. Like C# and MATLAB, Java is an interpretive language, which implies that it isn’t compiled into machine code. Rather, the Java Virtual Machine interprets the instructions at runtime, permitting you to use the identical code on many different machines. C# just isn’t the simplest option to be taught first as it is a complicated language. MATLAB (and its open-supply family members like Octave) may be very well-liked with some robotic engineers for analyzing data and developing management systems.
When you’re in search of the best programming coding to learn, you need to think about what sort of work you wish to do. Java, when it was designed initially, was developed for interactive television, however the builders realized that this language and expertise was means too ahead for this business. It was solely later that it was integrated into the use it serves right now.
It can take quite a lot longer to implement the same performance using C and it’ll require many extra strains of code. However, as robotics is very dependent on real-time efficiency, C and C++ are in all probability the closest thing that we roboticists have to “a standard language”. There are additionally a huge number of free libraries for Python which implies you don’t have to “reinvent the wheel” when you should implement some basic functionality. And since it allows easy bindings with C/C++ code, the efficiency-heavy elements of the code can be carried out in these languages to avoid performance loss. | https://www.contactyahoomail.com/greatest-programming-language-to-be-taught-2021.html |
While the tech world is fraught with programming languages – more than 700 of them, with new ones being released regularly – not all are equal in terms of what they can achieve. Some are general-purpose, while others are specialized. Some are high-level, while other languages are low-level; some are easy to learn, while for others, the learning process is quite daunting. Given these factors, which programming language should you choose? Jump on board as we seek to answer this question.
What is a Programming Language?
A programming language is a collection of predefined words and symbols that programmers use to create software applications and scripts. The language is guided by rules and instructions that govern the do’s and don’ts, including what can and cannot be written.
There are two main types of programming languages, namely:
- Low-level programming language
- Mid-level/medium-level programming language
- High-level programming language
Low-Level Programming Language
A low-level programming language refers to a language that is closely tied to a computer’s architecture. There are two types of low-level languages: machine language and assembly code.
On the one hand, machine language comprises a collection of binary bits and numbers that is tied to the computer’s architecture and is meant to be read by machines. On the other hand, assembly language can be understood by humans. Once compiled using a program known as a compiler, the assembly language is converted into machine language. Examples of low-level languages include Intel 64 and AMD64 (both of which are tied to the 64-bit processor architecture), MIPS, and ARM64, among others.
Medium-Level Programming Language
A medium-level programming language bridges the communication gap between hardware and software. Examples of mid-level languages include:
- C++
- C
- C#
- Java
High-Level Programming Language
A high-level programming language is not tied to any architecture. As such, a program created using this category of programming languages can be used on any computer architecture with a few tweaks to the codebase. Examples of high-level languages include:
- Python
- PHP
- Ruby
- FORTRAN
- GO/Golang
- C#, among others
Generally, the term programming language refers to mid- and high-level programming languages.
Features of a Good Programming Language
The features/characteristics of high-level programming languages include:
- User-friendliness: A good programming language should be user-friendly as well as easy to learn and use with excellent readability to boot
- Portability: The language should not be tied to a specific computer architecture or operating system, i.e., the programming language should be portable
- Efficiency: It should have high efficiency for it to be easily converted to machine language without consuming a large chunk of system memory
- Documentation and structuring: The language should have existing documentation and a structure that facilitates software development
- Consistency: The language should be consistent in that it’s the semantics and syntax used should be uniform
- Conciseness: The language should be compact; that is, it should be possible to write functions concisely without having to include too many details
- Programming environment: a programming language should include a programming language known as Integrated Development Environment (IDE). The IDE includes tools for writing and editing the code, debugging, testing, and, finally, maintaining the program following deployment.
- Reusability: a good programming language has a reusability attribute. This enables the developers to use the same section of code in multiple programs. A prime example of reusability in action is the Python libraries such as Python Requests library, NumPy, Beautiful Soup, and more, which contain prewritten code that can be reused to create different programs.
Popular Programming Languages
Similarly, Python is a popular programming language, consistently emerging among the top 5 list. Python’s popularity is due to the fact that it is easy to learn and use. It is readable as it uses an English-like syntax. Python is supported by a large and vibrant developer community who chime into the discourse, helping beginners solve problems. But perhaps most importantly, Python boasts an expansive pool of reusable, prewritten code encased in over 137,000 libraries and frameworks. These libraries include the Python Requests library, Torch, NumPy, Scrapy, Selenium, and more. Clicking here will lead you to a blog post that covers, in-depth, the various features of the Python Requests library.
How to Choose a Programming Language
It is crucial to consider the characteristics of a good programming language when deciding on which language to learn or use. Secondly, you should make the following considerations:
- Use case: answer the question, what type of application do you want to build?
- Scalability and performance: consider whether the application will eventually require scaling and subsequently select a language that will aid in this without compromising on the performance
- Ease of maintenance
- Company’s in-house preferences: the company you work for may prefer one language to another, perhaps because of historical considerations
Conclusion
There are numerous programming languages. The decision to use one language over another can be influenced by a number of factors, including the features, use case, scalability and performance, and ease of maintenance. | https://thetecheducation.com/which-programming-language-should-you-choose/ |
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Interpreted Programming Languages
An interpreted language is a programming language for which most of its implementations execute instructions directly, without previously compiling a program into machine-language instructions. The interpreter executes the program directly, translating each statement into a sequence of one or more subroutines already compiled into machine code.
Functional Programming Languages
Functional programming languages define every computation as a mathematical evaluation. They focus on the application of functions. Many of the functional programming languages are bound to mathematical calculations.
Compiled Programming Languages
A compiled language is a programming language whose implementations are typically compilers (translators that generate machine code from source code), and not interpreters (step-by-step executors of source code, where no pre-runtime translation takes place).
Procedural Programming Languages
Procedural (imperative) programming implies specifying the steps that the programs should take to reach to an intended state. A procedure is a group of statements that can be referenced through a procedure call. Procedures help in the reuse of code. Procedural programming makes the programs structured and easily traceable for program flow.
Scripting Programming Languages
Scripting languages are programming languages that control an application. Scripts can execute independent of any other application. They are mostly embedded in the application that they control and are used to automate frequently executed tasks like communicating with external programs.
Markup Programming Languages
A markup language is an artificial language that uses annotations to text that define how the text is to be displayed.
Logic-Based Programming Languages
Logic programming is a type of programming paradigm which is largely based on formal logic. Any program written in a logic programming language is a set of sentences in logical form, expressing facts and rules about some problem domain.
Concurrent Programming Languages
Concurrent programming is a computer programming technique that provides for the execution of operations concurrently — either within a single computer, or across a number of systems. In the latter case, the term distributed computing is used.
Object-Oriented Programming Languages
Object-oriented programming (OOP) is a programming paradigm based on the concept of “objects”, which may contain data, in the form of fields, often known as attributes; and code, in the form of procedures, often known as methods. In OOP, computer programs are designed by making them out of objects that interact with one another.
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It is often said that there is no best programming language well that’s true. Each language strives at a different task, the top five programming languages listed here will help you get started. You should also know that some languages can nominate for worst programming language. It is no doubt that programming is gradually becoming a norm to survive in today’s world. Due to the vast number of languages, most people get stuck in the dilemma of choosing which language to learn. Below are the top five programming language obtained from a survey carried out on August 27, 2019.
The following languages are chosen based on Usefulness, Flexibility, Speed, and Relevance
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As a multi-paradigm language, it is, it supports event-driven, functional, and imperative (including object-oriented and prototype-based) programming styles. The language does not include any I/O, such as networking, storage, or graphics facilities. It entirely relies on the host environment in which it is embedded to provide these features.
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Python
Python is an interpreted, high-level, general-purpose programming language. Guido van Rossum and first released his first version of Python in 1991, Python’s design philosophy emphasizes code readability with its notable use of significant whitespace. The construct and its object-oriented approach aim to help programmers write clear, logical code for small and large-scale projects.
Python is dynamically typed and garbage-collected. It supports a large number of programming paradigms, including procedural, object-oriented, and functional programming. Python is usually described as a “batteries included” language due to its comprehensive standard library. It was conceived in the late 1980s as a successor to the then famous ABC language. Python 2.0, which was released in 2000, introduced features like list comprehensions and a garbage collection system capable of collecting reference cycles. Then Python 3.0, which was a major revision of the language that is not entirely backward-compatible, and much Python 2 code does not run unmodified on Python 3.
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C++
C++ is a general-purpose programming language which is an extension of C programming. It was created by Bjarne Stroustrup. The language has evolved significantly over time, and modern C++ has object-oriented, generic, and functional features in addition to facilities for low-level memory manipulation. It is biased toward system programming and embedded, resource-constrained software and large systems, with performance, efficiency and flexibility of use as its design highlights. C++ has key strengths being software infrastructure and resource-constrained applications, including desktop applications, servers, and performance-critical applications (e.g., telephone switches or space probes).
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Java
Java is a class-based general-purpose programming language. It is object-oriented but not a pure object-oriented language. Due to the fact that it contains primitive types, and designed to have as few implementation dependencies as possible. It was created to let application developers write once, run anywhere (WORA), meaning that compiled Java code can run on all platforms that support Java without the need for recompilation. Java applications are typically compiled to bytecode that can run on any Java virtual machine (JVM) regardless of the underlying computer architecture. Its syntax is similar to C and C++, but it has fewer low-level facilities than either of them. As of 2019, according to Git Hub’s survey, Java was one of the most popular programming languages in use, particularly for client-server web applications, with a reported 9 million developers.
The original developer of Java is James Gosling at Sun Microsystems, but Oracle has since acquired it and released in 1995 as a core component of Sun Microsystems’ Java platform.
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Julia
Julia is a high-level science-based programming language which is specially designed for high-performance numerical analysis and computational science. Julia’s is intended to have a type system with parametric polymorphism and types in a fully dynamic programming language and multiple dispatches as its core programming paradigm. It also allows concurrent, parallel and distributed computing and direct calling of C and Fortran libraries without glue code.
Julia includes dynamic libraries for floating-point calculations, linear algebra, random number generation, and regular expression matching. It makes use of eager evaluation, also called strict evaluation. The tools that are available for Julia include IDEs; with integrated tools, e.g., a linter, debugger, and the Rebugger.jl package “supports repeated-execution debugging” and more.
It is designed for numerical computing. Julia is a general-purpose programming language. It is also beneficial for low-level systems programming as a specification language, and web programming: both for server web use and web client programming, and innovative programming; data science and machine learning.
In conclusion, programming is the present and the future, and there are many things you can achieve with each of the programming languages listed ranging from; data science, web development to machine learning. It all depends on the career path you choose. However, it does not mean you have to learn all five programming languages to be productive. The goal here is to give a concise introduction that will guide you towards picking a programming language that fits what you intend to build. | https://sterlingtips.com/top-five-programming-languages-to-get-you-started/ |
The programming language is indeed the fundamental unit of today’s technological society. It is a set of instructions and commands we give to our machines to achieve a particular goal.
The machine, for instance, will add two numbers for you when you give it a set of instructions and give you the correct result. What do you know about the long and rich history of programming languages? This article examines how Programming Languages have evolved throughout this period with a similar concern.
There are approximately 500+ programming languages in the computer world, each with syntax and features. The search engine will identify Charles Babbage as the father of the computer when you type who invented the computer. The first computer program was not created by him. Founder of the computer language, Ada Lovelace, wrote it in 1883.
Programming Language Evolution over the Last Ten Years
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Java
Java, however, is one of the most popular high-level programming languages used by modern programmers. Java was initially designed for cable boxes and handheld devices. It has, however, upgraded so much that it is almost everywhere nowadays, from smartphones to computers to the World Wide Web. Currently, it is the second most popular programming language after Python. Java Classes in Pune at 3RI Technologies will help you to become master in Java. You can basic to advance here.
-
-
Python
Even professional programmers have difficulties writing code in many of the programming languages listed on this list. Since it was created in 1991, Python has gained popularity for its ease of use. With its emphasis on code readability, framework, and vast libraries, it is a high-level programming language. Among its notable features are the following:
- An open-source programming language
- and community that offers extensive support
- for integrating with the web
- in a user-friendly way
- for desktop applications that use the GUI
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PHP
-
C#
As each passing year passes, programming languages evolve. It is one of the most popular programming languages in the Dot NET framework, created by Microsoft. In addition to Java, Objective-C, PHP, and other languages, universal programming languages provide a comprehensive foundation for programming.
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C++
Bjarne Stroustrup developed C++ based on C. It has evolved into a general-purpose, multi-model programming language. It is used primarily in Microsoft’s desktop applications and products. The C++ programming language has grown into one of the most widely used and well-known.
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C
The general-purpose, procedural programming language Dennis Ritchie developed during 1969-1973 was directly compiled into a machine language by a Bell Labs engineer. In addition, Ritchie’s language has easily influenced many others in this list. Programmers can control the hardware by using the C programming language.
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R
The R programming language is also widely used by statisticians and data miners for building statistical software and analyzing data. A wide range of graphical and statistical techniques can be performed using the R programming language and its libraries.
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Objective C
Originally, Objective-C was an object-oriented, general-purpose language developed in the early 1980s.This programming language is commonly used on OS X and iOS. Classes and methods are defined using syntax borrowed from C and primitive types and flow control statements.
-
Swift
It’s a compiled, general-purpose programming language that developers are highly productive. iOS and Mac both use Swift as a replacement for Objective-C. Swift is known for its language design, which is the main reason for its popularity. As an alternative to Objective-C in the Apple ecosystem, it offers a more specific, precise, and clean syntax and developer-friendly features.
It has taken 70 years for programming languages to evolve from challenging assembly language programs to the most user-friendly Python applications. Throughout the years, 3RI Technologies has kept pace with the progress of programming languages. Throughout the years, 3RI Technologies has kept pace with the progress of programming languages.
Our courses provide learners with the ability to learn the languages they need to succeed in their careers.
Besides offering courses for programmers and developers, we also offer training for development leaders and project managers. Take the time to learn new and improved programming languages to keep up with the ever-changing demands of the technological world. | https://techsran.com/internet/the-evolution-of-programming-languages-in-the-past-10-years/ |
The two biggest questions in Economics are, no doubt, efficiency and equality. The first means no dilapidation of resources, the second means…, well, it may mean many things: equality of opportunities, resources, access to basic goods, or equality of results, among many others. Whatever we understand by equality, there are two major problems with its opposite, the inequality. First, it affects socioeconomic outcomes,including investment and economic growth, poverty, health and well-being, crime, conflict and social cohesion. Second, it also affects the feelings of those in the society who dislike inequality. In fact, all societies show to some extent some concern about equity, justice, and high levels of inequality. The reader may claim: there is another major problem, those people who are at the low side of the inequality. That is true, but they become the society’s problem through the first and the second of the ways just exposed.
Different societies use different policies that affect inequality, either as an unintended consequence or as part of a plan to reduce it, like fiscal policy, trade policy, minimum wages, interest rate controls, land reform, anti-discrimination legislation, affirmative action and so on. Anderson et al. (2016) 1 present the findings of a meta-analysis to understand these effects. The question is too broad, and the first task is to define it in terms we can deal with. The authors pay attention to policies that have the form of government spending aimed at reducing inequality, measured as income inequality. Further, they focus on low and middle income countries. In their meta-analysis they identify a total of 84 separate studies containing over 900 estimates of this effect. Before moving on with the findings of the study, it is important to take into account all the difficulties in this kind of studies.
There are many reasons why a policy of government spending, even if well meaning, may have poor results in terms of reducing inequality. Here are just four examples: (i) most spending on transfers may be captured by the middle class (Milanovic, 1994 2), (ii) the same may apply to subsidies, which makes up an important share of government spending in developing countries (Rhee et al., 2014 3), (iii) even expenditure on health and education may be received disproportionally in a greater part by the middle classes in urban areas (Davoodi et al., 2003 4), and (iv) the spending may be financed with taxes that, in developing countries, may counteract the effect of the spending, or may be financed via monetary expansion, causing an inflation that hurts the poor the most.
Another important issue is reverse causality. Countries with higher levels of inequality may engage in more redistributive activity. If not properly controlled for, higher inequality may be falsely attributed to government spending.
The meta-analysis is justified as results from the econometric literature appear to be inconclusive. Some studies found no evidence of a statistically significant relationship between government spending on health and education and the share of the poorest 20% of households in national income (e.g., Dollar et al. (2013), 5), while others found evidence that certain types of government spending, for example, on social welfare, education and health, do have a negative and statistically significant effect on income inequality (e.g Martinez Vazquez et al., 2012 6). One previous meta-analysis focused only on the effects of education on income inequality (Abdullah et al., 2015 7).
The meta-analysis finds that, in general, the government spending reduces income inequality, but, and this is important, the size of the effect depends on which way the inequality is measured. The effect is stronger when one looks at the share of the 10% or 20% richest in the national income, and weaker when one looks at the share of the 10% or 40% poorest. Focusing on the Gini index, the effect is midway between those two other measures. This favor the hypothesis that most of the redistributive effect is due to a policy that takes from the rich and gives to the middle class.
The authors also find some unexpected results that may help future research on the issue. First they find that little evidence that the period of time covered by the samples used for estimation makes a big difference to the results. The same happens with the inclusion of developed countries. The main exception occurs when focusing on social welfare spending, where estimates using more recent data show a more negative relationship with income inequality. Second, they find that studies using the simpler econometric technique of OLS (ordinary least squares) have a tendency to overestimate the contribution of government spending to the reduction of inequality, compared with more robust analytical approaches such as panel data methods and estimations with instrumental variables. The application of econometric tools to check for bias risk (Duvendack et al., 2012 8) found that indeed the OLS studies were classified as medium risk of bias. Finally, after a first look at the data, using funnel plot technics, the authors find that the distribution of results is symmetric enough, an indication of a non-bias set of publications. However, after closer inspection they do find some evidence that positive estimates of the relationship between government spending and the reduction of income inequality are being under-reported in the literature. Whether this is due to a tendency of not publishing results unless they are very significant or due to ideological bias is not clear. To add confusion to this matter the bias is reversed when focusing specifically on welfare spending.
In terms of the overall association between government spending and income inequality, after controlling for publication bias, we find that the answer depends very much on the type of spending being considered and the measure of inequality. The results show some evidence of a moderate negative relationship between government spending and income inequality, which is strongest for social welfare and other social spending, and when using the Gini coefficient or the top income share as the measure of inequality. It is important to recognize, however, that both the size and direction of the estimated relationship is affected by a range of factors. This makes it difficult to say whether or not there is on average a strong association between any particular type of government spending and income inequality. Although we have in this study been able to identify some of the factors influencing the size and direction of the relationship, it is clear that there is much heterogeneity left to explain. | https://mappingignorance.org/2016/10/17/government-spending-income-inequality-developing-countries/ |
Lawrence Adu Asamoah,
Francesco Figari and
Andrea Vezzulli (
Regional Science Policy & Practice, 2021, vol. 13, issue 5, 1661-1686
Abstract:
This paper investigated the spatial effects of innovation and entrepreneurial activity on income inequality of 64 middle‐and‐low‐income countries and 25 high‐income countries from 2000 to 2016. Spatial panel methods are used to address the issues of spatial dependency and spillover effects among neighboring countries. We find the following: (1) Evidence of spatial correlations in income inequality across countries. (2) A positive direct effect between innovation and inequality but a positive feedback from innovation. (3) The relationship between entrepreneurial activity and inequality is mixed. The relationship is positive if entrepreneurial activity is proxied by self‐employment but negative if measured by entry rate. Both produced a negative feedback effect, which suggests that entrepreneurial activity is linked to rising inequality in developing countries. (4) A positive spillover effect from innovation and negative spillover effect from self‐employment. We also investigated whether the linkages between innovation–inequality and entrepreneurial activity–inequality are subject to a country‐level institutional quality. The findings suggest that the interaction terms have negative effects on income inequality. For policy implications, innovation sharing should be encouraged to reduce monopoly power that increases the tendency for wealth accumulation. Another possible solution to increase entrepreneurial activities while reducing inequality is for governments in developing countries to offer various schemes targeted at the poor, especially finance.
Date: 2021
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The article, “Riding the Wave: World Trade and Factor-Based Models of Democratization” by John S. Ahlquist and Erik Wibbels appears in the April 2012 of the American Journal of Political Science. Here, they summarize its content:
Much of the recent interest in the high and rising levels of income inequality in the United States and beyond seems to derive from people’s intuition that high levels of inequality could have negative consequences for political stability, possibly leading to conflict or even revolution. Much of the concern with economic globalization–the increasing economic interdependence across borders that enables so many of our goods to be manufactured in China–has the same flavor: increasing international trade can exacerbate distributional conflicts and perhaps destabilize political systems as some groups win from trade and others are hurt.
The social scientific evidence on these questions, however, is mixed. Important contributions from political scientists and economists have argued that greater inequality, up to a point, can stimulate the democratization of nondemocratic regimes. When a poor majority in an unequal autocratic society sees democracy as a tool to get what they want, it might make sense to push for democracy; the more unequal the society the greater the incentive to challenge the existing regime. Furthermore, globalization-induced changes in the income distribution may, in fact, be a positive catalyst for democracy. Classic ideas about international trade argue that trade benefits and empowers workers in countries where the primary economic endowment is labor (as opposed to abundant, fertile land or lots of capital). This view makes for a rosy set of expectations for democracy, at least in labor-rich, authoritarian countries like China.
In our paper we use the expansion and contraction of world trade over the last 130 years as a way of examining how the economic empowerment of different groups affects the prospects for democracy. Looking at all countries for which we have data and going back to the 1870s, we find that there is no consistent evidence that increased world trade increases the chances for democratization in labor-rich autocracies, contrary to the assertions in several existing studies. We do find some evidence that world trade has hurt the prospects for democracy in countries like Argentina, whose primary economic endowment is land. Our research calls in to question both the claim that globalization is good for democracy and that democracy is an effective tool for addressing distributive conflict in favor of workers and the poor.
About the Authors: John Ahlquist is the Trice Family Faculty Scholar and Associate Professor of Political Science at the University of Wisconsin-Madison. Erik Wibbels is Associate Professor of Political Science at Duke University. | https://ajps.org/2014/07/17/inequality-trade-and-democratization/ |
Globalization and inequality
Many critics point to globalization, its swirling influences over worldwide connections through trade, technology and communications, as a culprit behind growing. Modeling how globalization leaves the least-skilled workers behind. Tracking inequality levels worldwide can pose a variety of statistical challenges for researchers different nations, for starters, tally income and wealth in. Globalization is creating fresh opportunities for hundreds of millions of people but the gap between richest and poorest countries is widening and inequality within.
Globalization undoubtedly has many complex and unintended consequences however, pranab bardhan, economist at university of california, berkeley, argues that. A recent international monetary fund working paper entitled “rising income inequality: technology, or trade and financial globalization” provides a fascinating. Developing countries face special risks that globalization and market reforms will exacerbate inequality, at least in the short run, and raise the political costs of. Looking at globalisation and its impact on the world’s distribution of income, it is argued that, while in individual countries it may raise inequality, the overall. Is globalization a force for good in poverty alleviation, or does it only drive inequality.
Read chapter 8 how is economic globalization affecting inequality: from the oceans to continental heartlands, human activities have altered the physical. The process by which the lives of all people around the planet become increasingly interconnected in economic, cultural, political, and environmental terms, along.
The semiannual world economic outlook reviews global macroeconomic developments, forecasts growth what is the impact of globalization on inequality. Research links the global trade environment with corporate pay increases and inequality in the us. There is a considerable debate among economists about the extent to which globalization—and specifically the liberalization of trade and investment—may increase. 2 measuringinequalityandpovertyandprovidesomedataontrendsthisis followedbyadiscussionofthepathwaysbywhichaspectsof liberalizationhave.
The relationship between globalization, economic growth and income inequality'' published in 'journal of globalization studies' volume 1, number 2 / november. Branko milanovic presents a bold account of the dynamics that drive inequality on a global scale using vast data sets, he explains the forces that make inequality. John o’loughlin institute of behavioral science university of colorado at boulder campus box 487 boulder, co 80309-0487 economic globalization and income inequality in. Introduction to global inequality in 2000, the world entered a new millennium in the spirit of a grand-scale new year’s resolution, it was a time for lofty.
Globalization and inequality
Nancy birdsall, president of the center for global development gives a brief overview of the issues and concerns surrounding the growing global inequality.
- Economist branko milanovic claims that there is credence to this argument in his 2016 book global inequality: a new approach for the age of globalization.
- In the globalization of inequality, distinguished economist and policymaker françois bourguignon examines the complex and paradoxical links between a vibrant world.
- The economist and author of globalisation and its discontents talks to the guardian's larry operate under has led to an astonishing rise in global inequality.
- A poisonous mix of inequality and sluggish wages threatens globalisation.
Globalization and inequality edited by branko milanovic lead economist the world bank research department, washington, usa and visiting professor school of public policy. Globalization is defined as the transfer or easy flow of goods, services and capital from one country to another due to this rapid transfer in trade across. Watch a brief video overview on globalization and inequality by nancy birdsall rapid growth in china and india is reducing the number of the world's poor. By momoyo tanaka globalization creates inequality between developed countries and developing countries, and rich and poor in domestic one researcher showed that. To what extent can increasing inequality be explained by globalization and if there is a connection, what if anything can and should be done about it. | http://kjhomeworkklhf.jordancatapano.us/globalization-and-inequality.html |
Astechnology evolves, with transportation becoming faster and more convenient, societies and economies all over the world are integrating to a level never before seen. Yet still, poverty is by far one of the most important issues of our time. In this era of rapid globalization, of rapid flow of resources and production, we often debate the question of whether this global integration is truly positive. As globalization happens inevitably, it promises economic growth and the overall wellbeing of all societies, yet some evidence suggests that certain societies are hindered by global integration and increased trading – in particular the poorer end of the spectrum. It is obvious that not all are benefiting from this integration at the same time. Globalization is potentially beneficial to all members of society; however, it requires sound policies and social programs to overcome the often witnessed short-term negative effects that poverty-stricken communities often face because they take longer to adapt than developed countries. In order to understand this, the following paragraphs will explore the negative and positive effects of globalization. There are definitely negative aspects of globalization, such as increasing inequality and decreasing wages in some lesser economically developed countries (LEDC). The fact is, the world has been increasingly globalized and prosperous, “yet it is clear that inequality has grown” (Basu, 2006), and “currently, the richest region has a per capita income that is 20 times the income of the poorest region” (Basu, 2006). Such extreme inequality both between and within countries can be extremely problematic and uncomfortable. “Rising inequality between countries impacts directly the national political economy in the poorer states” (Wade, 2004) as it brings incentive for government corruption in order to live up to the standards of richer states, and also encourages instability and deprivation in the population. As globalization pushes through, another great concern is the dropping of real wages with respect to purchasing power in LEDCs due to both international competition and rising price levels. Many small local industries cannot withstand the high level of competition in the international market since there are hidden barriers in trade, such as transportation costs, brand name effects etc. (Bardhan, 2006a); hence they could not benefit from free trade. Worst of all, they now even have to compete with multinational corporations for their own local markets. As for the rising price levels, because “a disproportionately large share of the world’s GDP comes from the industrialized countries, it seems reasonable to predict that the prices of goods in poor countries will converge more rapidly toward prices in industrialized countries than the latter converge toward the former” (Basu, 2006). This means that the general price level of poorer countries will tend to rise because of global trade. It is then obvious that because unskilled and illiterate workers in poor countries are unable to take advantage of the new technology, their “wages will lag behind prices” (Basu, 2006). The result of this is the drop in real purchasing power. Interestingly, globalization does dramatically increase wages for the skilled workers, since there is now a higher demand for them (Basu, 2006), contributing to the increasing inequality. All these negative results of increasing globalization and trade liberalization must be considered; however, as we will see in the next paragraph, this is not the end of the story. Although there are negative consequences of increasing globalization, there are also many long-term benefits. Because of the global integration of commodities, technology and economies, “as a group, the poor countries have grown more quickly…the globalization period has been the golden age of development” (Bhalla, 2002,). “The 20th...
Cited: Bardhan, P. (2006a). Globalization and rural poverty. World Development, 34(8), 1393-1404.
Bardhan, P. (2006b). Does Globalization Help or Hurt the Worlds Poor? Scientific American, 294(4), 84-91.
Basu, K. (2006). Globalization, poverty, and inequality: What is the relationship? What can be done? World Development, 34(8), 1361-1373.
Bhalla, S.S. (2002). Imagine There’s No Country: Poverty, Inequality and Growth and the Era of Globalization. Washington, DC: Institute for International Economics.
International Monetary Fund (IMF) (2000). Globalization: Threat or Opportunity? Retrieved March 14, 2007, from http://www.imf.org/external/np/exr/ib/2000/041200.htm
Van Dijk, M.P. (2006). Different effects of globalization for workers and the poor in China and India, comparing countries, cities and ICT clusters. Tidschrift voor Economische en Sociale Geografie, 97(5), 503-514.
Wade, R.H. (2004). Is Globalization Reducing Poverty and inequality? World Development, 32(4), 567-589.
World Bank, Collier P., & Dollar D. (2002). Globalization, Growth, and Poverty: building an inclusive world economy. New York: Oxford University Press. | https://www.studymode.com/essays/Taking-An-Easier-Path-Globalization-And-242454.html |
Similar levels of income inequality may be characterised by completely different distributions of capital and labour. People who belonged to the highest income decile in the US before WWII received mainly capital incomes, whereas in 2010 people in the highest decile earned both high labour and capital incomes (Piketty 2014). Yet the difference in their total income shares was small.
Different distributions of capital and labour describe different economic systems. Two polar systems are particularly relevant. In classical capitalism – explicit in the writings of Ricardo (1994 ) and Marx (1992 , 1993 ) ¬– a group of people receives incomes entirely from ownership of assets while another group’s income derives entirely from labour. The first group (capitalists) is generally small and rich; the latter (workers) is generally numerous and poor, or at best with middling income levels. The system is characterised by high income inequality.
In today’s liberal capitalism, however, a significant percentage of people receive incomes from both capital and labour (Milanovic 2019). It is still true that the share of one’s income derived from capital increases as we move higher in the income distribution, but very often the rich have both high capital and high labour incomes. While inter-personal income inequality may still be high, inequality in composition of income is much less.
The purpose of our study is to introduce a new way of looking at inequality that allows us to classify empirically different forms of capitalism. In addition to the usual inter-personal income inequality, we look at inequality in the factoral (capital or labour) composition of people’s incomes. The class analysis (where class is defined narrowly depending on the type of income one receives) is thus separated from the analysis of income inequality proper.
Which countries around the world are closer to classical, and which to liberal capitalism? Does classical capitalism display higher inter-personal income inequality than liberal capitalism? Can we find what we term ‘homoploutic’ societies – where everyone has approximately the same shares of capital and labour income? Would such homoploutic societies display high or low levels of income inequality?
To answer these questions, in Ranaldi and Milanovic (2020) we adopt a new statistic, recently developed by Ranaldi (2020), to estimate compositional inequality of incomes: the income-factor concentration (IFC) index. The income-factor concentration index is at the maximum when individuals at the top and at the bottom of the total income distribution earn two different types of income, and minimal when each individual has the same shares of capital and labour income. When the income-factor concentration index is close to one (maximal value), compositional inequality is high, and a society can be associated to classical capitalism. When the index is close to zero, compositional inequality is low and a society can be seen as homoploutic capitalism. Liberal capitalism would lie in-between. Negative values of the income-factor concentration index, which describe societies with poor capitalists and rich workers, are unlikely to be found in practice.
By applying this methodology to 47 countries with micro data provided by Luxembourg Income Study from Europe, North America, Oceania, Asia, and Latin America in the last 25 years and covering approximately the 80% of world output, three main empirical findings emerge.
First, classical capitalism tends to be associated with higher income inequality than liberal capitalism (see Figure 1). Although this relationship was implicit in the minds of classical authors like Ricardo and Marx, as well as in recent studies of pre-WWI inequality in countries that are thought to have had strong class divisions (Bartels et al. 2020, Gómes Léon and de Jong 2018), it was never tested empirically.
Figure 1
Note: The graph shows on the horizontal axis compositional inequality and on the vertical axis the standard measure of inter-personal income inequality (Gini coefficient). Nordic countries (Finland, Sweden, Norway and Denmark) are marked in red.
Second, three major clusters emerge at the global scale. The first cluster is the one of advanced economies, which includes Western Europe, North America, and Oceania. Relatively low to moderate levels of both income and compositional inequality characterise this cluster. The US and Israel stand somewhat apart from the core countries since they display higher inequality in both dimensions.
Latin American countries represent the second cluster, and are, on average, characterised by high levels in both inequality dimensions.
The third cluster is composed of Nordic countries and is exceptional insofar as it combines low levels of income inequality with high compositional inequality. This is not entirely surprising: Nordic countries are known to combine wage compressions with ‘socially acceptable’ high returns to capital (Moene and Wallerstein 2003, Moene 2016). Such compromise between capital and labour (reached in the early 1930s) has put a cap on earning inequality within the region (Fochesato and Bowles 2015) but has left wealth inequality untouched (Davies et al. 2012). By drastically reducing the progressivity of capital income taxation (Iacono and Palagi 2020), income tax reforms during the 1990s have worked in the same direction.
Several other results are found. Many Eastern European countries are close to the Nordic cluster. Some (Lithuania and Romania) have very high compositional inequality, likely the product of concentrated privatisation of state assets. India is very similar to the Latin American cluster, displaying a class-based structure with high levels of income inequality.
Taiwan and Slovakia are, instead, the most ‘classless’ societies of all. They combine very low levels of income and compositional inequality. This makes them ‘inequality-resistant’ to the increase in the capital share of income. In other words, if capital share continues to rise due to further automation and robotics (Baldwin 2019, Marin 2014), it will not push inter-personal inequality up: everybody’s income would increase by the same percentage. The link between the functional and personal income distribution in such societies is weak – the topic of a previous VoxEU column by Milanovic (2017b). It is also interesting that Taiwan is both more ‘classless’ and less unequal than China.
The third, and perhaps most striking result that emerges from our analysis is that no one country in our sample occupies the north-west part of the diagram. We find no evidence of countries combining low levels of compositional inequality (like those of Taiwan and Slovakia) with extremely high levels of income inequality (like in Latin America).
To conclude, we propose a novel taxonomy of varieties of capitalism on the basis of the two inequality dimensions (Table 1). We believe such taxonomy brings a strong empirical and distributional focus into the literature on the varieties of capitalism, as well as a larger geographical coverage.
Table 1 Nomenclature of capitalism
References
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We compare three theoretical explanations for the positive empirical relationship between importer income per capita and traded goods prices. A first explanation is that consumers with higher incomes demand higher quality goods with higher prices. A second explanation is that wealthier people exhibit an increased willingness to pay for necessary goods as more goods enter the consumption set in a hierarchic demand system, and can thus be charged higher markups. A third explanation is that consumers with higher incomes are more finicky regarding their preferred variety in an ideal variety framework and can thus be charged higher markups. We discriminate between these three theories by focusing on the effect of income inequality on trade prices. Based on a large dataset with bilateral HS6 level data on 1260 final goods categories from more than 100 countries between 2000 and 2004, we find a highly significant negative effect of income inequality on unit values. This contradicts both the demand for quality and finickyness theories, while providing support for the increased willingness to pay theory linked to hierarchic demand. These findings on income inequality do not falsify the quality expansion model and the ideal variety model per se. However, the results do argue for place of importance of hierarchic demand. | https://wiiw.ac.at/import-prices-income-and-inequality-p-2621.html |
Dr. Harry Roy, a professor of biology at Rensselaer Polytechnic Institute in New York, saw my talk on evolution, religion, and science, and societal dysfunction, which proposed not only that antievolutionism in most countries is motivated by religion (duh!), but religion itself is promoted by societal dysfunction, so that those societies with higher levels of income inequality, child mortality, incarceration, and lower levels of health care (all embodied in Greg Paul’s “Successful Societies Scale”) are the most religious. My suggestion was that if we want to promote acceptance of evolution, in the end we have to build healthier societies.
In that talk, I showed a slide from Greg Paul’s work documenting a pronounced (and statistically significant) negative correlation between the degree of religiosity of 17 Western nations (and Japan) and their “success” as measured by the SSS. This was supported by other studies showing a striking positive relationship between income inequality (as measured by the Gini Index) and each of 12 separate measures of religiosity. A tentative conclusion is that people are more religious when their societies fail to give them the support or feeling of well-being that, for example, is enjoyed by inhabitants of countries like Sweden and Denmark.
Anyway, Harry found some relevant data in the United States, crunched the numbers, and did a statistical analysis. He left comments and a link to the analysis, after my post. And he’s kindly done a bit more analysis and allowed me to reproduce it here. What he found is precisely the same relationship among states (using the HDI) as I found among countries: American states with lower HDIs are more religious.
First, a portrait of American religiosity taken from a 2009 Gallup poll:
As we know, the south is really religious (just go there if you doubt that!), and the northeast and west coast states much less so.
And below is a national map of the Human Development Index (HDI) from Wikipedia. This index is a measure of societal well being that differs from the “Successful Societies Scale” (SSS) that I used in my talk at Harvard. The HDI uses a set of traits that differ from those used in the SSS: the former amalgamates three traits (life expectancy, education, and income), while the latter combines 25 traits, including corruption, income disparity, child mortality, access to medical care, suicide rates, and so on. Unlike the SSS, under which the U.S. ranks very low among first-world nations, the HDI places the U.S. at the top when the index is not adjusted for inequality among residents, but falls much lower when adjusted for inequality (see the Wikipedia article on the HDI at link above). The disparity may be due to the inclusion of income inequality in the adjusted HDI; income inequality is highly positively correlated with religiosity across 71 nations.
The south is not so great here, the northeast (and two states on the west coast) are better. That suggests a relationship between religiosity and well being as measured by the HDI.
After crunching the data, Dr. Roy produced this correlation between the religiosity of the 50 states and their ranking on the HDI:
As you see, we have the same negative relationship between well-being and religiosity that we saw for different countries of the West. The correlation here is r= – 0.66897, and the probability (“p”) that this correlation would arise by chance is p = 0.00000012. (A value of p less than 0.05 is conventionally used to show a significant relationship.) This relationship, then, is not only striking but very highly significant in a statistical sense. Harry put a least-squares regression line through the data; its slope is also highly significant.
Why the correlation? Again, it could mean—but I am not pushing this interpretation as dogma—that people tend to either become more religious or retain a historical religiosity in areas where they are not very well off. There may also be ethnic differences that contribute to this (the population of blacks in America is concentrated in the south, for instance, and educational attainment is lower in general), but education itself is likely negatively correlated with indices of well being, and poverty is a component of both the HDI and SSS. Although I’m not a Marxist, Marx may have gotten it right when he said, “Religion is the sigh of the oppressed creature, the heart of a heartless world, and the soul of soulless conditions. It is the opium of the people.”
Finally, here’s another figure, which I’ve reproduced before, on the correlation between poverty and religiosity: | https://whyevolutionistrue.com/2012/05/13/the-correlation-between-religiosity-and-well-being-among-u-s-states/ |
It is generally argued that open trade is crucial for economic growth and development. The economic literature also argues that growth is an important option for reducing poverty in developing countries. The paper analyzed the causality between the trade, growth and poverty for Pakistan using annual time series data from 1973-2009. Granger causality results based on Error-Correction Models have shown that in the case of Pakistan there exists two way relationship between trade and growth in the long-run but for the short-run growth enhance the trade. For the growth and poverty, there exists long-run relation from growth to poverty while for the short-run there exists no relationship. It may be concluded that international trade can play an important role towards growth and ultimately alleviation of poverty. From the policy perspective government should focus on trade.
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Baharudin, Azfar Hilmi (2013) An empirical investigation into Malaysia’s economic growth : income inequality and foreign direct investment / Azfar Hilmi bin Baharudin. Masters thesis, University of Malaya.
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Abstract
This paper embarks on an extensive empirical investigation on economic growth for Malaysia, with attention on income inequality, foreign direct investment, financial development and trade. OLS procedure was employed in experimenting with different proxies for financial development and finds robust positive relationship between growth and financial development. FDI and trade are also found to be significant contributors to Malaysia’s economic development. Income inequality however, does not seem to exhibit meaningful statistical relationship. These findings are generally mirrored in the three cointegrating regressions employed namely FMOLS, CCR and DOLS procedures. The orders of integration for variables used have been demonstrated to be governed such that a long-run relationship prevails. Additionally, bivariate long-run relationship is also found between growth and FDI, income inequality and FDI as well as financial development and FDI. In short-run horizon, statistical significance of financial development and trade breaks down, and the effects of income inequality and trade reverses. Thus effectively, FDI is the only variable considered in this paper to have significant implications on growth in the short-and long-run horizon. This paper also finds evidence of unidirectional causality that runs from income inequality to growth and income inequality to FDI. Bidirectional causality is detected between trade and economic growth. Another experimental consideration fails to reveal any moderating effects stemming from financial development, trade and FDI on the equity-efficiency nexus. | http://studentsrepo.um.edu.my/4165/ |
Topic : Comparative study of relationship between income inequality and economic growth in China with India.
Abstract:This paper applies the Engle-Granger two-step ECM approach to estimate the long-term and short-term relationships between inequality and economic growth for China and India. Our estimation results support the S-shaped curve hypothesis relating GDP per capita to inequality with different starting points for the two countries. We find a positive causal relationship between China, showing that increased income inequality spurred economic growth. Furthermore, we find the same results that the trade openness increased inequality in China and India. As for redistribution, fiscal redistributive measures show a negative effect on China and India. In the inequality-GDP per capita relationship, export shows a negative effect in China and had no significant effect in India.. | http://ijsem.org/abstract.php?id=11641 |
Join Karin Hutchinson for an in-depth discussion in this video Simplifying expressions using the distributive property, part of Learning Algebra: Pre-Algebra.
- In this lesson,…we will simplify expressions…by using the Distributive Property…and Combining Like Terms.…We're going to simplify…5 minus 4…times the quantity 2x plus 6.…We're going to start by using the Distributive Property.…Notice that the Distributive Property…comes at the end of this expression.…When the Distributive Property comes at the end…or in the middle of an expression,…it's a little trickier.…We're going to start with the 5.…
And notice, that we're distributing what looks like 4,…but it's not really 4 that we're going to distribute.…We need to take that sign in front.…So we're actually going to distribute -4.…If you don't distribute -4,…your final answer will be incorrect…because you have lost a sign.…So -4 times 2 is -8,…and I'm going to write that as -8x.…And then we need to multiply…- 4 times positive 6.…
That's -24,…so I'm going to write that as minus 24.…Now, we can rewrite our like terms together.…Notice, that I don't have a like term…for minus 8x,…and that's okay.…But I am going to start my expression…
AuthorKarin Hutchinson
Released8/4/2015
This course includes practice challenges and worksheets, as well as tips for educators who are helping students master pre-algebra for Common Core. Karin Hutchinson also helps you evaluate, write, and simplify expressions, and solve word problems and complex algebraic expressions.
- Adding integers
- Subtracting
- Multiplying and dividing
- Understanding the order of operations
- Evaluating expressions
- Breaking down word problems and algebraic expressions
- Distributing positive and negative numbers
- Simplifying expressions
Skill Level Intermediate
Duration
Views
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Introduction
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Welcome1m 7s
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1. Adding Integers
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Introduction to integers4m 1s
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Absolute value2m 50s
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Solution: Add integers4m 19s
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2. Subtracting Integers
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Solution: Subtract integers4m 10s
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3. Multiplying and Dividing Integers
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4. Order of Operations
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5. Evaluating Expressions
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6. Word Problems and Algebraic Expressions
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More real-world problems4m 35s
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7. The Distributive Property
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8. Simplifying Expressions
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Introduction to like terms3m 13s
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Combining like terms6m 6s
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Conclusion
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Next steps40s
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Knowing how to simplify expressions in calculus is essential to being able to differentiate. The TI-89 graphing calculator makes simplifying expressions an easy task. In fact, you don’t even have to access a menu; The TI-89 can perform expression simplification right on the home screen. There is another way—using the propFrac command.
Simplify TI 89 Example 1: Using the HOME screen
If you have a very simple expression, type it into the HOME screen and the calculator will do the rest.
Example problem: simplify the following expression with the TI-89:
f(x) = 9x + 8x
Step 1: Press the HOME key.
Step 2: Press 9 X + 8 X to enter the expression.
Step 3: Press Enter. Your answer should be 17x.
Simplify TI 89 Example 2: Using propFrac
For more complicated equations, like ((x2 + 3x + 2)/(x + 1)), entering it as-is on the HOME screen won’t work. All you’ll see is your entry repeated. This is when you’ll want to use propFrac.
Step 1: Press F2, then 7 to select propFrac from the HOME screen.
Step 2: Type your expression in. Make sure you type in a closing parentheses “)”.
Step 3: Press the ENTER key. For ((x2 + 3x + 2)/(x + 1)), the simplified expression is x + 2.
Caution: Although the calculator returns the correct answer, it might not be formatted in the way you’re accustomed to.
TI 89 PropFrac Command Example 3: Using PropFrac to convert Rational to Proper Fractions
A rational fraction (also called a rational expression) is a fraction that has a numerator and denominator with rational numbers. A proper fraction has a top number that is smaller than it’s bottom number. For example, 5/3 and 8/4 are proper fractions. Converting fractions is tedious by hand, not to mention that (if you’re like me) you’ll make small mistakes. Add a variable or two (like x or y) to the mix and the process can be quite time consuming. However, the TI 89 propFrac command makes it a snap to convert to proper fractions.
Example question: Convert the following rational function to a proper fraction.
f(x) = (x>sup>2 + x + 3) / (x – 2)
Step 1: Press the Home key.
Step 2: Press the F2 button and then press the 7. This key combination selects the TI 89 propFrac( command.
Step 3: Press the following keys: ( ( x ^ 2 + x + 3 ) / ( x – 2 ) )
Note: Make sure you type in all of the parentheses. Missing parentheses are the usual culprit for mathematical errors or for the calculating give you an “error domain” or some other ugly error message.
Step 4: Press ENTER.
The calculator will display the solution, which is (9) / (x – 2) + (x) + 3.
That’s it! You’re done! You can now convert any rational function to a proper fraction using the TI-89!
Check out our YouTube channel for hundreds of videos, including help with TI-calculators.
Stephanie Glen. "Simplify TI 89: How To Simplify An Expression" From CalculusHowTo.com: Calculus for the rest of us! https://www.calculushowto.com/simplify-ti-89-how-to-simplify-an-expression/
Need help with a homework or test question? With Chegg Study, you can get step-by-step solutions to your questions from an expert in the field. Your first 30 minutes with a Chegg tutor is free! | https://www.calculushowto.com/simplify-ti-89-how-to-simplify-an-expression/ |
From the balloon, which is 92 m above the bridge, one end of the bridge is seen at a depth angle of 37° and the second end at depth angle 30° 30 '. Calculate the length of the bridge.
- The painter
In order for the painter to get the desired color, he must mix green and yellow in a ratio of 4: 7. If it has 28 l of green color, how many liters of yellow color should he add? How many liters of mixed color does he get?
- Greg and Bill
Greg is 18 years old. He is 6 less than 4 times Bill's age. How old is Bill?
- Cube surface and volume
The surface of the cube is 500 cm2, how much cm3 will be its volume?
- Unknown mixed number
Find the number that is smaller than 5 5/12 by as much as 2 2/13 is smaller than 6 1/6
- The observatory
The dome of the hemisphere-shaped observatory is 5.4 meters high. How many square meters of sheet metal needs to be covered to cover it, and 15 percent must be added to the minimum amount due to joints and waste?
- Calculate 3
Calculate the cube volume whose edge is 3x-1,3x-1,3x-1
- Simplify
Simplify expression - which expression is equivalent to: 3(m + 2) − 4(2m − 9)
- Isosceles triangle
In an isosceles triangle, the length of the arm and the length of the base are in ration 3 to 5. What is the length of the arm?
- Which
Which decimals when subtracted equal 3.89: a - b = 3.89
- Rectangular plot
The dimensions of a rectangular plot are (x+1)m and (2x-y)m. If the sum of x and y is 3m and the perimeter of the plot is 36m. Find the area of the diagonal of the plot.
- Rectangular triangle
The lengths of the rectangular triangle sides with a longer leg 12 cm form an arithmetic sequence. What is the area of the triangle?
- Rectangular field
A rectangular field has a diagonal of length 169m. If the length and width are in the ratio 12:5. Find the dimensions of the field, the perimeter of the field and the area of the field.
- Children playground
The playground has the shape of a trapezoid, the parallel sides have a length of 36 m and 21 m, the remaining two sides are 14 m long and 16 m long. Determine the size of the inner trapezoid angles.
- Sum of four numbers
The sum of four consecutive natural numbers is 114. Find them.
- Area to perimeter
Calculate circle circumference if its area is 254.34cm2
- Sales off
The price has decreased by 20%. How many percents do I have to raise the new price to be the same as before the cut?
- Bottle
A company wants to produce a bottle whose capacity is 1.25 liters. Find the dimensions of a cylinder that will be required to produce this 1.25litres if the hight of the cylinder must be 5 times the radius.
- Two cyclists 2
At the same time, two cyclists left the towns A and B at constant speeds. The first one going from town A to town B, and the second one from town B to town A. At one point of the trip they met. After they met, the first cyclist arrived at town B in 36min,
Do you have an interesting mathematical word problem that you can't solve it? Submit math problem, and we can try to solve it. | https://www.hackmath.net/en/word-math-problems/expression-of-a-variable-from-the-formula?page_num=11 |
The ToMathContainer command inserts the given expression into a MathContainer component.
The expression is pre-formatted by calling InertForm:-Typeset. By default, inert substructures are displayed in gray. To show the expression so that it looks like an equivalent non-inert expression, use the option inert=false.
For more details about the nature of inert form, see InertForm:-Parse. For information on automatic simplification, refer to the Maple Expressions chapter of the Maple Programming Guide.
This function is part of the InertForm package, so it can be used in the short form ToMathContainer(..) only after executing the command with(InertForm). However, it can always be accessed through the long form of the command by using InertForm[ToMathContainer](..).
Grading:-QuizSimplify the following expression:,1,`%*`8,`%/`%sqrt4,`%^`4,2,inertform=true
Simplify the following expression:
=
InertForm:-ToMathContainer`%*`8,`%/`2,16,MathContainerANS,inert=false
Error, (in DocumentTools:-GetProperty) Attempted to retrieve property of unknown component MathContainerANS.
The InertForm[ToMathContainer] command was introduced in Maple 2017.
For more information on Maple 2017 changes, see Updates in Maple 2017. | https://de.maplesoft.com/support/help/maple/view.aspx?path=InertForm/ToMathContainer&L=G |
By convention, the terms in an expression are placed in descending order with the highest degree term appearing first. Numerical terms are placed at the right end of the expression. The commutative property of addition allows us to change the order of the terms.
Eliminate the innermost set of parentheses first.
By the order of operations, simplify inside the parentheses before multiplying (by the 2).
Use the rule for multiplying powers with the same base.
Simplify each of the following expressions by using the distributive property and combining like terms.
For the following problems, simplify each of the algebraic expressions.
8
After observing the following problems, can you make a conjecture about
?
Using the result of problem 52, is it correct to write
yes
( [link] ) Find the value of .
4
( [link] ) Write the expression so that no denominator appears.
( [link] ) How many are there in ?
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